By Friedrich Huebler, Head of Education Standards and Methodology at the UNESCO Institute for Statistics, and Kevin McGee, Economist in the Development Data Group at the World Bank.
A new guidebook published by the World Bank and the UNESCO Institute for Statistics (UIS) casts light on how to measure the heavy burden of education spending that falls on the world’s families. Measuring Household Expenditure on Education: A Guidebook for Designing Household Survey Questionnaires will help countries report on SDG 4 Indicator 4.5.4: education expenditure per student by level of education and source of funding. The guidebook also aims to ensure proper representation of education expenditure in consumption-based poverty and inequality measures, and enable more micro-econometric research on resource allocation in households.
By Silvia Montoya, Director of the UNESCO Institute for Statistics (UIS).
On 11 February, the world will observe the International Day for Women and Girls in Science. While celebrating achievements, we must continue to focus on advancing gender equality in science and technology as women are still underrepresented in all areas, from research and engineering to tech start-ups. Pursuing gender parity in science is also part of wider global efforts to achieve Sustainable Development Goal 5 (SDG 5) while supporting SDG 9 for innovation and SDG 17 on technological capacity building in developing countries.
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.
By Rukmini Banerji, CEO, Pratham Education Foundation and Suman Bhattacharjea, Director of Research, ASER Centre
The new edition of the 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: India’s ASER Centre, responsible for the Annual Status of Education Report (ASER) survey and the global pioneer for citizen-led assessments.
By Magdalena Janus, Professor of Psychiatry and Behavioural Neurosciences (McMaster University), Offord Centre for Child Studies
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 one of these vital partners: the Offord Centre for Child Studies, and specifically Professor Magdalena Janus, who brought years of expertise to the Digest’s analysis on early childhood development (ECD). Here, Magdalena shares her thoughts on the critical importance of measuring early learning.
By Silvia Montoya, Director of the UNESCO Institute for Statistics (UIS)
This blog was also published by the GPE
The latest figures on out-of-school-children are disappointing, showing progress that is – at best – painfully slow.
Despite every promise and declaration, and all the genuine efforts made to date, there are still around 262 million – or one out of every five – children, adolescents and youth between the ages of 6-17 out of school. That figure rises to a shocking one in three children out of school in the world’s poorest countries. What’s worse is that new data from the UNESCO Institute for Statistics (UIS) show that progress has stalled, with the rates and the numbers remaining more or less static for years. Continue reading
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