By Silvia Montoya, Director of the UNESCO Institute for Statistics (UIS) and Jordan Naidoo, Director, Education 2030 Support and Coordination at UNESCO
This blog was originally published by the Global Education Monitoring Report.
As we unpack our bags following last week’s meeting of the Technical Cooperation Group (TCG) in Dubai, it seems a good time to unpack our thoughts on the success of the event. Over three days, representatives of countries, technical partners, donors and civil society reviewed progress in developing the indicators and estimating the resources needed to help countries implement the global and thematic monitoring frameworks for Sustainable Development Goal 4 (SDG 4). Continue reading
By Luis Crouch, Chief Technical Officer of the International Development Group (RTI International), and Silvia Montoya, Director of the UNESCO Institute for Statistics (UIS)
This blog was also published by Norrag.
In many countries, education ministers are like air traffic controllers, who see a storm on the horizon but find that 80% of their navigation instruments are either malfunctioning or non-existent. They simply don’t have the data to steer their way out of a global learning crisis that affects more than one-half of all children of primary and lower secondary school age, according to estimates by the UNESCO Institute for Statistics (UIS).
This is why the UIS, the Global Partnership for Education (GPE) and other partners are pushing for greater (and better) investment in data to support countries in their quest to achieve Sustainable Development Goal 4 (SDG 4). The UIS is focusing on the pursuit of the data, while the GPE is leading the call for investment, as the only global fund dedicated solely to education in developing countries. Continue reading
By Luis Crouch, Chief Technical Officer of the International Development Group (RTI), and Silvia Montoya, Director of the UNESCO Institute for Statistics (UIS)
This blog was also published by the Global Partnership for Education (GPE)
For years, the UNESCO Institute for Statistics (UIS) and many other international agencies have been assisting countries in producing better education data, which are needed more than ever. The approach has typically been supply-side: capacity building, technical assistance, donation of hardware and software, etc. This has led to significant improvement. For example, today we have much better data on primary school completion rates than we did 20 years ago.
While this supply-side approach is critical, we must also take a sharper focus on demand from countries, central statistical offices, teachers: the side that should shape donor decisions around funding. Which means that it is time to make a collective and demand-driven investment case for the production of international data, backed by innovative and flexible approaches to meet specific donor demands. Continue reading