In a recent blog, we noted that there is currently a global multiplicity of strong initiatives in generating better data on learning outcomes, oriented at Sustainable Development Goal 4 (SDG 4). And, that’s only in the area of learning outcomes.
Bollywood films rose by almost 8% between 2012 and 2013, reaching a total of 1,724 feature films, mostly using digital technology.
After India, the United States was the second top producer, with a total of 738 feature films, followed by China (638 films), Japan (591 films) and France (270 films). It is important to note that Nigeria is not included in the analysis because most "Nollywood" feature films are produced in video format.
Diversity of feature films
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).
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.
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.
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.
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
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.
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.
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?