UNESCO Institute for Statistics Monitoring SDG 4-Education Technical Cooperation Group (TCG) First meeting Silvia Montoya UIS Director Washington DC, USA May 12 - 13 th , 2016
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UN
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tics Monitoring SDG 4-Education
Technical Cooperation Group (TCG) First meeting
Silvia Montoya
UIS Director
Washington DC, USA May 12 - 13 th, 2016
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Outline
Goals for the day
Update on global and national measurement landscape
Overview list of indicators and tier classification
Challenges for global and thematic monitoring
Overview on a process to approve indicators andpotential placeholders
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Goals for Day 1
Update on global and thematic processes
Review and agree on indicators classification and criteria to approve tier I indicators on the thematic set
Agree on criteria to choose and define placeholders
Agree on process and goals for workgroup on Tier II and Tier III indicators
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Outline
Goals for the day
Update on global and national measurement landscape
Overview list of indicators and tier classification
Challenges for global and thematic monitoring
Proposed process to approve indicators and potentialplaceholders
4
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Two linked tasks…
Definition of indicators
Global
Thematic
Implementation (definition in practice, benchmark)
Global
Thematic
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…with different stakeholdersdefining the list of indicators
Indicator proposals were generated in two strongly linkedprocesses:
Global Indicators
28 Member States led the Inter-Agency and Expert Group(IAEG-SDGs); intl. organizations participated as observers
Two meetings in 2015 and several rounds of globalconsultations
Thematic indicators
Proposed by Technical Advisory Group (TAG), with MemberStates and CSOs
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Global and thematic indicators How many indicators?
Global indicators
229 indicators for global development frameworkof 169 targets (241 – some duplicated )
11 indicators for all education targetshttp://unstats.un.org/unsd/statcom/47th-session/documents/2016-2-IAEG-SDGs-Rev1-E.pdf
Thematic education indicators
TAG proposal has 43+ indicators that include the11 global indicators
http://www.uis.unesco.org/Education/Documents/43-indicators-to-monitor-education2030.pdf
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Finalizing the global indicators
IAEG-SDG submitted proposal to UN statisticalCommission (UNSC) (19 Feb)
47th Session of UNSC approved IAEG report(8-11 Mar)
Adoption of set of Global Indicators by ECOSOC (July)
Adoption of Global Indicators by UN GeneralAssembly (Sep)
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Finalizing thematic indicators: the role of the TAG and Extended TAG
Formed in March 2014 chaired by UIS and included keyinternational education stakeholders (EFA GMR, OECD, UNESCO,UNICEF, World Bank)
Approach Co-chaired by UIS and UNESCO ED/ESC
Added twelve Member States and CSO representative
Two in-person meetings: 30-31 July and 22-23 September 2015
Consultation carried out by regional focal points
Elaborated the proposal for thematic monitoring frameworkfor Education 2030 Framework for Action Identified potential improvements to the preliminary TAG proposal
Agreed on an approach to further consult Member States
Proposed an updated thematic list9
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Implementation is already in place
Global indicators:
3rd meeting of the IAEG-SDGs (30Mar-1April):
implementation of the framework that will continue at
least two years
Main work at this stage: tier system
Thematic Process:
Finalization of thematic indicators (Apr 2016)
Technical Cooperation Group on the indicators SDG4-
Education 2030 to monitor framework
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Thematic monitoring: implementingthe 43 thematic indicators
Target Number of indicators Concepts
4.1 7
Learning
Completion
Participation
Provision
4.2 5
Readiness
Participation
Provision
4.3 3 Skills
4.4 2 Completion
Equity
4.5
Parity indexes Distributions
4 Policy
4.6 3 Skills
Provision
4.7 5 Provision
Knowledge
4.a 5 School environment
4.b 2 Scholarships
4.c 7 Teachers
TOTAL 43
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Outline
Goals for the day
Update on global and national measurement landscape
Challenges for global and thematic monitoring
Overview list of indicators and tier classification
Proposed process to approve indicators and potentialplaceholders
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UN
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tics While there has been a big progress since 2000 there is still:
Need to implement new data collection mechanisms in manycountries
Need to harmonize databases and sources of information
Need to have better definitions of key indicators using surveydata
Potential data sources being under-utilized
Disaggregated data adds a challenge
Are we ready to monitor and report on SDGs?
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Need for disaggregated data
A range of new initiatives related to disaggregated data
… all countries should collect, analyze and use disaggregated data, broken down by the specific characteristics of given population groups, and ensure that indicators measure progress towards reducing inequality.
- Inter-Secretariat Working Group- International Household Survey Network- IAEG – SDGs working group
Education 2030 Framework for Action
Disaggregation required for all indicators by sex, location, wealth, persons with disabilities
Inter Agency Expert Group on SDGs
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Absence on enough disaggregated data
No international
standard or data
source
There is an
internationally
robust data source
Pro
visi
on
Pro
visi
on
Equ
ity-
cro
ss t
arge
t
Pro
visi
on
Po
licy
Sup
po
rted
Indicator number 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 … 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43
Currently collected by UIS 0 0 1 1 1 1 1 0 0 0 1 1 1 1 0 0 1 … 0 0 0 0 0 1 0 0 0 0 0 0 0 1 0 0 0 0 0 1 1 1 1 0 1 0There is an internationally
standardized and unique source for
all countries (national average) 0 0 1 1 1 1 1 0 0 0 1 1 1 1 0 0 1 … 0 0 0 0 0 1 0 0 0 0 0 0 0 1 0 0 0 0 1 1 1 1 1 0 1 0
Need for disaggregated data
(equity) 1 0 1 1 1 1 0 1 1 1 1 0 1 1 1 1 1 … 1 0 0 0 1 1 1 0 1 1 0 0 1 1 1 1 1 0 0 1 0 1 0 0 0 0There is an internationally
standardized and unique source for
all countries (equity issue) 0 0 0 0 1 0 … 0 0 0 0 … 1 1 0 0 0 … 0 … … … 0 0 0 … 0 0 … … 0 0 0 0 … … … 0 … 0 … … … …
4.7 4.a 4.b 4.c4.1 4.2 4.3 4.4 4.5 4.6
Res
ou
rces
Envi
ron
men
t
Nu
mb
er
Qu
alif
ied
Trai
ned
Mo
tiva
ted
Par
tici
pat
ion
Skill
s
Po
licy
Skill
s
Kn
ow
led
ge
Pro
visi
on
By
20
30
, en
sure
th
at a
ll le
arn
ers
acq
uir
e th
e
kno
wle
dge
an
d s
kills
nee
ded
to
pro
mo
te
sust
ain
able
dev
elo
pm
ent,
incl
ud
ing,
am
on
g
oth
ers,
th
rou
gh e
du
cati
on
fo
r su
stai
nab
le
dev
elo
pm
ent
and
su
stai
nab
le li
fest
yles
,
hu
man
rig
hts
, gen
der
eq
ual
ity,
pro
mo
tio
n o
f a
cult
ure
of
pea
ce a
nd
no
n-v
iole
nce
, glo
bal
citi
zen
ship
an
d a
pp
reci
atio
n o
f cu
ltu
ral
Bu
ild a
nd
up
grad
e ed
uca
tio
n f
acili
ties
th
at a
re
child
, dis
abili
ty a
nd
gen
der
sen
siti
ve a
nd
pro
vid
e sa
fe, n
on
-vio
len
t, in
clu
sive
an
d
effe
ctiv
e le
arn
ing
envi
ron
men
ts f
or
all
By
20
20
, su
bst
anti
ally
exp
and
glo
bal
ly t
he
nu
mb
er o
f sc
ho
lars
hip
s av
aila
ble
to
dev
elo
pin
g co
un
trie
s, in
par
ticu
lar
leas
t
By
20
30
, su
bst
anti
ally
incr
ease
th
e su
pp
ly o
f
qu
alif
ied
tea
cher
s, in
clu
din
g th
rou
gh
inte
rnat
ion
al c
oo
per
atio
n f
or
teac
her
tra
inin
g
in d
evel
op
ing
cou
ntr
ies,
esp
ecia
lly le
ast
dev
elo
ped
co
un
trie
s an
d s
mal
l isl
and
dev
elo
pin
g St
ates
Lear
nin
g
Co
mp
leti
on
Par
tici
pat
ion
Rea
din
ess
Par
tici
pat
ion
By
20
30
, en
sure
th
at a
ll gi
rls
and
bo
ys
com
ple
te f
ree,
eq
uit
able
an
d q
ual
ity
pri
mar
y
and
sec
on
dar
y ed
uca
tio
n le
adin
g to
rel
evan
t
and
eff
ecti
ve le
arn
ing
ou
tco
mes
By
20
30
, en
sure
th
at a
ll gi
rls
and
bo
ys h
ave
acce
ss t
o q
ual
ity
earl
y ch
ildh
oo
d
dev
elo
pm
ent,
car
e an
d p
re-p
rim
ary
edu
cati
on
so t
hat
th
ey a
re r
ead
y fo
r p
rim
ary
edu
cati
on
By
20
30
, en
sure
eq
ual
acc
ess
for
all w
om
en
and
men
to
aff
ord
able
an
d q
ual
ity
tech
nic
al,
voca
tio
nal
an
d t
erti
ary
edu
cati
on
, in
clu
din
g
un
iver
sity
By
20
30
, su
bst
anti
ally
incr
ease
th
e n
um
ber
of
you
th a
nd
ad
ult
s w
ho
hav
e re
leva
nt
skill
s,
incl
ud
ing
tech
nic
al a
nd
vo
cati
on
al s
kills
, fo
r
By
20
30
, elim
inat
e ge
nd
er d
isp
arit
ies
in
edu
cati
on
an
d e
nsu
re e
qu
al a
cces
s to
all
leve
ls o
f ed
uca
tio
n a
nd
vo
cati
on
al t
rain
ing
for
the
vuln
erab
le, i
ncl
ud
ing
per
son
s w
ith
dis
abili
ties
, in
dig
eno
us
peo
ple
s, a
nd
ch
ildre
n
in v
uln
erab
le s
itu
atio
ns
By
20
30
, en
sure
th
at a
ll yo
uth
an
d a
sub
stan
tial
pro
po
rtio
n o
f ad
ult
s, b
oth
men
and
wo
men
, ach
ieve
lite
racy
an
d n
um
erac
y
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Thematic indicators for which major development is needed
16
25
4
1
3
4
2
3
1
2
3
2
0 5 10 15 20 25 30
All targets (25 of 43)
Target 4.c (4 of 7)
Target 4.b (1 of 2)
Target 4.a (3 of 5)
Target 4.7 (4 of 5)
Target 4.6 ( 2 of 3)
Target 4.5 (3 of 4)
Target 4.4 (1 of 2)
Target 4.3 (2 of 3)
Target 4.2 (3 of 5)
Target 4.1 (2 of 7)
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Outline
Goals for the day
Update on global and national measurement landscape
Challenges for global and thematic monitoring
Overview list of indicators and tier classification
Proposed process to approve indicators and potentialplaceholders
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Criteria for TIER Classification: Global indicators
Tier 1 conceptually clear, established methodology andstandards available, data is produced regularly by countries
Tier 2 conceptually clear, established methodology andstandards available but data is not produced regularly bycountries
Tier 3: Indicators for which there are no standard andmethodology are being developed/tested
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TIER Classification: overview
Indicator Tier proposed by UNSD Tier proposed by UIS
Target 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 education achieving at
least a minimum proficiency level in (i) reading and (ii) mathematics
3 1/2
Target 4.2
8. Proportion of children under 5 years of age who are developmentally on
track in health, learning and psychosocial well-being, by sex
2 2
10. Participation rate in organized learning (one year before the official
primary entry age), by sex
1 1
Target 4.3
Target 4.4
16.1
16.2
Percentage of youth/adults who have achieved at least a minimum level
of proficiency in digital literacy skills
Proportion of youth and adults with information communication
technology (ICT) skills, by type of skill
2
2
2
Target 4.5
… Parity indices 1, 2 or 3 (depending on
indicator)
1
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TIER Classification: overview (II)Thematic Target 4.6
22. Percentage of the population in a given age group achieving at least a fixed level of
proficiency in functional (a) literacy and (b) numeracy skills, by sex
2 1
Target 4.7
25. Extent to which (i) global citizenship education and (ii) education for sustainable
development, including gender equality and human rights, are mainstreamed in (a)
national education policies, (b) curricula, (c) teacher education and (d) student
assessment
3 1
Target 4.a
30. Proportion of schools with access to (a) basic drinking water; (b) single-sex basic
sanitation facilities; and (c) basic handwashing facilities
1/2 1/2
31. Proportion of schools with access to (a) electricity; (b) the Internet for pedagogical
purposes; and (c) computers for pedagogical purposes
1/2 1/2
32. Proportion of schools with access to adapted infrastructure and materials for students
with disabilities
1/2 3
Target 4.b
36. Volume of official development assistance flows for scholarships 1 1
Target 4.c
39. 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 (i.e. pedagogical training) pre-service or in-service required for
teaching at the relevant level in a given country
1 1
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Proposed process to approve list of indicators
Step 1: Review metadata
Step 2: Weigh on data availability
Step 3: Define tier classification
Step 4 : Review methodological/data sources needs
Step 5: Identify best possible placeholder if any to be
used
Step 6: Set a work group to propose on Tier II and Tier III
proposal21
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Proposed criteria for defining Placeholders
The proximity of the placeholder to the concept the original indicator is measuring
The proximity of the placeholder to the target being measured
Cross-national comparability of the placeholder (at least for groups of countries if not globally)
Country and regional coverage
Sufficient periodicity (i.e. at least once every 5 years)
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Tier III Indicators18. Percentage of students in primary education whose first or home language
is the language of instruction
19. Extent to which explicit formula-based policies reallocate education
resources to disadvantaged populations
26. Percentage of students by age group (or education level) showing adequate
understanding of issues relating to global citizenship and sustainability
28. Percentage of schools that provide life skills-based HIV and sexuality
education
29. Extent to which the framework on the World Programme on Human Rights
Education is implemented nationally (as per UNGA Resolution 59/113)
32. Percentage of schools with adapted infrastructure and materials for
students with disabilities
35. Number of higher education scholarships
43. Percentage of teachers who received in-service training in the last 12
months by type of training23
The UIS has adopted a similar approach for the thematic indicators for education in order to identify the indicators requiring further developmental work. So far, eight Tier 3 indicators have been identified:
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Work Ahead
Update on mapping and thematic indicators
Work per target to:
update on data availability,
TIER classification and
identification and approval of potential placeholders
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Thank You
UNESCO Institute for Statistics
@UNESCOstat 25
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