By Dankert Vedeler, Chair of the Governing Board of the UNESCO Institute for Statistics (UIS), and Advisor to the Norwegian Ministry of Education and Research / Ministry of Foreign Affairs
The countdown has begun, with just a decade to achieve the Sustainable Development Goal on education (SDG 4): a quality education for all. After so many years devoted to education at the national and international levels, my resolution for 2020 is simple: Let data be your guide. Continue reading
By Silvia Montoya, Director, UNESCO Institute for Statistics
SDG 4 Data Digest 2019 explores the data methodologies needed to track progress and better direct policies and resources
It is not too late to reach the world’s education goal. At least, not yet. In 2015, United Nations Member States promised to reach Sustainable Development Goal 4 – a quality education for all – by 2030. We are now one-third of the way through the timeframe for its achievement, and it is still possible – just about – to meet the deadline. But without accurate, current and comparable data on education, and without a shift from ‘business as usual’ approaches to the provision and quality of education, the goal could soon be beyond our grasp.
Today, around 258 million children are out of school, according to data from the UNESCO Institute for Statistics (UIS). If we continue on our current trajectory, one in every six children aged 6 to 17 will still be out of school in 2030 and only six out of ten youth will complete secondary education.
Our data also show that being in school is not enough to guarantee a quality education. According to our estimates, 55% of children and adolescents of primary and lower secondary school age are not achieving minimum proficiency levels in reading and 60% are not reaching these levels in mathematics. Continue reading
By Friedrich Huebler, Head of Education Standards and Methodology at the UNESCO Institute for Statistics (UIS), and Stuart Cameron, Thematic Lead on Equity and Inclusion, Global Partnership for Education (GPE)
Two new data resources launched today focus on people with disabilities who are so often disadvantaged and ‘invisible’ when it comes to education. Excluded and uncounted, they are often missing not only from the world’s classrooms, but also from education data. Continue reading
By Silvia Montoya, Director of the UNESCO Institute for Statistics (UIS)
Tracking progress on teacher training is vital to progress towards SDG 4
It could be a classroom in the heart of Tokyo or New York. It could be deep in the Amazon rainforest, the mountains of Bhutan or in the townships of Johannesburg. But wherever the classroom, much of its success relies the teacher.
Ideally, this teacher has been properly trained, and has every skill they need to inspire and enthuse their pupils. And ideally, they will teach generation after generation of children, becoming one of the teachers people remember with gratitude for the rest of their lives.
This vision will be celebrated on 5 October, when World Teachers’ Day focuses on the world’s young teachers, exploring ways to attract and keep the brightest minds and young talents. Here at the UNESCO Institute of Statistics (UIS), we see effective reporting on teacher training as a vital part of this process. Its importance has also been recognized in the SDG 4 monitoring framework: Indicator 4.c.1 requires data on the proportion of teachers in pre-primary right through to upper secondary education who have received at least the minimum amount of formal teacher training, whether pre-service or in service, to do their job. Continue reading
By Silvia Montoya, Director, UNESCO Institute for Statistics, and Robert Jenkins, Chief, Education and Associate Director, Programme Division, UNICEF
New data from the UNESCO Institute for Statistics confirm the need for accelerated efforts to get every child in school and learning
Education matters. It stands for the hopes and dreams of many children around the world. Education paves the way towards more productive, healthier, sustainable and resilient societies in which children can reach their full potential. However, new data from the UNESCO Institute for Statistics (UIS) confirm that the situation of out-of-school children has stalled without significant improvement over the last ten years. In 2018, one in six or more than 258 million children, adolescents and youth were denied the right to education. Continue reading
Make your voice heard in the IAEG-SDG Open Consultation for the 2020 Comprehensive Review of the Global Indicator Framework
By Silvia Montoya, Director of the UNESCO Institute for Statistics and Jordan Naidoo, Director of UNESCO’s Division for Education 2030 Support and Coordination. Both authors co-chair the Technical Cooperation Group on the Indicators for SDG 4.
Data users the world over have a unique opportunity to show their support for SDG 4 Indicator 4.1.1: the proportion of children and young people achieving at least a minimum proficiency level in reading and mathematics.
A new public consultation by the Inter-Agency and Expert Group on SDG indicators (IAEG-SDGs) seeks the views of stakeholders on proposals to replace, revise or delete existing indicators as part of an intensive review process of the global SDG indicator framework. Adopted by the UN General Assembly in July 2017, the framework was developed by the IAEG-SDGs, with substantial input on the education-related indicators from the Education 2030 process coordinated by UNESCO. Continue reading
By Julia Dicum, Deputy Director of Education at Global Affairs Canada, and Silvia Montoya, Director of the UNESCO Institute for Statistics.
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