As delegates gather in New Delhi for the South Asia Regional Conference on Using Large-Scale Assessments to Improve Teaching and Learning, a new synthesis paper from the UIS makes the case for greater investment.
The UIS will be contributing to discussions on helping countries in Africa to collect more and better data on Sustainable Development Goal 4 (SDG 4) during the Pan-African High-Level Conference on Education (PACE 2018), taking place in Nairobi from 25-27 April 2018.
Reinforcing and deepening regional synergies in education will be at the forefront of the Pan-African High-Level Conference on Education (PACE 2018) in Nairobi from 25-27 April.
It’s Global Action Week for Education, with the focus firmly on accountability. As we all know, if we want to hold our decisionmakers to account, we must have good data. Without it, we have little evidence of whether they are keeping their promises or not.
It may sound dry and dusty, but an education management information system (EMIS) lies at the very heart of efforts to monitor progress towards the world’s education goals, particularly Sustainable Development Goal 4 (SDG 4). It is a vital instrument that has, perhaps, had less attention than it deserves, given that an EMIS should be, in essence, in the core of the planning and policy implementation processes in a country’s education ‘machine’.
As the Inter-agency and Expert Group on SDG Indicators (IAEG-SDGs) meets in Vienna from 9-12 April 2018, a perspective from Sweden illustrates the challenges even the world’s most advanced statistical systems face in producing the education data needed to monitor and achieve the global education goal.
New analysis confirms that persons with disabilities are nearly always worse off than those without disabilities when it comes to education
Persons with disabilities are among the most marginalised groups in any society. Many face daily discrimination in the form of negative or even hostile attitudes and are often excluded from their fundamental human rights by poor policy choices and lack of specialised services and support. For children with disabilities, this exclusion can include the denial of the basic right to a quality education.
A new paper from the UNESCO Institute for Statistics (UIS), Education and Disability, presents the first in-depth analysis of available data for 49 countries. It confirms that persons with disabilities are less likely to ever attend school, more likely to be out of school and that they tend to have fewer years of education than persons without disabilities. They are less likely to complete primary or secondary education and are less likely to possess basic literacy skills.
Un nouveau rapport montre comment les pays peuvent mesurer les progrès accomplis en matière d’éducation par les groupes les plus marginalisés pour veiller à ne laisser personne pour compte.