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.
Last week INEE, ECW, and the UIS launched a new Reference Group on education in emergencies (EiE) data aimed at tackling some of the sectoral challenges in EiE data collection, storage, sharing, and use. This new group fulfills part of the 2019 EiE Data Summit Action Agenda by enabling data experts from a range of organizations to collaborate on systemic EiE data issues that exist within and between their organizations.
In 2019 in Geneva, EiE data experts from almost 50 organizations participated in the EiE Data Summit to discuss and agree on ways forward on the following challenge: how, with limited resources and a growing number of crises, the EiE sector could collect more meaningful data and make new and existing data more accessible. More and better data enables better coordinated action, strengthens funding appeals, and informs monitoring and evaluation. Many of the challenges discussed – lack of incentives to share data, lack of standardized indicator definitions and methodologies, exclusion of marginalized groups – were identified as collective action issues that could not be solved by single institutions but instead require collaboration between a range of actors. The Summit’s Action Agenda therefore recommended the creation of an expert group to address some of these core issues.
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.
We live in very challenging times. The rapid influx of immigrants, refugees and asylum seekers, along with increasing intolerance, social exclusion and feelings of alienation, extremism among young people, and the ongoing climate crisis, pose complex challenges. To face this global environment, we need information that enables us to think critically, connect our actions with their impacts, and act as empowered, active global citizens.
By Silvia Montoya, Director, UNESCO Institute for Statistics
World Children’s Day, established to promote child rights and welfare, is more important than ever this year as the world grapples with dual threats to education and health. Creating the evidence for policy actions to mitigate the impact of school closures is crucial, and for this, countries must assess children’s learning, along with the effectiveness of remote schooling, while supporting families, teachers and other front-line workers. At the same time, keeping schools open is a priority, so taking measures to ensure children’s safety in school is central to preventing further closures during a second wave of COVID-19.
From the beginning of the pandemic, the UNESCO Institute for Statistics (UIS) has set the pace, collecting data on national government responses to the crisis, and collaborating with the World Bank and UNICEF on a joint report, What Have We Learnt. The report is based on two quarterly surveys – the first taking place between April and May with 118 respondents, and the second between July and October with 149 respondents.
The surveys confirm that students in low-income countries are most at risk from school closures. This is because lost school days and the perception (and perhaps reality) that learning from home does not have the same value as learning in the classroom, increases pressure on young people to drop out. Ultimately, only learning assessments will be able to tell us if remote schooling – online, TV and radio programming, as well as take-home paper-based work – have been effective. But in the meantime, 24 million students are at risk of dropping out this year, reducing their skills acquisition and earning prospects for years to come.
By Silvia Montoya, Director, UNESCO Institute for Statistics (UIS) and Manos Antoninis, Director, Global Education Monitoring Report
New global indicator will provide a simple, comprehensive measure of progress towards the education goal, SDG4.
The Sustainable Development Goal (SDG 4) for education recognizes that all children deserve, and have the right to, a quality education. Over the last three decades, enrollment has risen to historic highs, though school disruptions and the economic implications of COVID-19 will offset some of these gains. But enrollment is only a part of what children need. For children to be fully prepared for the future, they need to complete their education, and emerge having learnt at least the basics. The new global indicator will combine all these critical factors to provide a snapshot of progress towards SDG 4.
Completing and learning are critical elements of a quality education
Unfortunately, in some of the poorest regions where children are most in need of a high-quality education to get ahead, poor learning outcomes often result in higher drop-out rates with large numbers of children not completing school at all – or completing it when more than five years older than the intended graduation age for that level. In sub-Saharan Africa, for example, where 82% of primary aged children are enrolled in school at the right grade for their age, just 62% graduate from this level on time. When children don’t finish school, it is hard, if not impossible, for any more learning to happen.