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UNESCOInstituteforStatistics
The role of TAG and extended TAG
in SDG 4
Silvia Montoya, Director
UNESCO Institute for Stati...
UNESCOInstituteforStatistics
Monitoring SDG 4
 The proposed overarching education goal (SDG 4) aims to
ensure equitable a...
UNESCOInstituteforStatistics
A brief history of the TAG
 Established in 2014 by UNESCO chaired by the UIS
 Members inclu...
UNESCOInstituteforStatistics
What did we learn about data and
monitoring?
 Relevance/Consensus Building
 Technical defin...
UNESCOInstituteforStatistics
Some guidelines for the questions
 Three questions below request a balanced feedback on
diff...
UNESCOInstituteforStatistics
Guiding Questions
1. Are the proposed indicators easily understood and
allow a clear narrativ...
UNESCOInstituteforStatistics
Some other areas of concerns
 Should we include temporary placeholders?
 Learning Outcomes....
UNESCOInstituteforStatistics
Some other areas of concerns (2)
 What about the balance between sources?
 Population house...
UNESCOInstituteforStatistics
Next steps – the extended TAG
Target date Activity Purpose
Ongoing Regional consultation
proc...
UNESCOInstituteforStatistics
Key areas:Completion, Access and
Participation
 MAIN POINT: There are some indicators with d...
UNESCOInstituteforStatistics
Key areas: Completion, Access and
Participation
 Comments on the indicators.
 Questioning t...
UNESCOInstituteforStatistics
Key areas
 Learning and Skills
 Early grades (MELQ)
 Areas: ICT and Global Citizenship
 S...
UNESCOInstituteforStatistics
Key areas
 Stepping stone approach
 How to articulate at the global /regional/country
level...
UNESCOInstituteforStatistics
Thank you!
UNESCO Institute for Statistics
@UNESCOstat
14
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The Role ok TAG and extend TAG in SDG 4

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The Role ok TAG and extend TAG in SDG 4

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The Role ok TAG and extend TAG in SDG 4

  1. 1. UNESCOInstituteforStatistics The role of TAG and extended TAG in SDG 4 Silvia Montoya, Director UNESCO Institute for Statistics First meeting of the Extended TAG Paris, July 30-31
  2. 2. UNESCOInstituteforStatistics Monitoring SDG 4  The proposed overarching education goal (SDG 4) aims to ensure equitable and inclusive quality education and lifelong learning for all by 2030.  To gain insight on countries’ views and expectations of a mechanism as well as their needs for ensuring proper monitoring of the SDG goals.  To work out the finer details of the indicators ensuring they are clearly defined, actionable and measurable. 2
  3. 3. UNESCOInstituteforStatistics A brief history of the TAG  Established in 2014 by UNESCO chaired by the UIS  Members included experts from the EFA GMR team, OECD, UNICEF, the World Bank and UNESCO itself.  March 2014- May 2015 a proposal for the thematic set of indicators was developed  November 2014- January 2015 was held a global consultation on the proposal.  May 2015: the proposal was incorporated to the Framework for Action at the WEF in Incheon, Republic of Korea.  The WEF recommended the TAG be expanded to include civil society and a representative number of UNESCO Member States to further refine the proposal. The extended TAG conducts ongoing open consultations led by regional leaders. 3
  4. 4. UNESCOInstituteforStatistics What did we learn about data and monitoring?  Relevance/Consensus Building  Technical definition:  Definition  Communicability  Policy Relevance  Data  Data  Sources (international, national)  Availability  Comparability  Reliability
  5. 5. UNESCOInstituteforStatistics Some guidelines for the questions  Three questions below request a balanced feedback on different areas of the indicators:  Thinking about each specific indicator and its individual capability to provide answers on relevance, alignment and communicability;  Making the link between the necessity of measuring what is politically relevant; and  Considering the constraints in some areas to have the best indicators immediately.
  6. 6. UNESCOInstituteforStatistics Guiding Questions 1. Are the proposed indicators easily understood and allow a clear narrative regarding measuring the progress in participation in education? 2. Do the proposed indicators reflect very relevant and critical policy themes within each of the referenced targets? 3. Within each target, is there a need to establish a balance between indicators that are available now but not very well-aligned versus those that are better aligned but not as readily available?
  7. 7. UNESCOInstituteforStatistics Some other areas of concerns  Should we include temporary placeholders?  Learning Outcomes. In the absence of a universal comparable metrics for all countries in the world, should we use temporary placeholder indicators until consensus is reached on appropriate alternatives such as  UIS Index of Learning Outcomes; or  some other measure of institutional or technical characteristics of the assessment systems (for instance having an independent planning or assessment unit in the country or not ).  Gross Enrolment Ratio (GER) for pre-primary while the indicator on participation in all forms of organized learning is being developed? Or a GER for TVET (in schools and colleges) while the participation rate of 15-24 y.o. in all TVET is being developed? 7
  8. 8. UNESCOInstituteforStatistics Some other areas of concerns (2)  What about the balance between sources?  Population household-based surveys will allow for more disaggregation but are more costly, less frequent.  What about the use of a composite index that combines processes and outcomes that are under request by some countries?  For instance thinking of an indicator of the type of the Brazilian IDEB, the American AYP, Argentina’s IECEP or IMESA, Colombian ICSE. 8
  9. 9. UNESCOInstituteforStatistics Next steps – the extended TAG Target date Activity Purpose Ongoing Regional consultation process Elicit regional views on existing proposal before first in-person meeting 30-31July First in-person meeting Present regional views and next steps July-September Virtual meetings, as needed Elicit further regional views on existing proposal First week of October Second in-person meeting Present proposal integrating regional views Related events 1-2 October EFA Steering Committee Review Framework for Action 6 November UNESCO high-level meeting Adopt the Framework for Action End of November Deadline for UNSC inputs IAEG-SDGs to provide draft indicator framework 9
  10. 10. UNESCOInstituteforStatistics Key areas:Completion, Access and Participation  MAIN POINT: There are some indicators with difficult interpretation in terms of showing if there is progress or not (raised by UK initially). More effort to be done to clarify what the target will be.  Participation rate in organized learning (24 months – age of starting primary education).  GER in tertiary education  Participation rate in TVET 10
  11. 11. UNESCOInstituteforStatistics Key areas: Completion, Access and Participation  Comments on the indicators.  Questioning the GER for pre-primary education as the temporary placeholder (UNICEF)  Questioning the % of children overage: problems to track age properly but also conceptual problems of the measure.  Equity has to be a requisite for selecting indicators (Brazil strong on this, e.g. of OOSC indicator and disaggregation by wealth) 11
  12. 12. UNESCOInstituteforStatistics Key areas  Learning and Skills  Early grades (MELQ)  Areas: ICT and Global Citizenship  Stepping Stones: 3 strands  Equity  Disaggregation many context  Indicator 4.19  MOIs  Teacher numbers, deployment, qualifications, motivation  Class size/PTR, minimum standards and school conditions  Pupil-computer ratio 12
  13. 13. UNESCOInstituteforStatistics Key areas  Stepping stone approach  How to articulate at the global /regional/country levels ?  Interpretation of the indicators (when is good?)  Need to precise data sources and regional differences  Define the criteria of how to prioritize indicators  The need of costing and to set priorities  Capacity building and human resources needs are to be highlighted as part of the investment for having better data and better data analytics 13
  14. 14. UNESCOInstituteforStatistics Thank you! UNESCO Institute for Statistics @UNESCOstat 14

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