It is time for all donor countries to invest more heavily in education data. This matters because we can’t solve a problem we don’t understand. And it is only too clear that we have some big problems that must be solved right away, with 617 million children and adolescents who are not reaching even minimum proficiency levels in reading and mathematics, and 262 million children – one in every five – who are out of school and half of whom are girls. Continue reading
38 organizations issue a collective call to fund education data that will allow the world to reach Sustainable Development Goal 4
Back in February, the UNESCO Institute for Statistics (UIS) and its partners sent out an urgent call to make the case for education data. Now we have an opportunity to make that case – loudly and clearly – directly to policy-makers.
Hundreds of international, regional and national policymakers will be in New York from 9 to 18 July to discuss global progress in education during the UN High-Level Political Forum on Sustainable Development (HLPF). It’s an opportunity we cannot afford to miss. That’s why we are issuing a collective call for greater funding for data on Sustainable Development Goal 4 (SDG 4): a quality, inclusive education for all. Our message is clear: we need more and better data not only to monitor progress towards that goal but also to achieve it. Continue reading
By Hilaire Hounkpodoté, PASEC Coordinator
The recent SDG 4 Data Digest illustrates the range of partners working with the UNESCO Institute for Statistics (UIS) to help countries produce and use assessment data to strengthen lifelong learning. This blog highlights the work of one of these vital partners: the Conférence des Ministres de l’Éducation des États et Gouvernements de la Francophonie (CONFEMEN). CONFEMEN works with the world’s French-speaking countries to implement the Programme for the Analysis of Education Systems (PASEC), a renowned regional learning assessment.
By Tanya Guyatt, 60 million girls Foundation
International Women’s Day on 8 March is a time to celebrate achievements in advancing gender equality. It’s also a day to push for more progress, and this year’s theme “think equal, build smart, innovate for change” suggests that real change requires a new approach. We need innovative solutions to reach the remaining out-of-school girls and to ensure that all children finish school with the skills to thrive in today’s modern, global economy.
By Silvia Montoya, Director of the UNESCO Institute for Statistics (UIS).
Better Data = Better Policies
This is a busy but exciting time at the UNESCO Institute for Statistics (UIS), where we are getting ready to provide you with more country-level and timely data on all levels of education. On 28 February, we will be updating our global education database.
While the global numbers and regional averages will not change, we will be releasing more data from countries so that you have a more complete picture of the education situation facing children, youth and adults the world over.
With this data release, we want to encourage countries, donors, international organizations and engaged citizens – to make the case for education at the next High-Level Political Forum on Sustainable Development, which will meet this July and discuss global progress in education. Even the most basic data show that we are far from the goal of ensuring that every child is in school and learning by 2030. Continue reading
By Luis Crouch, Chief Technical Officer, and Amber Gove, Director of Research, RTI International
The recent edition of the SDG 4 Data Digest illustrates the range of partners working alongside the UNESCO Institute for Statistics (UIS) to help countries produce and use assessment data to strengthen lifelong learning. This blog highlights the work of one of these vital partners: RTI International, which aims to improve the human condition by turning research knowledge into practice. RTI International’s contribution to the SDG 4 Data Digest provided expert analysis on reading and mathematics assessments for children in the early grades of school.
By Élisé Wendlassida Miningou, Education Economist, and Ramya Vivekanandan, Senior Education Specialist, Global Partnership for Education (GPE)
Political leaders and policymakers the world over share one common challenge: relentless demands for resources. They have to make tough choices about resource allocation, particularly in countries that are most fragile and conflict-affected where the needs are vast and the available resources are constrained by numerous other priorities. It is hardly surprising that learning assessments may not be at the top of their ‘to do’ list.