In a recent blog, we noted that there is currently a global multiplicity of strong initiatives in generating better data on learning outcomes, oriented at Sustainable Development Goal 4 (SDG 4). And, that’s only in the area of learning outcomes.
Bollywood films rose by almost 8% between 2012 and 2013, reaching a total of 1,724 feature films, mostly using digital technology.
After India, the United States was the second top producer, with a total of 738 feature films, followed by China (638 films), Japan (591 films) and France (270 films). It is important to note that Nigeria is not included in the analysis because most "Nollywood" feature films are produced in video format.
Diversity of feature films
As the pursuit of the Sustainable Development Goals (SDGs) gathers momentum, there has been a lot of noise about the ‘big ticket’ factors seen as fundamental for their achievement: immediate and sustained action, political will, adequate resources, equity … the list goes on. And it’s true. We need all of these and more. But there has been less clamour about the role of innovation, even though this will fuel progress on each and every SDG. And there has been barely a whisper about its foundation: research and development (R&D).
A crucial list of indicators for the achievement of the world’s global education goals was endorsed at a recent meeting of the Technical Co-operation Group for SDG 4 – Education 2030 (TCG). It signed off on the list of thematic indicators on education that countries have agreed to start using in 2017 to monitor progress.
Right now, the Inter-agency and Expert Group on Sustainable Development Indicators is meeting in Geneva to iron-out ways to resolve some of the technical glitches surrounding the indicators. The good news is that education is among the areas in best shape. But we still have our work cut out for us, especially when it comes to learning outcomes.
Less than one-third of adults have completed primary education in many sub-Saharan African countries. In most Western European countries, by contrast, nearly all adults have completed primary education and, in many cases, one-third of adults have a tertiary degree.
A-G, H-Q, R-Z
A-G
Abadzi, H., University of Texas
Abdelwahed, S., ADEA
Albayrak, M., Ministry of National Education, Turkey
Abu-Amsha, O.
Andrade, J.C., Castillo, R., INEC
Archer, D., ActionAid
Arisi, C., SOS Children’s Villages
Baboo, N., Light for the World
Baboo, N., Sretenov, D., Global Partnership for Children with Disabilities
Baehr, R., Deutsche Stiftung Weltbevoelkerung
Balyasnikova, L., The Herzen State Pedagogical University of Russia
From November 2014 to January 2015, the Technical Advisory Group (TAG) on post-2015 education indicators conducted a global survey on its monitoring proposals.
To fill the gap, a new high-level commission will be finding ways to raise more funds and make better use of existing resources. But to do this, they need accurate data on the financing of education.
In consultation with a wide range of partners, the UNESCO Institute for Statistics (UIS) is leading efforts to develop a series of new measurement frameworks and indicators to monitor and improve the learning outcomes of all children as part of Sustainable Development Goal 4 (SDG 4) and the Education 2030 Agenda. But to what extent are countries ready to produce the data?