Meet the SDG 4 Data: Equal Access to All Levels of Education and Training for the Most Vulnerable People

By Silvia Montoya, Director of the UNESCO Institute for Statistics (UIS)
This blog was also published by the Global Partnership for Education (
GPE)

Learn about the parity indices used to monitor progress towards Target 4.5, which aims to eliminate inequalities in education.

This series of blogs on the indicators for Sustainable Development Goal 4 (SDG 4) on education has been careful not to single out any single indicator as being more important than any other. Indeed, if we are to reach SDG 4 – quality education and lifelong learning opportunities for everybody – we have to see all the indicators, from free primary schooling to the availability of qualified teachers, as indivisible.

Yet when we examine SDG Target 4.5 on eliminating disparities in education, we find ourselves at the very heart of the SDG vision. A common thread runs through every SDG goal, target and indicator. That thread is equity, backed by strong determination to ensure that nobody is left behind. SDG Target 4.5 stands squarely at the intersection between this vision and the measurement of its achievement.

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Meet the SDG 4 Data: Indicator 4.4.1 on Skills for a Digital World

By Silvia Montoya, Director of the UNESCO Institute for Statistics (UIS)
This blog was also published by the Global Partnership for Education (GPE)

SDG 4 Indicator 4.4.1 measures how many youth and adults have the right information technology skills, giving them a path to better jobs

As we unpack the data that are needed for the achievement of SDG 4 on education, we are going to dig a little deeper into the key skills that young people need in the 21st century workplace. And in this digital age, that means the ability to make good use of information and communications technology (ICT).

As I noted in an earlier blog, there are so many positives about the digital technologies that are transforming the way we live, work and learn. It’s probably fair to say that digital literacy is now an essential skill for everyone, everywhere. We all need to know how to make good use of these new technologies.

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Meet the SDG 4 Data: Giving Youth the Skills They Need for the Job Market

By Silvia Montoya, Director of the UNESCO Institute for Statistics (UIS)
This blog was cross-published by the Global Partnership for Education (GPE)

This week we review SDG 4 Target 4.3 on quality technical, vocational and tertiary education 

As we travel through the SDG 4 data in this series of blogs, we have already looked at the all-important preparation for schooling and the minimum proficiency levels that tell us whether children are on track. Now we shift our focus towards the end of schooling: the technical, vocational and tertiary education that pave the way for a productive adult life.     Continue reading

Meet the SDG 4 Data: Preparing Children for Education

By Silvia Montoya, Director of the UNESCO Institute for Statistics (UIS)
This blog was cross-published by the Global Partnership for Education (GPE)

Learn about the indicators for Target 4.2 that assess whether children are ready to learn and have participated in preschool

I’m sure we all remember our first day at primary school. Our reactions may have varied from excitement to bewilderment. Some of us jumped right into the lessons with gusto. Some of us may have hung back a little, unsure of our ground. A lot depended on how prepared we were for what was – although we didn’t realize it at the time – one of the most important days of our lives.

In the third blog of our “Meet the SDG 4 data” series, we will look at how countries can gather data on this all-important preparation for school. Such ground work is vital if children are to make the most of their education, arriving in the classroom ‘primed’ and ready to learn.   Continue reading

Meet the SDG 4 Data: Measuring How Much Children Are Learning

By Silvia Montoya, Director of the UNESCO Institute for Statistics (UIS)
This blog was cross-published by the Global Partnership for Education (GPE)

Let’s review indicator 4.1.1 on learning outcomes

In the recent introduction to this series of blogs, Everything you always wanted to know about SDG 4 data indicators… but didn’t know who to ask, I flagged a dilemma facing researchers and statisticians: how to translate technical processes around indicators into comprehensible measurement?

Never an easy task – but even harder if you have not been part of the discussions in which the indicators were developed from the very beginning. Continue reading

Everything You Always Wanted to Know About SDG 4 Indicators… But Didn’t Know Who or How to Ask!

By Silvia Montoya, Director of the UNESCO Institute for Statistics (UIS)

This blog was cross-published by Norrag and the Global Partnership for Education (GPE)

New tools from the UNESCO Institute for Statistics chart a course for education stakeholders

One constant dilemma for researchers and statisticians is how to translate intricate technical processes, often emerging from intense scrutiny and discussion, into measures that are comprehensible and actionable for those who were not part of those discussions from the beginning.

What seems clear to those involved may seem baffling to those who have are coming to it for the first time. This holds true for monitoring progress towards Sustainable Development Goal 4 (SDG 4) on education, which calls for a quality education for every child, right through primary and secondary education, by 2030. Continue reading

Across the Pacific: Building Effective Education Management Information Systems

Dr. Tufoua Panapa, Chief Executive Officer, Ministry of Education, Youth & Sports, Government of Tuvalu

This blog was also published by the Global Partnership for Education (GPE)

This week at the Asia-Pacific Meeting on Education 2030 in Bangkok, stakeholders will exchange ideas on how to transform learning. The first step lies in sound data systems to help governments respond to the demand for skills needed to achieve SDG 4.

The UNESCO Institute for Statistics (UIS) works with countries the world over to help ensure that every education management information system (EMIS) is as good as it can possibly be. An effective EMIS is critical for education planning and policy implementation. However, building one is rarely, if ever, a simple task. Continue reading