The UNESCO Institute for Statistics (UIS) has launched a global consultation on a set of key definitions used in “UNESCO’s Recommendation Concerning the International Standardization of Statistics on Science and Technology”. By updating these definitions, the UIS is seeking to improve the accuracy, reliability and comparability of international data on science and technology (S&T).
You did well at school and at college. You studied hard and made great sacrifices to qualify as a teacher – determined to help the next generation reach their full potential. But now you’re standing in a poorly-equipped classroom in front of 50 children aged from 6 to 11 years old. You have a few textbooks that are falling apart, only a handful of pens and pencils, a few scraps of paper, and no chalk for the chalkboard painted on the crumbling wall behind you. And your pupils are looking at you expectantly, ready for you to teach them everything that they need to know.
The international community has pledged to have all children and youth in school and learning by 2030 as part of Sustainable Development Goal 4 (SDG 4). Yet according to estimates by the UNESCO Institute for Statistics (UIS), about 617 million – or six out of ten – children and adolescents worldwide are unable to meet minimum proficiency levels in reading and mathematics.
On the day that the UNESCO Institute for Statistics (UIS) released new global numbers of children and adolescents not learning, representatives from regional and international learning assessments gathered in Hamburg, Germany.
The UIS has released new internationally-comparable cultural employment statistics. The collection includes 195 indicators offering a comprehensive perspective of cultural industries in 73 countries and territories.
The release includes data for the reference year 2015 and detailed metadata for each indicator as well as country-level information.
New data from the UNESCO Institute for Statistics show that 617 million children and adolescents worldwide are not achieving minimum proficiency levels in reading and mathematics. The figure signals “a learning crisis” according to the UIS, which could threaten progress towards the Sustainable Development Goals (SDGs).
New data released today by the UNESCO Institute for Statistics (UIS) show that 617 million children and adolescents worldwide are not reaching minimum proficiency levels in reading and mathematics. This signals a learning crisis that could threaten progress towards the Sustainable Development Goals (SDGs).
In its efforts to develop methodologies and data reporting for Sustainable Development Goal 4 (SDG 4), the UIS is inviting technical experts from regional and international learning assessment organizations to a Second Meeting of Cross-National Assessments. Hosted by the International Association for the Evaluation of Educational Achievement (IEA), the meeting is convened in Hamburg, Germany from 21 to 22 September 2017.
A new methodological paper explains the process undertaken by UIS experts to produce internationally-comparable education indicators. Entitled “UIS Indicator Development in the Field of Education”, the paper explains how the Institute takes measures to reduce the burden on survey respondents by using existing mechanisms and outlines the steps taken to produce new indicators.
The UIS has launched two new surveys to gather information on the financing of large-scale learning assessments in countries and potential sources of technical and financial support from donors and other institutions.