CENTRAL ASIA SYMPOSIUM ON ICT IN EDUCATION

Nyi Nyi THAUNGUNESCO Bangkok

Strengthening Education Management Information Systems to monitor the Sustainable Development Goal 424-26 October 2018, Dushanbe, Republic of Tajikistan

Overview SDG-4 and monitoring of its targets

2

The 2030 Education Agenda: from MDGs, EFA to SDG4

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

3

Global Education Agendas compared

MDG2 EFA SDG4

Scope Primary Education (children)

Basic Education (children, youth &

adults)

Basic education + Post-basic education with Lifelong

perspective

CoverageLow-income

countries; Conflict-affected

Universal in intention;

Focus on lower-income countries

Universal agendaGlobal North and South

Process led by UN UN Member States

Policy focus

Access to and completion of

primary education for all

Access to quality basic education for

all

Access to quality basic learning for all + Equitable access to post-basic education + Relevance of learning

for work & citizenship

No of targets 2 6 goals 10

(Source: adaptation from the PPT by S.Tawil, UNESCO)

4

The Targets

Outcome Targets [7]4.1 Quality primary/secondary education for all

4.2 Early childhood & pre-primary education

4.3 Equal access to TVET & higher education

4.4 Relevant skills for work

4.5 Gender equality & equal access for all

4.6 Youth and adult literacy

4.7 Global citizenship education for sustainability

Means of implementation [3]

4.a Safe & inclusive learning environments

4.b Scholarships for higher education

4.c Teachers’ training and working conditions

5

Three key data priorities for Education2030

• Broad scope across the life cycle: Indicators for areas whichare on the “margins” of the formal education system, butrecognized as critically important to achieving thedevelopment goals (levels and types)

• Education quality: results of learning at all stages ofeducation provision or learning opportunities

• Equity: measures that capture those who are excluded fromeducation provision or learning opportunities

6

Scope of the education targets in the SDGs

7

Monitoring Frameworks for SDG 4

• SDG 4 consists of 7+3 targets and 43 indicators. There are 4 monitoring levels.• The 11 global indicators are led by IAEG-SDGs. TCG SDG4-ED2030 leads the methodological

development and implementation of the 43 thematic indicators.

Thematic

National

Regional

Global

Links to national plan; consultnational stakeholders;recognise context andaddresses inclusion andbroader learning goals

Broader set of indicators thatcovers the range of sectoralpriorities (43 indicators,including 11 global indicators)

Indicators which make upmonitoring frameworksvalidated by regional bodies

Focused set of globallycomparable indicators basedon clear criteria (11indicators)

Source: UIS, 2016 based on UNSG, 2014

8

Monitoring Frameworks for SDG 4

Areas of Monitoring Possible Sources of data at national level

Policies and provision Policy documents/LegislationsAccess and participation Administrative/Household surveysCompletion Administrative/Household surveysSkills Administrative data/Household surveysLearning outcomes Examinations/Periodic assessmentsTeacher quality Administrative dataSchool environment & resources Administrative records

Ineq

uity

(par

ity)

• Diverse monitoring areas; from policies to learning outcomes and skills of children to skills of adults.

• One single source of data will not be able to monitor all indicators.• Need for strong collaboration in identifying the different data sources

and their strengths.

9

Monitoring Frameworks for SDG 4

• Framework to follow-up of progress at the global level. To track progress on the SDG4 with wider view–Education 2030 Agenda

A set of 43 indicators produced on an

internationally-comparable basis

• 11 global indicators• 32+ additional indicators

It includes the 11 indicatorsproposed by the IAEG-SDGs

for tracking SDG 4

• Should serve as a “Menu” to respond to regional and national priorities

A reference for regional reviews and national

monitoring

• Provide recommendations for education indicators• Help guide the establishment of a measurement

agenda

Developed by the Technical Advisory Group (TAG) in the

context of discussions on new education agenda to:

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Selection of Global and Thematic Indicators

• Relevance: to reflect the most critical policy themes in thetargets. Emphasis is placed on measuring learning with equity.

• Alignment: The construct to be measured must be valid andreliable, such that the indicator has the same meaning andsignificance in all settings.

• Global comparability: Global tracking is most effective whenthe data are collected on a regular basis and all or nearly allcountries routinely collect the data in a similar manner.

• Communicability: The indicators selected must be easilyunderstood and lend themselves to the construction of a clearnarrative regarding progress towards the goals and targets

11

Monitoring of SDG 4:Global Indicators

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Thematic indicator framework for SDG4

• A set of 43 indicators to track progress on the SDG4 –Education 2030 Agenda on an internationally - comparablebasis

• It includes 11 indicators proposed by the IAEG-SDGs fortracking SDG 4

• A reference for regional reviews and nationalmonitoring

• Developed by the Technical Advisory Group (TAG) establishedby UNESCO in the framework of the SDG 4 education agenda

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Thematic indicator framework for SDG4

Target Number of Indicators Concepts

4.1 7

LearningCompletionParticipationProvision

4.2 5ReadinessParticipationProvision

4.3 3 Skills

4.4 2CompletionEquity

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Thematic indicator framework for SDG4

Target Number of Indicators Concepts4.5 Parity indexes

4 Policy4.6 3 Skills

Provision4.7 5 Provision

KnowledgeMeans of implementation

4.a 5 School environment4.b 2 Scholarships4.c 7 Teachers

Total: 43

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Indicator availability by regions

41% 45% 46% 43% 43%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Central Asia South and WestAsia

East Asia Pacific Total

Perc

enta

ge

Available Not available Don't know Missing

All the sub regions have around 40-45% of the total proposed indicators available.

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Indicator availability by targets

36%39%

28%28%

38%29%

26%26%

20%14%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

4.7

4.4

4.2

4.b

4.5

4.6

4.3

4.a

4.1

4.cAvailable Not available Don't know Missing

On average only 43 % of the total proposed indicators are available in country level.

More than 50% of the indicators

are available

30-50% of the indicators are

available

Less than 25% of the indicators are

available

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Regional overview

• On average only 43% of the total proposed indicators are available in countries in Asia-Pacific.

• On average, 55% of the 43 indicators were considered as priority for national monitoring.

• Key indicators centered on Target 4.1 and Target 4.c.

• 2/3 of prioritized indicators come from EMIS/administrative data.

• New areas such as skills, knowledge, environment and readiness were not prioritized.

Indicator

4.2.11 5 5 5 5 5 5 5 5 3 5 5 5 5 5 34.2.10 5 5 5 3 5 5 5 5 3 3 5 3 5 3 34.1.4 5 3 5 5 5 5 5 5 5 3 2 5 5 5 5

4.a.30 5 3 3 5 5 3 5 5 3 5 5 5 5 5 04.1.3 5 5 5 5 5 5 5 5 2 5 2 5 5 5 5

4.c.39 5 3 5 5 5 3 5 5 5 3 5 5 5 2 24.a.31 5 3 5 5 5 3 5 5 3 5 3 3 5 2 04.c.40 3 3 5 3 5 5 5 3 5 3 0 5 5 5 04.6.23 5 2 5 5 5 3 5 5 5 5 5 5 2 5 24.c.37 5 5 5 5 5 5 5 5 5 3 0 5 5 2 24.c.43 3 3 2 5 5 5 5 5 3 3 5 3 2 5 04.1.7 5 5 5 5 5 5 5 5 5 5 2 5 2 2 2

4.c.38 5 3 2 3 5 5 5 5 5 3 2 5 5 2 04.b.35 3 5 3 2 3 5 5 5 5 3 5 2 0 5 24.1.5 5 5 5 5 5 2 5 5 0 5 2 2 5 2 54.1.2 5 3 5 2 5 5 5 2 3 3 5 2 2 3 2

4.a.32 5 3 3 5 5 3 3 0 0 3 3 0 3 0 04.3.13 5 2 2 5 5 2 5 5 5 5 2 5 0 5 24.1.6 5 0 5 5 5 2 5 2 2 3 2 5 5 5 24.1.1 5 3 2 2 5 5 5 2 5 0 5 2 2 3 5

4.5.20 5 3 5 5 5 3 2 5 3 5 2 0 2 2 04.c.42 5 3 5 5 5 0 2 5 3 3 2 3 0 0 04.3.14 3 2 5 5 5 2 3 3 3 3 0 2 3 0 24.2.12 5 2 5 5 2 5 5 2 5 5 2 5 2 2 24.4.17 5 2 5 2 2 3 5 2 3 5 5 2 5 2 24.5.18 3 3 3 5 3 5 5 5 0 0 0 0 0 0 04.b.36 3 3 3 2 0 2 5 5 5 0 3 0 0 3 24.6.24 5 0 5 5 0 2 5 2 3 3 5 0 2 0 24.7.25 0 3 3 3 3 2 0 3 3 3 0 0 0 0 04.6.22 3 5 0 3 0 5 0 2 3 0 2 5 0 0 24.5.19 5 3 3 2 2 3 5 0 3 0 0 0 0 0 24.3.15 3 2 5 0 3 2 3 0 0 0 3 0 3 0 04.c.41 3 0 5 5 5 0 2 0 3 0 0 0 0 0 24.5.21 3 3 0 0 0 2 3 0 3 5 2 0 0 0 04.2.8 5 3 3 5 0 0 0 0 0 0 0 2 0 0 0

4.4.16 5 2 0 3 0 0 0 3 0 0 0 0 0 0 04.7.28 2 0 3 2 2 3 0 0 0 3 0 0 2 0 04.a.33 3 0 2 0 5 0 0 0 0 0 0 0 0 0 04.2.9 3 3 0 0 0 0 0 0 0 2 0 0 0 0 0

4.7.26 0 3 0 3 0 0 0 0 0 0 0 0 0 0 04.a.34 3 0 2 0 2 0 0 0 0 0 0 0 0 0 04.7.27 0 3 0 0 0 0 0 0 0 0 0 0 0 0 04.7.29 0 3 0 0 0 0 0 0 0 0 0 0 0 0 0

Asia-Pacific Countries

3Not SelectedSelected and Not AvailableSelected and Available

4.1: By 2030, ensure that all girls and boys complete free, equitable andquality primary and secondary education leading to relevant and effectivelearning outcomes

Learning

1. Percentage of children/young people (i) at the end of primary and (ii) at end of lower secondary achieving at least a minimum proficiency level in (a) reading and (b) mathematics

2. Administration of a nationally-representative learning assessment (i) in primary education; (ii) at the end of primary and (iii) at the end of lower Secondary

Completion3. Gross intake ratio to the last grade (primary, lower secondary)

4. Completion rate (primary, lower secondary, upper secondary)

Participation5. Out-of-school rate (primary, lower secondary, upper secondary)

6. Percentage of children over-age for grade (primary, lower secondary)

Provision7. Number of years of (i) free and (ii) compulsory primary and secondary

education guaranteed in legal frameworks

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

Readiness

8.Percentage of children under 5 years of age who are developmentally on track in health, learning and psychosocial wellbeing

9. Percentage of children under 5 years of age experiencing positive and stimulating home learning Environment

Participation

10. Participation rate in early childhood care and education in a given period prior to entry into primary education

11. Gross pre-primary enrolment ratio

Provision12. Number of years of (i) free and (ii) compulsory pre-primary

education guaranteed in legal frameworks

4.3. By 2030, ensure equal access for all women and men to affordablequality, technical, vocational and tertiary education, including university

Participation

13. Gross enrolment ratio for tertiary education

14. Participation rate in technical vocational education programmes (15- to 24-year-olds)

15. The percentage of youth and adults participating in education and training in the last 12 months, by type of programme(formal and non formal) and by age group

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

Skills

16.1. Percentage of youth/adults who have achieved at least a minimum level of proficiency in digital literacy skills

16.2. Percentage of individuals with ICT skills by type of skill17. Adult educational attainment rates by age groups and levels

of education

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

Equity crosstargets

Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status and conflict-affected as data become available) for all indicators on this list that can be disaggregated

Where possible, other indicators should be presented in relation to the their distribution across the study population

Policy

18. Percentage of students in primary education whose first or home language is the language of instruction

19. Existence of explicit formula-based policies which aim to reallocate education resources to disadvantaged populations

20. Education expenditure per student by level of education and source

21. Percentage of total aid to education allocated to low-income countries

4.6 By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy

Skills

22. Percentage of the population of a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills

23. Youth/adult literacy rate

Provision 24. Participation rate of youth/adults in literacy programmes

4.7 By 2030, ensure that all learners acquire the knowledge and skills neededto promote sustainable development, including, among others, througheducation for sustainable development and sustainable lifestyles, humanrights, gender equality, promotion of a culture of peace and non-violence,global citizenship and appreciation of cultural diversity and of culture’scontribution to sustainable development

Provision

25. Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies (b) curricula (c) teacher education and (d) student assessment

Knowledge

26. Percentage of students of a given age group (or education level) showing adequate understanding of issues relating to global citizenship and sustainability

27. Percentage of 15-year-old students showing proficiency in knowledge of environmental science and geoscience

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)

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

Resources

30.Percentage of schools with access to (i) basic drinking water; (ii) basic sanitation facilities; and (iii) basic hand washing facilities (as per the WASH indicator definitions)

31.Percentage of schools with access to (i) electricity (ii) Internet access for pedagogical purposes and (iii) computers for pedagogical purposes

32.Percentage of schools with adapted infrastructure and materials for students with disabilities

Environment

33.Percentage of students experiencing bullying, corporal punishment, harassment, violence, sexual discrimination and abuse

34.Number of attacks on students, personnel and institutions

4.b By 2020, substantially expand globally the number of scholarships available todeveloping countries, in particular least developed countries, small island developing Statesand African countries, for enrolment in higher education, including vocational training andinformation and communications technology, technical, engineering and scientificprogrammes, in developed countries and other developing countries

Provision35. Number of higher education scholarships awarded by beneficiary country

Resources36. Volume of official development assistance (ODA) flows for higher education

scholarships by beneficiary country

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

Qualified37. Percentage of teachers qualified according to national standards by

education level and type of institution

38. Pupil-qualified teacher ratio by education level

Trained

39. Percentage of teachers in (i) pre-primary (ii) primary (iii) lower secondary and (iv) upper secondary who have received at least the minimum organized and recognized teacher (i.e., pedagogical) training pre-service and in-service required for teaching at the relevant level in a given country, by type of institution

40. Pupil-trained teacher ratio by education level

Motivated41. Average teacher salary relative to other professions requiring a comparable

level of education qualification

42. Teacher attrition rate by education level

Supported43. Percentage of teachers who received in-service training in the last 12

months by type of training

28

Reference and further informationMetadata for the global and thematic indicators for the follow-up and review of SDG 4 and Education 2030

Glossary – Education Statistics and Indicators

29

Group work assignment

• SDG 4 Indicators mapping exercise