Two new data resources launched today focus on people with disabilities who are so often disadvantaged and ‘invisible’ when it comes to education. Excluded and uncounted, they are often missing not only from the world’s classrooms, but also from education data.
A new database launched today by the UNESCO Institute for Statistics (UIS) captures the severe educational challenges faced by people with disabilities. The database confirms that people with disabilities are less likely to ever go to school, more likely to be out of school and have fewer years of education than people without disabilities.
To mark World Teachers Day, the UIS has released a new edition of its eAtlas of Teachers, which presents a wide range of data and indicators based on results of the Institute’s annual education survey involving more than 200 countries and territories. Available in English, French and Spanish, the eAtlas lets readers explore the working conditions and training of teachers at the global, regional and country levels.
Tracking progress on teacher training is vital to progress towards SDG 4
It could be a classroom in the heart of Tokyo or New York. It could be deep in the Amazon rainforest, the mountains of Bhutan or in the townships of Johannesburg. But wherever the classroom, much of its success relies the teacher.
Research and experimental development (R&D) plays a pivotal role in driving a country’s economic growth and hence is instrumental in alleviating poverty. As part of the Sustainable Development Goals (SDGs), countries have pledged to “build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation”.
New data from the UNESCO Institute for Statistics confirm the need for accelerated efforts to get every child in school and learning
New data on the world’s out-of-school children reveal little or no progress for more than a decade, with about 258 million children, adolescents and youth out of school in 2018: around one-sixth of the global population of this age group. Published by the UNESCO Institute for Statistics (UIS), the data reinforce concerns about the prospects of reaching global education targets by 2030.
This year’s International Literacy Day celebrates multilingual education
It is your very first day at school. You’re excited. Perhaps even a little nervous? What is this special day going to bring? Above all, what will you learn?
Make your voice heard in the IAEG-SDG Open Consultation for the 2020 Comprehensive Review of the Global Indicator Framework
Data users the world over have a unique opportunity to show their support for SDG 4 Indicator 4.1.1: the proportion of children and young people achieving at least a minimum proficiency level in reading and mathematics.
As the official data source for SDG 4, the UIS is working with countries and partners to build consensus around the measurement agenda, while developing the indicators, standards and tools needed to monitor progress and help countries improve the quality and use of their data in the pursuit of their development goals.
The UIS is bringing together stakeholders from across the international education community through two flagship initiatives that will be meeting in September.