03 DepEd Planning Conference - SDG presentation with indicator assessment.pdf

Republic of the Philippines
Philippine Statistics Authority
1
The Sustainable Development
Goal 4 (Quality Education) &
Goal 11 (Sustainable Cities)
DepEd National Planning Conference
Crown Hotel, Cebu City
16-18 August 2016
Presented by: Wilma A. Guillen
Assistant National Statistician
Social Sector Statistics Service
SSSS,PSA

2
Outline of Presentation
I. Background
A. Global Initiatives
B. The 2030 Agenda
C. Country-level Initiatives
II. Multi-sectoral workshop on the national
SDG indicators: SDG Goals 4 & 11

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I. Background
• On September 25-27, 2015, the UN launched the post-2015
development agenda at a Summit participated by almost 193
countries.
• Countries committed to 17 goals to achieve 3 extraordinary
things in the next 15 years:
a. End extreme poverty
b. Fight inequality & injustice
c. Fix climate change
• The list of SDG indicators, which included 230 indicators, was
submitted by the IAEG to the 47th UN Statistical Commission
last 11 March 2016 for adoption and endorsement to the UN
ECOSOC and General Assembly.
A. Global initiatives

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Transforming Our World: The 2030 Agenda for Sustainable
Development
“This Agenda is a plan of action for people,
planet and prosperity. It also seeks to
strengthen universal peace in larger freedom.
All countries and all stakeholders, acting in
collaborative partnership, will implement this
plan."
I. Background
B. The 2030 Agenda for Sustainable Development

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• Global indicators will be the core of all other sets of indicators
• Member States will develop indicators at regional, national
and sub-national levels to complement the global indicators,
taking into account national circumstances.
• Thematic indicators are also being developed in a number of
areas
Indicator framework
I. Background
B. The 2030 Agenda for Sustainable Development (cont’d)

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Data disaggregation
• Member States have pledged to leave no one behind
• IAEG-SDGs is committed to include an overarching principle of
data disaggregation, to ensure that indicators cover specific
population groups and other disaggregation elements specified in
the targets.
• Indicators should be disaggregated where relevant by income, sex,
age , race, ethnicity, migratory status, disability and geographic
location
• Over the coming months IAEG-SDGs will further discuss how to
operationalize data disaggregation in the implementation of the
global indicator set.
I. Background

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NEED for:
• More
disaggregated
statistics
• More up-to-date
information
especially with
emerging concerns,
e.g., climate
change
FOR MORE
EFFECTIVE
EVIDENCE-BASED
PLANNING AND
POLICY-MAKING
I. Background

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17 Goals 169 Targets 230 Indicators
15 Years
I. Background

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I. Background
Target Date Activity
April 12, 2016 PSA Technical Staff Meeting
April 21, 2016 PSA-NEDA Workshop
May 11-12, 2016 Multi-Sectoral Consultative Workshop on SDGs
July 2016 Initial List of SDG Indicators for National Monitoring
July-November 2016 Sectoral Workshops/consultations on SDG Indicators
a. Goal 6 – WASH Indicators (6.1 to 6.3) sponsored by
WHO (5-6 July 2016)
b. World Food Program related indicators (TBA)
c. Presentation of SDGs to the regions (RSC Meetings)
e.g., Regional Consultations in Selected Areas back
to back with PSDP dissemination (July)
d. Consultation with IAC/TC and Source Agencies
July 11-20 2016 Presentation to High Level Political Forum on
Sustainable Development (c/o NEDA)
Work Plan for 2016
C. Country-level initiatives

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Target Date Activity
August 2016
Coordination with Data Sources and Identification
of SDG Focal Points
September – November 2016 Formulation of metadata
October –November 2016 Consultation with relevant IAC/TC re: metadata
December 2016 Finalization of list of SDG indicators and metadata
Work Plan for 2016
I. Background

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Mechanisms for Monitoring/Reporting
1. SDG Webpage
The PSA to include an SDG Webpage where users can view
the metadata, database, SDG watch and other related links.
2. SDG Watch
Similar with the MDG Watch, PSA will also try to develop an
SDG Watch that will monitor the relevant and available
indicators for better appreciation of the stakeholders
3. SDG Focal Points
For easier coordination and data gathering of the indicators,
the PSA will propose data-source agencies to identify focal
points on the SDGs
I. Background

12
4. InterAgency / Technical Committees
Relevant IAC/TC to serve as venue for the resolution of
statistical issues and data gaps on SDG indicators.
5. Philippine Statistical Development Programs
Monitoring and implementation of identified PSDP
activities to address data gaps on SDGs.
I. Background
Mechanisms for Monitoring/Reporting

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10TARGETS
11GLOBAL
INDICATORS
SDG indicators: SDG Goal 4
SDG Goal 4

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Goal 4 Representatives: DepEd, TESDA, CHED, ECCD Council,
E-NET, CWC, Social Watch, NCCA, PPP Center, Lopez
Foundation, PLAN International, NEDA, PSA
Tier classification of SDG4 indicators (national context):
Tier 1 Tier 2 Tier 3 For
verification
6 3 1 1
TIER (based on IAEG-SDG definition):
Tier 1: Indicator conceptually clear, established methodology and standards available and data regularly
produced by countries.
Tier 2: Indicator conceptually clear, established methodology and standards available but data are not
regularly produced by countries.
Tier 3: Indicator for which there are no established methodology and standards or methodology/standards
are being developed/tested.

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Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality
primary and secondary education leading to relevant and effective learning outcomes
4.1.1 Proportion of children and young people:
(a) in grades 2/3;
(b) at the end of primary; and
(c) at the end of lower secondary achieving at least a minimum proficiency level
in
(i) reading and
(ii) mathematics, by sex
Tier: 1 Priority Indicator: Yes
Possible Data Source: DepEd - Bureau of Education Assessment
Remarks/Suggestions/Comments from the Group:
• DepEd has data for children and youth 5 to 18 years old; can be
generated using the EGRA and EGMA
• Include the ff: Net Enrolment Ratio, Gross Enrolment Rate,
Completion Rate, Cohort Survival Rate, Out-of-School Children

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Target 4.2: By 2030, ensure that all girls and boys have access to quality early
childhood development, care and pre-primary education so that they are ready
for primary education
4.2.1 Proportion of children under 5 years of age who are developmentally on track in
health, learning and psychosocial well-being, by sex
Possible Data Source: DepEd, NNC, DSWD, ECCD Council
• Number of children in DCCs are available
• Other data are available from member institutions i.e. NNC,
DSWD, DepEd
• Disaggregated data on sex and age are available, ethnicity and
disability for consideration

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Target 4.2: By 2030, ensure that all girls and boys have access to quality early
childhood development, care and pre-primary education so that they are ready
for primary education
4.2.2 Participation rate in organized learning (one year before the official primary
entry age), by sex
Possible Data Source: DepEd, EBEIS
• Include the ff: Net Enrolment Rate in Kindergarten; gross
enrolment data also available

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Target 4.3: By 2030, ensure equal access for all women and men to affordable
and quality technical, vocational and tertiary education, including university
4.3.1 Participation rate of youth and adults in formal and non-formal education and
training in the previous 12 months, by sex
Tier: 1
Possible Data Source: CHED,TESDA, DepEd
• CHED and TESDA have data on number of enrollees but not
participation rate
• Include the ff: Passing rate in licensure exam (HEd), Certification
rate (TVET)

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Target 4.4: By 2030, substantially increase the number of youth and adults
who have relevant skills, including technical and vocational skills, for
employment, decent jobs and entrepreneurship
4.4.1 Proportion of youth and adults with information and communications
technology (ICT) skills, by type of skill
Tier: 2
Possible Data Source:
• Adopt existing competencies specified in TESDA's Training
Regulation;
• expand indicator to include other tech-voc skills based on the
priority sectors;
• TESDA to determine the indicators

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Target 4.5: By 2030, eliminate gender disparities in education and ensure equal
access to all levels of education and vocational training for the vulnerable,
including persons with disabilities, indigenous peoples and children in vulnerable
situations
4.5.1 Parity indices:
(a) female/male
(b) rural/urban
(c) bottom/top wealth quintile and others such as disability status
(d) indigenous peoples and conflict-affected, as data become available
for all education indicators on this list that can be disaggregated
Tier: 1 for (a) & (b); 2 for (c) & (d) Priority Indicator: Yes
Possible Data Source: DepEd, CHED, TESDA, NCDA, NCIP, NDRRMC, PSA
• In terms of data on disability status, the 11 exceptionalities of DepEd
will be followed
• Replace "conflict-affected" with "disaster-prone areas“
• NCDA is responsible for monitoring PWDs
• CWC monitors CSNs

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Target 4.6: By 2030, ensure that all youth and a substantial proportion of adults, both
men and women, achieve literacy and numeracy
4.6.1 Percentage of population in a given age group achieving at least a fixed level of
proficiency in functional (a) literacy and (b) numeracy skills, by sex
Possible Data Source: PSA, FLEMMS
• Rephrase indicator to "Percentage of population in a given age group
achieving a minimum level of basic and functional literacy."
• Data on "numeracy skills" are captured in functional literacy.

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Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to
promote sustainable development, including, among others, through education for
sustainable development and sustainable lifestyles, human rights, gender equality,
promotion of a culture of peace and non-violence, global citizenship and appreciation
of cultural diversity and of culture’s contribution to sustainable development
4.7.1 Extent to which:
(i) global citizenship education and
(ii) education for sustainable development, including gender equality and human
rights, are mainstreamed at all levels in:
(a) national education policies
(b) curricula
(c) teacher education and
(d) student assessment
Possible Data Source:
• Difficult to measure "extent of mainstreaming“
• Need to define "global citizenship“
• Culture was not mentioned in the indicator

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Target 4.a: Build and upgrade education facilities that are child, disability and gender
sensitive and provide safe, non-violent, inclusive and effective learning environments
for all
4.a.1 Proportion of schools with access to:
(a) electricity;
(b) the Internet for pedagogical purposes;
(c) computers for pedagogical purposes;
(d) adapted infrastructure and materials for students with disabilities;
(e) basic drinking water;
(f) single-sex basic sanitation facilities; and
(g) basic handwashing facilities (as per the WASH indicator definitions)
Possible Data Source: DepEd, EBEIS
• Data on single-sex basic sanitation is not yet available

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Target 4.b: By 2020, substantially expand globally the number of scholarships available
to developing countries, in particular least developed countries, small island developing
States and African countries, for enrolment in higher education, including vocational
training and information and communications technology, technical, engineering and
scientific programmes, in developed countries and other developing countries
4.b.1 Volume of official development assistance flows for scholarships by sector and type
of study
Possible Data Source: NEDA-PIS (for PA-HRDF and JDS scholarships)
Other scholarships are being handled by CHED

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Target 4.c: By 2030, substantially increase the supply of qualified teachers,
including through international cooperation for teacher training in developing
countries, especially least developed countries and small island developing States
4.c.1 Proportion of teachers in:
(a) pre-primary;
(b) primary;
(c) lower secondary; and
(d) upper secondary education
who have received at least the minimum organized teacher training (e.g.
pedagogical training) pre-service or in-service required for teaching at the relevant
level in a given country
Tier: For verification (Basic education-Tier1, Tertiary education-Tier3)
Possible Data Source: National Educators Academy of the Philippines,
DepEd
• Suggested to include teacher training for HEI faculty
• Include the ff: Proportion of faculty with MA and PhD (HEd) & Number of TVET
trainers trained

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List of cross-cutting issues
a.) Target 4.7 Ensure all learners acquire the knowledge and skills to
promote sustainable development, including human rights, gender
equality, promotion of a culture of peace and non-violence, global
citizenship and appreciation of culture
• How to measure “extent of mainstreaming” of global citizenship
and education for sustainable development in i) national
education policies, ii) curricula, iii) teacher education, iv) student
assessment? No definition in the metadata
• What is the definition of “global citizenship”?
- “culture” was not mentioned in the indicator
b.) Monitoring of student mobility (in-bound, out-bound)

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10TARGETS
15GLOBAL
INDICATORS
SDG Goal 11

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Target 11.4: Strengthen efforts to protect and safeguard the world’s cultural and
natural heritage
11.4.1 Total expenditure (public and private) per capita spent on the preservation,
protection and conservation of all cultural and natural heritage
(a) by type of heritage
• cultural
• natural
• mixed and
• World Heritage Centre designation
level of government
• national
• regional and
• local/municipal
type of expenditure
• operating expenditure/investment
type of private funding
• donations in kind
• private non-profit sector and
• sponsorship
Tier: 3—replace with 2
Possible Data Source: NCCA Admin Data
Remarks/Suggestions/Comments from
the Group:
• proxy indicator: NCCA budget

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List of cross-cutting issues
a.) Issue
• There is a methodology, but no mechanism to collect data from
the private sector
• Need to develop indicator that captures intangible cultural
heritage (e.g., rituals, dances)
• Current indicator’s focus is effort (input) and not impact
b.) Action needed
• NCCA to lead
• Consider the preservation, protection and conservation of
intangible cultural heritage (e.g. rituals, cultural traditions and
practices, etc.) for the sustainability of the communities, cities
and identity

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Maraming Salamat Po!
PSA Website:
www.psa.gov.ph
info@psa.gov.ph
SDGs Website:
unstats.un.org/sdgs/
Draft Metadata:
http://unstats.un.org/sdgs/files/meetings/iaeg-sdgs-meeting-03/3rd-IAEG-SDGs-presentation-UNSD--
Metadata-compilation.pdf

03 DepEd Planning Conference - SDG presentation with indicator assessment.pdf

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