By Silvia Montoya, Director of the UNESCO Institute for Statistics (UIS) and Daniel Capistrano, University College Dublin

By Friedrich Huebler, Head of Education Standards and Methodology at the UNESCO Institute for Statistics (UIS)

By ECW, FHI 360, INEE, NORRAG, and the UIS

This post is cross-published by ECW, FHI 360, INEE, NORRAG, and the UNESCO Institute for Statistics.

By Andrés Sandoval-Hernández, University of Bath, and Diego Carrasco, Pontificia Universidad Católica de Chile

When UN Member States adopted the 2030 Agenda and its 17 Sustainable Development Goals (SDGs), there was not much discussion about how these goals were going to be measured. As we enter the Decade of Action, deciding on a measurement strategy for all SDGs and their targets has become a pressing issue.

By Silvia Montoya, Director, UNESCO Institute for Statistics

By Silvia Montoya, Director, UNESCO Institute for Statistics (UIS) and Manos Antoninis, Director, Global Education Monitoring Report

Traditional ways of measuring educational proficiency, based on assessment results and the percentage of children enrolled in schooling, may not be as effective a measurement while COVID-19 impacts upon attendance rates.

Analysts working with SDG indicators on learning proficiency, in particular Indicator 4.1.1, would in many cases be familiar with a formula such as the following:

The UNESCO Institute for Statistics (UIS) will soon be releasing its projections of the impact of COVID-19 on the learning proficiency of children and youth, building upon previous UIS projections published in early 2020, before the pandemic. Projections of this kind are vital and inform the planning conducted by national governments, global bodies, and development assistance organizations.