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Technical Advisory Group (TAG)
recommendation for education indicators for
global and thematic monitoring
Albert Motivan...
The scope of the education targets in the SDGs
0-5 6-14 15-24 25+ Ages
Target 4.7
Target 4.6
Target 4.4
Target 4.3Target 4...
Proposed levels of monitoring (UNSG*)
*UN Secretary General’s Synthesis Report, December 2014
National Link to national pl...
Strong focus on quality and equity themes
reflected in the global indicators
• Quality
– Should focus on small set of outc...
Indicator proposals for global targets on
basic education and literacy
• Percentage of children who achieve
minimum profic...
Global monitoring challenges
• Early childhood research-based measures move to field-
tested consensus on comparable indic...
National monitoring challenges
• Documented standards and definitions
• Measurement tools, metric, background data
collect...
Next steps – the TAG and on-going UN
processes related to indicators
Education community
• Extended TAG, including
Member ...
Questions for discussion
• What are the strengths and
weaknesses of the proposed thematic
monitoring framework for the pos...
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Technical Advisory Group (TAG) recommendation for education

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Technical Advisory Group (TAG) recommendation for education indicators for global and thematic monitoring.

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Technical Advisory Group (TAG) recommendation for education

  1. 1. … Technical Advisory Group (TAG) recommendation for education indicators for global and thematic monitoring Albert Motivans UNESCO Institute for Statistics and Technical Advisory Group on Post-2015 Indicators World Education Forum Incheon, 20 May 2015 Parallel session Developing indicators to measure progress for the post-2015 education targets 14:30-16:00 Wednesday, 20 May 2015
  2. 2. The scope of the education targets in the SDGs 0-5 6-14 15-24 25+ Ages Target 4.7 Target 4.6 Target 4.4 Target 4.3Target 4.2 Target 4.1 Target 4.5 equityCross-cutting Means of implementation Targets 4.8, 4.9, 4.10
  3. 3. Proposed levels of monitoring (UNSG*) *UN Secretary General’s Synthesis Report, December 2014 National Link to national plan; consult national stake- holders; recognise context and address inclusion and broader learning goals Global Focused set of globally comparable indicators based on clear criteria (10-15 indicators) Thematic Broader set of indicators covers the range of sectoral priorities (42 indicators) Regional Indicators to monitor frameworks validated by regional groupings (AU Education decades, EU2020)
  4. 4. Strong focus on quality and equity themes reflected in the global indicators • Quality – Should focus on small set of outcomes measures – Should have direct measures of learning and skills – Other quality measures also considered important • Equity – Disaggregate indicators where possible, strengthening messages on gender equity – Ensure that multiple disadvantage is captured – Ensure that disadvantaged groups and contexts difficult to measure receive special attention
  5. 5. Indicator proposals for global targets on basic education and literacy • Percentage of children who achieve minimum proficiency standards in reading and mathematics at end of: (i) primary (ii) lower secondary • Percentage of youth/adults proficient in literacy and numeracy skills • Parity indices (female/male, urban/rural, bottom/top wealth quintile] for all indicators that can be disaggregated Key criteria Relevance: reflect the most critical policy themes in the targets Alignment: construct to be measured must be valid and reliable and have the same meaning in all settings. Comparability: data are collected on a regular basis. Communicability: indicator easily understood and allows a clear narrative regarding progress towards the targets
  6. 6. Global monitoring challenges • Early childhood research-based measures move to field- tested consensus on comparable indicators collected in a cost- effective way • For learning outcomes at different ages/grades, efforts are underway to develop an approach to equate and link key national definitions of learning outcomes to compare results. • For the measurement of literacy and numeracy by level of proficiency it will be critical to build on recent efforts to assess skills based on cost-effective approaches • The core of the new agenda is related to equity. Need to measure and monitor differences in learning achievement across population groups.
  7. 7. National monitoring challenges • Documented standards and definitions • Measurement tools, metric, background data collection instruments • Technical expertise and capacity for the collection and use of data • Ensure impact on policy – data that make a difference
  8. 8. Next steps – the TAG and on-going UN processes related to indicators Education community • Extended TAG, including Member States, to build consensus and improve framework (June-October) • High-level UNESCO meeting of Ministers to adopt the education agenda and framework (November) UN processes • First meeting of the Inter-Agency and Expert Group on SDG Indicators (June) • Inter-governmental meeting on goals and targets (June-July) • UN General Assembly meets to adopt targets (September) • 47th UN Statistical Commission to consider the new indicator framework (March 2016) • Framework submitted to ECOSOC for final adoption (July 2016)
  9. 9. Questions for discussion • What are the strengths and weaknesses of the proposed thematic monitoring framework for the post- 2015 education goals? • What will be issues in implementing the framework, such as capacity needs? • What is still missing from the proposed thematic monitoring framework? • What needs to happen next to formulate an overarching roadmap for measurement and monitoring?

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