A new report from the UNESCO Institute for Statistics (UIS) sets out a roadmap of strategies and tools to help countries produce vital data on education. The SDG 4 Data Digest sets out the measurement challenges around the pursuit of Sustainable Development Goal 4: a quality education for every child by 2030.
This blog was also published by the IBE.
As education stakeholders, including governments, assessment initiatives and donors gather in Madrid for the Fourth Meeting of the Global Alliance to Monitor Learning (GAML), the UNESCO Institute for Statistics and the International Bureau of Education set out strategies to help resolve the technical and political challenges of measurement.
The 2018 Survey of Formal Education covers key data for the school year ending in 2017 required for the monitoring of international and national education goals.
Following the adoption of the Sustainable Development Goals (SDG), the UNESCO Institute for Statistics (UIS) is working closely with Member States and partners to develop new indicators, statistical approaches and monitoring tools to better assess progress towards the SDG 4 education targets while making every effort to minimise the reporting burden on countries.
In most countries, more women than men are employed in the cultural sector but they need to supplement with more than one job, according to a new fact sheet published by the UIS. Entitled “Precarious Situation for Women Working in the Field of Culture”, the report presents data to help monitor Sustainable Development Goal 8 (SDG 8), which calls for decent work and equal pay.
The UIS has launched a pilot survey on heritage statistics to collect information on Sustainable Development Goal 11 (SDG 11), Target 11.4.1, which measures how much countries spend on the preservation, protection and conservation of all cultural and natural heritage. The aim is to test the proposed data collection instrument and gain more country-level information. Representing all regions of the world, 14 countries are participating in the pilot survey exercise.
The news that more than more than half – 617 million - children and adolescents of primary and lower secondary school age worldwide are not reaching minimum proficiency levels in reading and mathematics is a wake-up call for educators and for statisticians.
Six out of ten children and adolescents are unable to meet minimum proficiency levels in reading and mathematics, according to the UIS. A new paper presents the methodology used to produce these estimates and the rationale for developing a global composite indicator.
Driving systematic change in critical areas such as health, energy and infrastructure is the task of the Global Future Council's 700 members in Dubai this week. They are investigating how breakthrough technologies can be used to "join the dots".
The Global Alliance to Monitor Learning (GAML) is designed to improve learning outcomes by supporting national strategies for learning assessments and developing internationally-comparable indicators and methodological tools to measure progress towards key targets of SDG 4.
The UNESCO Institute for Statistics and the UNESCO International Bureau of Education are working together to support national strategies for measuring learning and to enable international reporting on SDG 4.1 within the Education 2030 Framework for Action. Together, they analysed 115 national assessment frameworks, from 53 Member States, using a new coding scheme of mathematical content domains and sub-categories, with the aim of finding ways to link different assessment results and to report them in a globally-comparable way.