By Silvia Montoya, Director of the UNESCO Institute for Statistics (UIS), and Karen Mundy, Chief Technical Officer at the Global Partnership for Education (GPE)
New data released today by the UNESCO Institute for Statistics (UIS) show that 617 million children and adolescents worldwide are not reaching minimum proficiency levels in reading and mathematics. This signals a learning crisis that could threaten progress towards the Sustainable Development Goals (SDGs). Continue reading
By Silvia Montoya, Director of the UNESCO Institute for Statistics (UIS)
This blog was originally published by the Global Partnership for Education (GPE)
New data on learning are steadily coming on-stream, helping us to gauge the extent to which children and youth, in school and out, are learning acquiring the skills they need to build their lives. This week at the UKFIET (The Education and Development Forum) Conference in London, the UNESCO Institute of Statistics (UIS) has set out progress on the development of a global approach to measure learning. The UIS presentation showed the challenges and the most feasible solutions to resolve them. All of this information is vital for the pursuit of Sustainable Development Goal 4 (SDG 4) on education: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Continue reading
By Silvia Montoya, Director of the UNESCO Institute for Statistics (UIS).
The theme of this year’s International Literacy Day on Friday, 8 September, is ‘Literacy in a Digital World’. The Day aims to highlight the kind of literacy skills people need to navigate this world and the literacy policies and programmes that can leverage the opportunities such a world provides. Continue reading
By Silvia Montoya, Director of the UNESCO Institute for Statistics and Jordan Naidoo, Director of the UNESCO Division for Education 2030 Support and Coordination
This blog was also published by the Global Partnership for Education (GPE).
In 2015, the international community agreed on Sustainable Development Goal 4 (SDG 4), which now forms the universal education agenda to 2030. Many countries still have a far way to go to reach these targets, and to do this, they will need external support to overhaul their education systems. There are two dimensions at stake to achieve SDG 4: identification of policy priorities and the associated data availability and quality to monitor progress. Continue reading
By Ray Adams, Director of ACER’s Centre for Global Education Monitoring and a Professorial Fellow of the University of Melbourne
This blog was also published by the Global Partnership for Education (GPE).
The push for globally-comparable measures of learning is truly underway, with work well advanced through the Global Alliance to Monitor Learning (GAML) to develop common metrics to benchmark student performance in reading and mathematics. The development of common metrics is fundamental to the achievement of Sustainable Development Goal 4 (SDG 4): ensure inclusive and quality education for all by 2030. Common metrics are crucial if we are to obtain a comprehensive and comparable picture of how well children are learning what they need to learn – the ‘quality’ part of the SDG 4 equation. Continue reading
By Silvia Montoya, Director of the UNESCO Institute for Statistics
This blog was also published by the Global Partnership for Education (GPE).
Last month saw a major leap forward on the global reporting of learning outcomes – on which children are learning, which children are not learning, and why.
At a meeting convened by the UNESCO Institute for Statistics (UIS) in Washington D.C. on June 26, partners representing regional and international learning assessments, as well as development partners, pledged to move forward together to tackle the pressing need for comparable data on learning outcomes at the global level. Continue reading
By Silvia Montoya, Director of the UNESCO Institute for Statistics and Dankert Vedeler, Co-Chair of the SDG Education 2030 Steering Committee
This blog was also published by Norrag.
The global goal for progress on education (SDG 4) has been set: an inclusive and equitable education for every child by 2030. The individual targets that must be achieved if we are to reach the goal are in place, from learning outcomes to teacher training. And experts and organizations working on education data have developed the detailed indicators that will signal whether or not the world is on track to achieve the global goal by the deadline. Continue reading
