Skill development is a critical part of preparing for work in the future – even for jobs that do not yet exist. It goes without saying that a child who cannot read, write or perform at least simple mathematics with proficiency will be poorly equipped as an adult to excel in the technology-driven industries of the future.
Thinking about studying abroad next year or know someone who is? You’re not alone. International student mobility is on the rise and data show that everyone benefits. Rather than depriving developing countries of their best talent through ‘brain drain,’ mobile students are offering ‘brain gain’ by creating a global pool of highly-skilled human capital.
L’information collectée facilitera la promotion et la sauvegarde de la diversité linguistique, donneront aux gouvernements les moyens de développer des politiques de protection basée sur les faits et en accord avec les objectifs de développement durables des Nations Unies et la Recommandation sur la promotion et l'usage du multilinguisme et l'accès universel au cyberespace.
Learn about the parity indices used to monitor progress towards Target 4.5, which aims to eliminate inequalities in education.
SDG 4 Indicator 4.4.1 measures how many youth and adults have the right information technology skills, giving them a path better jobs
As we unpack the data that are needed for the achievement of SDG 4 on education, we are going to dig a little deeper into the key skills that young people need in the 21st century workplace. And in this digital age, that means the ability to make good use of information and communications technology (ICT).
At least 2.2 million children in South Sudan are not receiving an education – representing one of the highest rates of out-of-school children in the world, according to a new report produced through the Global Initiative on Out-of-School Children. Years of conflict, displacement and economic collapse continue to deprive children of education, harming the future of the country.
This week we review SDG 4 indicator 4.3 on quality technical, vocational and tertiary education
As we travel through the SDG 4 data in this series of blogs, we have already looked at the all-important preparation for schooling and the minimum proficiency levels that tell us whether children are on track. Now we shift our focus towards the end of schooling: the technical, vocational and tertiary education that pave the way for a productive adult life.
A disconnect between skills and job market needs
Learn about the indicators for 4.2 that assess whether children are ready to learn and have participated in preschool
I’m sure we all remember our first day at primary school. Our reactions may have varied from excitement to bewilderment. Some of us jumped right into the lessons with gusto. Some of us may have hung back a little, unsure of our ground. A lot depended on how prepared we were for what was – although we didn’t realize it at the time – one of the most important days of our lives.
Let’s review Indicator 4.1.1 on learning outcomes
In the recent introduction to this series of blogs, Everything you always wanted to know about SDG 4 data indicators… but didn’t know who to ask, I flagged a dilemma facing researchers and statisticians: how to translate technical processes around indicators into comprehensible measurement?
New tools from the UNESCO Institute for Statistics chart a course for education stakeholders
One constant dilemma for researchers and statisticians is how to translate intricate technical processes, often emerging from intense scrutiny and discussion, into measures that are comprehensible and actionable for those who were not part of those discussions from the beginning.