By Nadir Altinok (Associate Professor of Economics, Université de Lorraine, France) and Silvia Montoya, Director of the UNESCO Institute for Statistics (UIS)
This blog was originally published by the Global Partnership for Education (GPE)
The news that more than more than half – 617 million – children and adolescents of primary and lower secondary school age worldwide are not reaching minimum proficiency levels in reading and mathematics is a wake-up call for educators and for statisticians. Without such data, we would be unaware of the learning crisis that threatens progress towards the Sustainable Development Goals (SDGs) – a crisis that demands an urgent response from education ministries, most certainly, but also from the world’s data gatherers. Continue reading
By Silvia Montoya, Director of the UNESCO Institute for Statistics (UIS) and Dirk Hastedt, Executive Director of the International Association for the Evaluation of Educational Achievement (IEA)
This blog was also published by Norrag.
On the day that the UNESCO Institute for Statistics (UIS) released new global numbers of children and adolescents not learning, representatives from regional and international learning assessments gathered in Hamburg, Germany. They had answered the UIS’ call to come together to help tackle measurement issues around the coverage and comparability of data for SDGs Indicator 4.1.1: the proportion of children and young people in Grade 2 or 3; at the end of primary education; and at the end of lower secondary education, achieving at least a minimum proficiency level in reading and mathematics. 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