The world as a whole gathers only about half of the data needed to monitor progress towards the global education targets, according to a new UIS report, Laying the Foundation to Measure Sustainable Development Goal 4. It offers a roadmap to better measure SDG 4 and address the data gaps, as shown in the UNESCO eAtlas for Education 2030.
To explore the issues, the UIS organized a webinar series in the fall of 2016. The webinars presented the technical and political initiatives underway to implement the new indicator frameworks, while addressing areas that are difficult to measure, such as education quality, learning, equity and inclusion.
The sessions explored the most urgent measurement issues of the SDG 4–Education 2030 agenda, while listeners could send questions directly to the presenters and discussants, including national and international policymakers and statisticians, technical experts, donors and civil society organizations.
Global and Thematic Education Indicators – What Next?
|7 September 2016 • 10.00 EDT // 16.00 CET
Presenter: Albert Motivans, UIS
The first webinar sets the stage. Representatives of a national education ministry, a civil society organization and a development partner discussed the next steps in developing the global and thematic indicator frameworks as well as key initiatives such as: the Technical Cooperation Group on SDG 4–Education 2030 Indicators, the Global Alliance to Monitor Learning (GAML) and the Interagency Group on Education Inequality Indicators. It also presented results of regional surveys assessing country readiness to measure and monitor the global and thematic indicators.
Towards a Workable Strategy to Measure Learning
This webinar presented global experience in measuring reading and mathematics in primary and secondary education before focusing on the technical and political challenges arising with the new SDG focus on learning. The discussants representing different regions focused on approaches to: support and balance multiple viewpoints while identifying globally-relevant areas of learning; strike a balance between defining “global” competences and the role of local contexts and national education goals.
The Importance of Early Interventions: How to Measure Child Development?
The session highlighted the importance of Target 4.2 across SDG 4 and provided information on indicators that will be used at the global, regional and country levels. Key issues included: defining ‘developmentally-on-track’ in different contexts and for children from birth through the start of school; ensuring reliable data on young children’s participation in quality early childhood care and education; and the importance of addressing health, nutrition and children’s family environments.
Equity in Learning : Leaving no one Behind in the SDG 4 Monitoring
Target 4.5 explicitly calls for monitoring of equity in education through the use of parity indices and the disaggregation of all education indicators, in particular for the most vulnerable populations.Advancing this measurement agenda representsa new set of challenges for countries and the international community, which must go beyond traditional models of producing education data. A group of international experts discussed conceptual and methodological challenges associated with Target 4.5. highlighting the global community stands on monitoring needs and actions to be taken to assure robust and relevant monotirung.