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.
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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?
The “Meet the Education 2030 Data” series explains the global and thematic indicators that will be used to monitor Sustainable Development Goal 4 (SDG 4) and the Education 2030 targets. It offers a starting point for readers interested in more in-depth information. The UIS will add new indicator briefs as information becomes available.
According to UIS data, less than 30% of the world’s researchers are women. UIS data also show the extent to which these women work in the public, private or academic sectors, as well as their fields of research. But to truly reduce the gender gap, we must go beyond the hard numbers and identify the qualitative factors that deter women from pursuing careers in science, technology, engineering and mathematics (STEM).
To achieve quality education for all, as highlighted in Sustainable Development Goal 4 (SDG 4) and the Education 2030 agenda, governments in most countries need to do more to address persistent teacher shortages if they are ever going to reach the millions of children denied the right to education. At the same time, countries are often faced with difficult decisions about the hiring, training and deployment of new recruits.
While R&D tends to be concentrated in high-income countries, innovation is pervasive. Many countries are involved in innovation without performing R&D. Innovation is a process and is measured as such, covering a broader range of activities. Innovation surveys typically cover the business sector.
Accurate data can help countries develop policies to encourage innovation by, for example, stimulating the transfer of technology and building closer links between private firms, universities and government research institutions.