This week at the Asia-Pacific Meeting on Education 2030 in Bangkok, stakeholders will exchange ideas on how to transform learning. The first step lies in sound data systems to help governments respond to the demand for skills needed to achieve SDG 4.
La publication comprend les données mises à jour pour l’année de référence 2016 et des données de séries chronologiques des deux principaux indicateurs mondiaux utilisés pour surveiller l’Objectif de développement durable (ODD) 9.5. Dans le cadre de l’ODD 9, les pays ont promis de « bâtir une infrastructure résiliente, promouvoir une industrialisation durable qui profite à tous et encourager l’innovation ».
The UOE questionnaires collect data on formal education, including personnel, enrolment, graduates, source of funds, demographic data and class size.
Results of the survey will be released in 2019 via the UIS database. A timely response to the survey is essential to produce high-quality, comparable data, which are used to monitor the Sustainable Development Goals (SDGs) and included in major international reports.
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Où trouver les dernières données pour suivre l’Objectif de développement durable 4 (ODD 4) ? Comment les indicateurs sont-ils produits, et comment les interpréter et les utiliser ? Allez directement à la source avec une palette de nouveaux produits élaborés par l’Institut de statistique de l’UNESCO (ISU).
As governments pursue Sustainable Development Goal 4 (SDG 4) on education, with its strong focus on equity, are they embedding equity at the very heart of their national education plans? Recent research suggests that, in many cases, the answer is no, but it also highlights ‘honorable exceptions’: countries that are tracking equity in access to education and in learning.
Only a few of us may not have heard the clarion cries for equity or equality in education, with politicians and others calling for ‘equitable education’ or ‘equality of opportunity’ or ‘equal outcomes’, with such terminology often used interchangeably.
In continued efforts to build statistical capacity in countries, the UNESCO Institute for Statistics (UIS) has released a new guide to help countries to initiate learning assessment reforms by providing the tools needed to begin policy dialogue and outlining the value gained by collecting these data.
We know it is critical to measure equity in education: the fairness of education provision and quality of learning outcomes, as well as access to schooling, if we are to meet the global goals and targets for education.
We also know there are many different ways to conceptualize the measurement of equity, with different perspectives, start points and aims – often driven by the current political climate.
A new report, entitled the UNESCO Survey on Intercultural Dialogue 2017, presents the findings of groundbreaking survey developed by the UNESCO Sector for Social and Human Sciences and the UNESCO Institute for Statistics (UIS).
This was the first UNESCO survey on intercultural dialogue conducted among its Member States. It was designed to take stock of the current conceptual understanding, policies, and legislation, as well as available data, resources and main stakeholders in this field.
As delegates gather for the World Bank South Asia Regional Workshop on Learning Assessment in New Delhi to share knowledge and learning on assessment practices in basic education in the South Asia region, the PAL Network of citizen-led assessment organizations spanning South Asia, Africa and Central America have just released their newly-created network-wide