The World Needs Better Data on Education – and Canada Can Help
Submitted by m.solon on December 13, 2016 - 3:35pmThis piece was first published by the Ottawa Citizen
By Munir A. Sheikh, former Chief Statistician of Canada
This piece was first published by the Ottawa Citizen
By Munir A. Sheikh, former Chief Statistician of Canada
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The UNESCO Institute for Statistics (UIS) works closely with Member States to produce a wide range of core indicators covering all levels of education. These data address key policy issues to track progress, improve decisionmaking and ensure transparency and accountability.
There has been an important shift in the global measurement of learning. The Inter-Agency Expert Group on Sustainable Development Goal Indicators (IAEG-SDGs) has decided to ‘upgrade’ SDG Indicator 4.1.1 on learning outcomes: the proportion of children and young people who achieve at least a minimum proficiency in reading and mathematics.
As the UIS Governing Board meets in Montreal from 5-6 December, the Institute is celebrating its 15th anniversary in Canada. When the Institute’s doors first opened in Montreal, a handful of staff shared just a few computers. Today, the Institute is the official and trusted source of internationally-comparable data on education, science, communication and culture.
The members of the Global Education 2030 Steering Committee, gathering in Paris this week, have much to discuss, and also much to celebrate – particularly on the all-important data that will track progress towards the world’s education goals.
The UIS has launched its latest data collection on literacy and educational attainment statistics to more than 200 Member States and territories.
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On 10 November 2011, UNESCO’s General Conference adopted revisions to the International Standard Classification of Education (ISCED). As steward of the revision process, the UIS was deeply involved in the development of ISCED 2011. The following Questions and Answers highlight substantive changes to the classification system.