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How Much Does your Country Invest in Research and Development (R&D)?

Soumis par a.edimo le Novembre 18, 2016 - 1:41pm

As the pursuit of the Sustainable Development Goals (SDGs) gathers momentum, there has been a lot of noise about the ‘big ticket’ factors seen as fundamental for their achievement: immediate and sustained action, political will, adequate resources, equity … the list goes on. And it’s true. We need all of these and more. But there has been less clamour about the role of innovation, even though this will fuel progress on each and every SDG. And there has been barely a whisper about its foundation: research and development (R&D).

Madrid Meeting Approves the Indicators to Monitor Progress Towards SDG 4 in 2017

Soumis par a.edimo le Novembre 18, 2016 - 1:38pm

A crucial list of indicators for the achievement of the world’s global education goals was endorsed at a recent meeting of the Technical Co-operation Group for SDG 4 – Education 2030 (TCG). It signed off on the list of thematic indicators on education that countries have agreed to start using in 2017 to monitor progress.

Helping Countries Measure Learning: Deeds, Not Words

Soumis par a.edimo le Novembre 18, 2016 - 1:36pm

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.

Niveau d’éducation atteint

Moins d’un tiers des adultes ont achevé l’enseignement primaire dans de nombreux pays d’Afrique subsaharienne. En revanche, dans la plupart des pays européens, presque tous les adultes ont achevé l’enseignement primaire et, dans bien des cas, un tiers des adultes sont diplômés de l’enseignement supérieur.

Post-2015 Education Indicators Consultation Feedback

A-G, H-Q, R-Z

A-G

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

Indicateurs de l’éducation proposés pour la période post 2015

De novembre 2014 à janvier 2015, le Groupe consultatif technique (GCT) sur les indicateurs de l’éducation post-2015 a mené une enquête mondiale sur ces propositions de suivi.

Près de 200 organisations et individus de 67 pays ont participé à cette consultation publique qui a recueilli une grande variété de commentaires de représentants de la société civile, du monde universitaire, des partenaires du développement, des gouvernements et d’autres parties prenantes.

Roadmap to Better Data on Education Financing

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.

Learning Assessment Capacity Index

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?

Meet the Education 2030 Data: Indicator 4.1.2

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.

Les femmes et la science

Selon les données de l’ISU, moins de 30 % des chercheurs dans le monde sont des femmes. Les données de l’ISU montrent également dans quelle mesure ces femmes travaillent dans les secteurs publics, privés et universitaires, ainsi que leurs domaines de recherche. Mais pour vraiment réduire l’inégalité entre les sexes, nous devons dépasser les chiffres et identifier les facteurs qualitatifs qui dissuadent les femmes de faire carrière en science, technologie, ingénierie et mathématiques (STIM).