Meet the SDG 4 Data: Measuring How Much Children Are Learning

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By Silvia Montoya, Director of the UNESCO Institute for Statistics (UIS)
This blog was cross-published by the Global Partnership for Education (GPE)

Let’s review indicator 4.1.1 on learning outcomes

In the recent introduction to this series of blogs, Everything you always wanted to know about SDG 4 data indicators… but didn’t know who to ask, I flagged a dilemma facing researchers and statisticians: how to translate technical processes around indicators into comprehensible measurement?

Never an easy task – but even harder if you have not been part of the discussions in which the indicators were developed from the very beginning. Continue reading →

Everything You Always Wanted to Know About SDG 4 Indicators… But Didn’t Know Who or How to Ask!

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By Silvia Montoya, Director of the UNESCO Institute for Statistics (UIS)

This blog was cross-published by Norrag and the Global Partnership for Education (GPE)

New tools from the UNESCO Institute for Statistics chart a course for education stakeholders

One constant dilemma for researchers and statisticians is how to translate intricate technical processes, often emerging from intense scrutiny and discussion, into measures that are comprehensible and actionable for those who were not part of those discussions from the beginning.

What seems clear to those involved may seem baffling to those who have are coming to it for the first time. This holds true for monitoring progress towards Sustainable Development Goal 4 (SDG 4) on education, which calls for a quality education for every child, right through primary and secondary education, by 2030. Continue reading →

Across the Pacific: Building Effective Education Management Information Systems

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Dr. Tufoua Panapa, Chief Executive Officer, Ministry of Education, Youth & Sports, Government of Tuvalu

This blog was also published by the Global Partnership for Education (GPE)

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.

The UNESCO Institute for Statistics (UIS) works with countries the world over to help ensure that every education management information system (EMIS) is as good as it can possibly be. An effective EMIS is critical for education planning and policy implementation. However, building one is rarely, if ever, a simple task. Continue reading →

Three Steps to Help Policymakers Measure Equity in National Education Planning

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By Ben Alcott, Pauline Rose, Ricardo Sabates and Rodrigo Torres, Research for Equitable Access and Learning (REAL) Centre, University of Cambridge

This blog was also published by the Global Partnership for Education (GPE)

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.

In the Handbook on Measuring Equity in Education, published earlier this year by the UNESCO Institute for Statistics (UIS), we explored how well equity is captured by indicators in today’s national education plans – the main tool used by governments to plan and implement education policy. Our aim is to offer guidance for policymakers when selecting indicators and help them track progress. Continue reading →

Five Principles to Guide Measuring of Equity in Learning

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By Stuart Cameron, Rachita Daga and Rachel Outhred, Oxford Policy Management*

This blog was also published by the Global Partnership for Education (GPE)

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 the Handbook on Measuring Equity in Education published by the UNESCO Institute for Statistics (UIS), we took a step back to look more in depth at equity and set out a conceptual framework for its measurement. Continue reading →

From Concept to Practice: Five Steps to Measure Education Equity

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By Carina Omoeva, Wael Moussa and Rachel Hatch, FHI 360

This blog was also published by the Global Partnership for Education (GPE)

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.

But now it is time to take a deep breath and make that all-important leap from the conceptual to the practical measurement of education equity. In the Handbook on Measuring Equity in Education, published earlier this year by the UNESCO Institute for Statistics (UIS), we zoom in on two key concepts – equality of condition and impartiality – and map out a five-step process for their measurement. We hope that it will help researchers navigate their way towards a fairly reliable measure of educational equity. Continue reading →

Strengthening Citizen-Led Assessment Data

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By Hannah-May Wilson, Program Manager, PAL Network Secretariat

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 Data Quality Standards Framework. Continue reading →