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GLOBAL CONSULTATION ON POST-2015 EDUCATION INDICATORS
Feedback formDeadline for returning the feedback form: 30 January 2015
We want your feedback on a new proposal for post-2015 global education indicators prepared by the Technical Advisory Group (TAG), which includes experts from the EFAGlobal Monitoring Report, the OECD, UNESCO, the UNESCO Institute for Statistics (UIS), UNICEF and the World Bank. The proposed indicators correspond directly to the
education goals and targets identified in the Muscat Agreement and by the Open Working Group.
We welcome your comments in this questionnaire. You can respond in two ways: by answering any or all of the four general questions at the start of the survey;
to any or all of the specific indicators presented in tables.
To participate, you must submit the questionnaire
Please focus your comments on the proposed indicators and not the goals and targets, which were already the subject of extensive consultations among governments andcivil society organizations.
Please submit your feedback by email to [email protected]. In view of the expected number of comments, we may not be able to respond to individual commentsreceived. Please send any consolidated feedback that summarises the results of consultations with groups of stakeholders to the same email address in its original format.
This consul tation will close on 30 January 2015.All comments (unless otherwise indicated) will be made publicly available on the UIS website as well as in a synthesisreport that will be used by the TAG to submit a final proposal of indicators to the World Education Forum in May 2015. The final proposal will also lay the foundations for furtherdiscussions at the UN General Assembly in September 2015.
We also encourage readers to discuss the proposed indicators on Twitter, referencing #Education2015, although this communication is not a substitute for sending commentsby email to the UIS.
Contact information for the participant
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Do you want your comments to be made publicly available? YES NO
Contact informatio n for th e UNESCO Institute for Statistics
Email: [email protected] Mail: UNESCO Institute for StatisticsTel: +1 514 343 6880 PO Box 6128, Station Centre-ville
Fax: +1 514 343 5740 Montreal, QC H3C 3J7CANADA
Web: http://www.uis.unesco.org
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We invite the international education community to respond to the following:
1. For each target, does the report identify the best indicators that are most aligned with the concept and are already being tracked in a large number of countries?
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2. What new indicators could be developed to be more closely aligned with the proposed targets and have the potential to be globally comparable?
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3. For each target, please identify or propose the two most important indicators.
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4. Are there key issues that the document has not addressed in a satisfactory way or other issues that also need to be taken into consideration?
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5.1 Early Childhood
Early childhood
EFA SC Target 1By 2030, at least x% of girls and bo ys are ready for pri mary school th rough partic ipation in qualit y early childhood c areand education, including at least one year of free and compul sory pre-primary education, with partic ular attention togender equality and the most marginalised
OWG Target 4.2By 2030, ensure that all girls and b oys have access to quality early childhoo d development, care and pre-primaryeducation so that they are ready for primary education
Concept Indicator Alignment with concept Data availability Comments
Readiness forprimary school
1. Early ChildhoodDevelopmentIndex (ECDI)
Moderate: ECDI may notcapture range ofreadiness in somecontexts.
ECDI collected through MultipleIndicator Cluster Surveys (MICS)for about 30 developing countries.
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2. Under fivemortality rate (%)(U5MR)
High: Mortality rates are areliable indicator of theoverall health and well-being of young children.
U5MR collected through householdsurveys (Demographic and HealthSurveys (DHS), Multiple IndicatorCluster Surveys (MICS), nationalhousehold surveys etc.). Estimatesfor 2012 available for nearly all
countries.
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3. Under fivestunting rate (%)(U5SR)
High: Stunting is stronglyassociated with learningoutcomes throughout theschool years.
U5SR collected through householdsurveys (Demographic and HealthSurveys (DHS), Multiple IndicatorCluster Surveys (MICS), nationalhousehold surveys etc.). Estimatesavailable for about 85 developingcountries (at least once in theperiod 2008-2012).
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4. Percentage ofchildren under 5years
experiencingresponsive,stimulatingparenting in safeenvironments (%)
High Multiple Indicator Cluster Surveys(MICS) collects information on thequality of childrens home
environments through its householdsurveys.
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Early childhood
EFA SC Target 1By 2030, at least x% of girls and bo ys are ready for pri mary school th rough partic ipation in qualit y early childhood c areand education, including at least one year of free and compul sory pre-primary education, with partic ular attention togender equality and the most marginalised
OWG Target 4.2By 2030, ensure that all girls and b oys have access to quality early childhoo d development, care and pre-primaryeducation so that they are ready for primary education
Concept Indicator Alignment with concept Data availability Comments
Participation inearly childhooddevelopment,care and pre-primaryeducation
5. Participation ratein organizedlearning (3- to 4-year-olds)
Moderate: Participation isrelatively well covered inpre-primary education butless so in otherprogrammes. Even inhousehold surveysparticipation in other earlychildhood developmentand care programmes isnot well understood byrespondents and may beunder-reported.
Data on enrolment by age collectedthrough household surveys (e.g.Multiple Indicator Cluster Surveys(MICS) and some Demographicand Health Surveys (DHS), as wellas national household surveys).Indicator currently available fromMICS/DHS for approximately 60developing countries (countriesparticipating at least once in theperiod 2005-2012). DHS does notsystematically collect data on pre-primary education.
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6. Gross pre-primaryenrolment ratio(%)
Moderate: Participation inpre-primary education isrelatively well covered.
Administrative data on enrolment inpre-primary by sex are collectedannually in most countries.Indicator estimated to be availablefor at least 165 countries (at leastonce in the period 2008-2012).
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Early childhood
EFA SC Target 1By 2030, at least x% of girls and bo ys are ready for pri mary school th rough partic ipation in qualit y early childhood c areand education, including at least one year of free and compul sory pre-primary education, with partic ular attention togender equality and the most marginalised
OWG Target 4.2By 2030, ensure that all girls and b oys have access to quality early childhoo d development, care and pre-primaryeducation so that they are ready for primary education
Concept Indicator Alignment with concept Data availability Comments
Quality of earlychildhooddevelopment,care and pre-primaryeducation
7. Child-educatorratio/Pupil-teacherratio (PTR)
Low: Indicator notnecessarily predictive ofquality or child outcomesbased on existingresearch.
Administrative data on teachersand pupils in pre-primary educationare collected annually in mostcountries. Ratios may be over-estimated if children typically attendfor less than the working day ofeducators. PTR in pre-primaryeducation estimated to be availablefor at least 120 countries (at leastonce in the period 2008-2012).Dataon staff in other early childhooddevelopment and care programmesmay not be available in many
countries. It is difficult to distinguishteachers from other staff in suchsettings. The number of countriesfor which child-educator ratios forother types of early childhooddevelopment and care programmesare available is unknown.
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Early childhood
EFA SC Target 1By 2030, at least x% of girls and bo ys are ready for pri mary school th rough partic ipation in qualit y early childhood c areand education, including at least one year of free and compul sory pre-primary education, with partic ular attention togender equality and the most marginalised
OWG Target 4.2By 2030, ensure that all girls and b oys have access to quality early childhoo d development, care and pre-primaryeducation so that they are ready for primary education
Concept Indicator Alignment with concept Data availability Comments
8. Percentage ofchildren receivingat least one yearof a quality pre-primary educationprogramme
Low: Indicator notnecessarily predictive ofquality or child outcomesbased on existingresearch.
Data on policies that likely affectquality in Early ChildhoodDevelopment (ECD) can beextrapolated from the ECD moduleof the System Approach for BetterEducation Results (SABER-ECD).More work is needed to developindicators of quality in settings.
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One year of freeand compulsorypre-primary
9. Countries withone year of freeand compulsorypre-primaryeducation inlegal/institutionalframeworks
Moderate/Low: Legalframeworks are notalways implemented inpractice. Where they are,the degree of alignmentwould be higher.
A small but growing number ofcountries have made some or allpre-primary education compulsoryand free from tuition fees. However,the actual number of countries isunknown. For the indicator, it maybe necessary to separate free andcompulsory components in orderto better monitor changes.
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5.2 Primary and Secondary education
Primary andsecondaryeducation
EFA SC Target 2By 2030, all girls and bo ys compl ete free and compul sory qualit y basic education o f at least 9 years andachieve relevant learning outcomes, with parti cular attention to gender equality and the most marginalised
OWG Target 4.1By 2030, ensure that all girls and b oys comp lete free, equitable and quality prim ary and secondary educationleading to relevant and effective learning outco mes
Concept Indicator Alignment with concept Data availability Comments
Achievement ofrelevant learningoutcomes
Percentage of children whoachieve minimum proficiency
standards relevant to their agegroup/grade in reading andmathematics at the end of:
High: Direct assessment ofreading and mathematicsskills.
Indicators of learning outcomes in reading and mathematics are available fromnational, regional and international assessments for:
10. Grade 2 ca. 35 countries fromregional assessmentsca. 60 countries from EarlyGrades Reading andMathematics Assessments(EGRA/EGMA)
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11. Primary school ca.50 countries from the
Programme in InternationalReading Literacy Study(PIRLS)
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12. Lower secondary school ca.70 countries from theProgramme for InternationalStudent Asssessment(PISA)ca.65 countries from theTrends in InternationalMathematics and ScienceStudy (TIMSS)
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13. Upper secondary school ca. 10 countries from theTrends in InternationalMathematics and ScienceStudy (TIMSS)
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Primary andsecondaryeducation
EFA SC Target 2By 2030, all girls and bo ys compl ete free and compul sory qualit y basic education o f at least 9 years andachieve relevant learning outcomes, with parti cular attention to gender equality and the most marginalised
OWG Target 4.1By 2030, ensure that all girls and b oys comp lete free, equitable and quality prim ary and secondary educationleading to relevant and effective learning outco mes
Concept Indicator Alignment with concept Data availability Comments
Completion ofprimary andsecondaryeducation
14. Gross intake ratio to the lastgrade of primary education(primary completion rate)
Moderate: Indicator is ameasure of first-time entry tothe last grade of primaryeducation.
Available for at least 150countries. Indicator ispresented as a percentageof the population at the
official age for entry into thelast grade. It is a grossmeasure and can exceed100%.
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15. Primary educationattainment rate (% of cohortaged 3-7 years above officialprimary school age)
High: Indicators measure thepercentage of a cohort ofchildren/young people whohave completed the relevantcycles of education.
Over a five-year period, theindicator is available for atleast 95 out of 137 low- andmiddle-income countries (or70%). Requires data fromhousehold surveys and istherefore not availableannually. Attainmentindicators are collected forchildren above the officialschool age so there are timelags relative to policychanges (i.e. they do notreflect current situation).
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16. Gross intake ratio to the lastgrade of lower secondarygeneral education
Moderate: Indicator is ameasure of first-time entry tothe last grade of lowersecondary education.
Available for at least 150countries. Indicator ispresented as a percentageof the population at theofficial age for entry into thelast grade. It is a gross
measure and can exceed100%.
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Primary andsecondaryeducation
EFA SC Target 2By 2030, all girls and bo ys compl ete free and compul sory qualit y basic education o f at least 9 years andachieve relevant learning outcomes, with parti cular attention to gender equality and the most marginalised
OWG Target 4.1By 2030, ensure that all girls and b oys comp lete free, equitable and quality prim ary and secondary educationleading to relevant and effective learning outco mes
Concept Indicator Alignment with concept Data availability Comments
17. Lower secondary educationattainment rate (% of cohortaged 3-7 years above officiallower secondary school age)
High: Indicators measure thepercentage of a cohort ofchildren/young people whohave completed the relevant
cycles of education.
Requires data fromhousehold surveys and aretherefore not availableannually. Attainment
indicators are collected foryoung people above theofficial school age so thereare time lags relative topolicy changes (i.e. do notreflect current situation).
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18. Gross intake ratio to the lastgrade of upper secondaryeducation (secondarycompletion rate)
Moderate: Indicator is ameasure of first-time entry tothe last grade of uppersecondary education.
Not currently available asmultiple streams (includingtechnical and vocationaleducation) make it difficult toidentify the last grade ofsecondary education. Could
be calculated for the lastgrade of general educationbut in some countries themajority of upper secondaryprovision istechnical/vocational so theindicator would substantiallyunder-estimate completion.
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19. Upper secondary educationattainment rate (% of cohortaged 3-7 years above officialupper secondary school
age)
High: Indicators measure thepercentage of a cohort ofchildren/young people whohave completed the relevant
cycles of education.
Requires data fromhousehold surveys and aretherefore not availableannually. Attainment
indicators are collected foryoung people above theofficial school age so thereare time lags relative topolicy changes (i.e. do notreflect current situation).
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Primary andsecondaryeducation
EFA SC Target 2By 2030, all girls and bo ys compl ete free and compul sory qualit y basic education o f at least 9 years andachieve relevant learning outcomes, with parti cular attention to gender equality and the most marginalised
OWG Target 4.1By 2030, ensure that all girls and b oys comp lete free, equitable and quality prim ary and secondary educationleading to relevant and effective learning outco mes
Concept Indicator Alignment with concept Data availability Comments
Access andparticipation inprimary andsecondary
education
20. Children who were never inschool (% of cohort aged 3-6years above official primaryschool age)
High: Indicator highlightsolder children who did not goto school.
Over a five-year period, theindicator is available for atleast 95 out of 137 low- andmiddle-income countries (or
70%). Most high-incomecountries possess thisinformation.
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21. Number of out-of-schoolchildren and adolescents
High: Indicators focus on theprimary and lower secondaryage groups who are not atleast in primary education.
Numbers of out-of-school(OOS) children and OOSadolescents are estimatedon the basis ofadministrative data onenrolment by age and sexreported annually by some160 countries at the primary
level and 125 at the lowersecondary level.
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22. Primary adjusted netenrolment rate
Moderate: measuresparticipation in education ofrelevant age groups.
Requires same data as forthe out-of-school children.
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23. Lower secondary total netenrolment rate
Moderate: measuresparticipation in education ofrelevant age groups.
Requires same data as forthe out-of-schooladolescents.
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24. Gross enrolment ratio insecondary education
Moderate: measures overallparticipation in secondaryeducation.
Available for ca. 170countries.
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Primary andsecondaryeducation
EFA SC Target 2By 2030, all girls and bo ys compl ete free and compul sory qualit y basic education o f at least 9 years andachieve relevant learning outcomes, with parti cular attention to gender equality and the most marginalised
OWG Target 4.1By 2030, ensure that all girls and b oys comp lete free, equitable and quality prim ary and secondary educationleading to relevant and effective learning outco mes
Concept Indicator Alignment with concept Data availability Comments
Quality of primaryand secondaryeducation
25. Pupil-teacher ratio (by levelof education)
Low: Indicators notnecessarily predictive ofquality.
Administrative data onteachers and pupils by levelof education are collectedannually by most countries.
PTRs are estimated to beavailable for at least 175countries at the primary leveland 130 at the lowersecondary level.
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Nine years of freeand compulsorybasic education
26. Countries with nine years offree and compulsory basiceducation inlegal/institutional frameworks
Moderate: Legal frameworksare not always implementedin practice. Where they are,the degree of alignmentwould be higher.
All countries haveinformation on their national(where appropriate sub-national) laws on educationprovision. ca. 145 countrieshave laws providing at leastnine years of compulsoryeducation (after pre-primary).
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5.3 Skills
Skills
EFA SC Target 4By 2030, at least x% of youth and y% of adults h ave the knowledge and skills for decent work and life thro ughtechnical and vocational, upper secondary and tertiary education and training, with p articular attention togender equality and the most marginalised
OWG Target 4.3By 2030, ensure equal access for all women and men to afford able quality technical, vocational and terti aryeducation, including university
OWG Target 4.4By 2030, increase by x% the number of yout h and adults who have relevant skills, includi ng technical andvocational skills, for employment, decent jobs and entrepreneurship
Concept Indicator Alignment with concept Data availability CommentsKnowledge andskills foremployment,decent work andentrepreneurship
27. Percentage of youth/adultswith problem-solving skills
Low/Moderate: The conceptof problem-solving skills ascurrently measured may notbe equally applicableacross different countrycontexts in terms of itsapplication to employment,decent work andentrepreneurship:- the Programme for theInternational Assessment ofAdult Competencies(PIAAC) measures skills intechnology-richenvironments- the Programme forInternational StudentAssessment (PISA)measures studentscognitive processing tounderstand and resolveproblem situations where amethod of solution is notimmediately obvious.
The OECD PIAACassesses the proficiency ofyouth and adults in problemsolving in 33 countries.
The OECD PISA from 2012onwards assessed creativeproblem-solving skills,openness to novelty,tolerance of doubt anduncertainty, and ability touse intuition to initiate asolution in 44 countries.
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28. Percentage of youth/adultswho are computer andinformation literate
Low/Moderate: The conceptof computer andinformation literacy isneither necessary norsufficient for access to thelabour market in many partsof the world.
The IEA InternationalComputer and InformationLiteracy Study (ICILS) willassess these skills in 20countries.
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Skills
EFA SC Target 4By 2030, at least x% of youth and y% of adults h ave the knowledge and skills for decent work and life thro ughtechnical and vocational, upper secondary and tertiary education and training, with p articular attention togender equality and the most marginalised
OWG Target 4.3By 2030, ensure equal access for all women and men to afford able quality technical, vocational and terti aryeducation, including university
OWG Target 4.4By 2030, increase by x% the number of yout h and adults who have relevant skills, includi ng technical andvocational skills, for employment, decent jobs and entrepreneurship
Concept Indicator Alignment with concept Data availability Comments
Participation intechnical andvocational, uppersecondary andtertiary educationand training
29. Upper secondary educationgross enrolment ratio Moderate: measuresparticipation of relevantcycle of education but is notclosely linked to theacquisition of skills fordecent work and life whichcan also be acquired atlower levels of education.
Available for ca. 160countries. Click here to enter text.
30. Tertiary education grossenrolment ratio
Available for ca. 145countries.
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31. Participation rate intechnical and vocationalprogrammes (15- to 24-year-olds)
Not currently calculated inthis way. Data on the shareof technical and vocationalenrolment in uppersecondary education isavailable for ca. 135countries.
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32. Percentage of youth not in
education, employment ortraining (18- to 24-year-olds)
Moderate: measures lack
of participation ineducation, employment ortraining but is not closelylinked to the inability toacquire skills for decentwork and life. Furthermore,the concept of employmentvaries considerably acrosscountries.
ILO reports on the indicator
mainly for high-incomecountries.
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33. Participation rate ineducation and training overthe past 12 months (25- to64-year-olds)
Moderate: measuresparticipation ineducation/training but is notclosely linked to the
acquisition of skills fordecent work and life.Furthermore, there arevarying definitions of adulteducation and trainingacross countries.
The European UnionsAdult Education Surveycollects relevant data in aconsistent way across 30
countries.
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34. Upper secondaryattainment rate (25- to 64-year-olds)
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5.4 Equity
Equity
EFA SC Targets 1, 2 and 4 ... with partic ular attention to gender equality and the most marginalised
EFA SC Target 3 ... with partic ular attention to girl s and women and the most marginalised
OWG Target 4.5By 2030, eliminate gender disparities in education and ensur e equal access to all levels of education andvocational training for the vulnerable, including persons with disabilities, indigenous peoples and childrenin vulnerable situations
Concept Indicator Alignment with concept Data availability CommentsEquity in accessto education
Example: lower secondary education attainment rate
Gender
35. (Relative) Parity Index:female attainment rate/maleattainment rate
High Click here to enter text.
36. (Absolute) Range:difference between maleand female attainment rates
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Wealth
37. (Relative) Parity Index:poorest 20% attainmentrate/richest 20% attainmentrate
Moderate/High: Othercharacteristics can also beused to capturemarginalisation orvulnerability.
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38. (Absolute) Range:difference betweenattainment rates of richestand poorest 20%
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Equity
EFA SC Targets 1, 2 and 4 ... with partic ular attention to gender equality and the most marginalised
EFA SC Target 3 ... with partic ular attention to girl s and women and the most marginalised
OWG Target 4.5By 2030, eliminate gender disparities in education and ensur e equal access to all levels of education andvocational training for the vulnerable, including persons with disabilities, indigenous peoples and childrenin vulnerable situations
Concept Indicator Alignment with concept Data availability Comments
Equity ineducationoutcomes
Example: learning outcomes at the end of lower secondary school
Gender
39. (Relative) Parity Index:percentage of femalesachieving minimum learningoutcomes/percentage ofmales achieving minimumlearning outcomes
High Depends on availability oflearning outcome surveys;otherwise information ongender is routinely collectedas part of such surveys.
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40 (Absolute) Range:difference between malesand females achieving
minimum learningoutcomes
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Wealth
41. (Relative) Parity Index:percentage of poorest 20%achieving minimum learningoutcomes/percentage ofrichest 20% achievingminimum learningoutcomes
Moderate/High: Othercharacteristics can also beused to capturemarginalisation orvulnerability.
Depends on availability oflearning outcome surveys;otherwise information onwealth is collected as partof such surveys.
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42. (Absolute) Range:difference between richest
and poorest 20% achievingminimum learningoutcomes
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5.5 Literacy and Numeracy
Literacy andnumeracy
EFA SC Target 3By 2030, all youth and at least x% of adults reach a proficiency level in l iteracy and numeracy suffi cient tofully participate in society, with particular attention to girls and women and the most marginalised
OWG Target 4.6 By 2030, all youth and at least x% of adults , both men and women, achieve literacy and numeracy
Concept Indicator Alignment with concept Data availability Comments
Proficiency in
literacy/numeracyto fully participatein society
43. Percentage of youth and
adults proficient in literacyskills
High The OECD Programme for
the InternationalAssessment of AdultCompetencies (PIAAC)assesses the proficiency ofyouth and adults in literacyand numeracy in 33 mostlyhigh-income countries.The World Bank's SkillsTowards Employment andProductivity (STEP) hascollected similar informationin (urban areas of) 13 low-and middle-income
countries.
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44. Percentage of youth andadults proficient in numeracyskills
High Click here to enter text.
45. Youth/adult literacy rate Low: The indicator does notmeasure skills in terms ofproficiency or ability toparticipate fully in society.
A simple measure ofliteracy, i.e. the ability toread and write a simplesentence, usually self-reported, is collectedregularly (but not annually)by about 155 countries inhousehold surveys andcensuses and reported tothe UIS. Few developedcountries collect similarinformation.
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Literacy andnumeracy
EFA SC Target 3By 2030, all youth and at least x% of adults reach a proficiency level in l iteracy and numeracy suffi cient tofully participate in society, with particular attention to girls and women and the most marginalised
OWG Target 4.6 By 2030, all youth and at least x% of adults , both men and women, achieve literacy and numeracy
Concept Indicator Alignment with concept Data availability Comments
Participation inliteracy/numeracyprogrammes
46. Participation rate in literacyprogrammes over the past12 months (as % of illiterate
25- to 64-year-olds)
High Not currently available at theinternational level.Administrative data on
participants in literacy andnumeracy programmes arenot collected regularly at theinternational level.Demographic and HealthSurveys (DHS) include aquestion on participation inadult literacy programmes.
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5.6 Global citizenship and sustainability
Globalcitizenship andsustainability
EFA SC Target 5By 2030, all learners acquire knowledge, skills, values and attitudes to establish sustainable and peacefulsocieties, including through global citizenship education and education for sustainable development
OWG Target 4.7
By 2030, ensure all learners acquir e knowledge and ski lls needed to p romote sus tainable development,including among others through education for sustainable development and sustainable lifestyles, humanrights, gender equality, promotio n of a culture of peace and non-violence, global citizenship, and appreciationof cultural diversity and of cultures contribution to sustainable development
Concept Indicator Alignment with concept Data availability Comments
Knowledge andskills forsustainablepeacefulsocieties
47. Percentage of 15-year-oldstudents showingproficiency in knowledge ofglobal issues includingknowledge ofenvironmental science andgeoscience
Moderate: Knowledge isseen as an importantcomponent but does notcover the full concepts ofGlobal CitizenshipEducation (GCE) orEducation for SustainableDevelopment (ESD).
The Programme forInternational StudentAssessment in 2006 (PISA2006), administered in 57countries, estimated anenvironmental scienceperformance index.The International Civic andCitizenship Education Study2009 (ICCS 2009), whichincluded 38 countries, containsworkable items for larger-scaletracking that will require
validation in developing worldsettings. ICCS 2016 willprovide globally-comparabledata on civic knowledge andengagement, and studentsroles in peaceful functioning ofschools.
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Globalcitizenship andsustainability
EFA SC Target 5By 2030, all learners acquire knowledge, skills, values and attitudes to establish sustainable and peacefulsocieties, including through global citizenship education and education for sustainable development
OWG Target 4.7
By 2030, ensure all learners acquir e knowledge and ski lls needed to p romote sus tainable development,including among others through education for sustainable development and sustainable lifestyles, humanrights, gender equality, promotio n of a culture of peace and non-violence, global citizenship, and appreciationof cultural diversity and of cultures contribution to sustainable development
Concept Indicator Alignment with concept Data availability Comments
Values andattitudes forsustainablepeacefulsocieties
48. Percentage of 13-year-oldstudents endorsing valuesand attitudes promotingequality, trust andparticipation in governance
Moderate: Covers importantvalues and attitudes but isnot comprehensive.
ICCS 2009; see notes above. Click here to enter text.
49. Percentage of adults whorespond positively to thestatement: Protecting theenvironment should begiven priority even if itcauses slower economicgrowth and some loss ofjobs
Moderate: Covers importantvalues and attitudes but isnot comprehensive.
World Values Survey 2012,which has included over 100countries in various surveywaves, contains items onvalues and attitudes onenvironmental protection,views on citizenship, freedomof information, and global
awareness. These items willalso require further validationand testing for youth and indeveloping world settings.
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Globalcitizenshipeducation (GCE)
50. Percentage of 13-year-oldstudents participating incitizenship education
Moderate: Participation incitizenship education is onlyone component ofGCE/ESD.
ICCS 2009; see notes above.The inclusion of classroomcharacteristics relevant toGCE/ESD (i.e. openness ofclassroom dialogue) can alsobe considered.PISA 2018 will incorporate anassessment of globalcompetence, which may cover
knowledge and skills, attitudes,and dispositions towardsglobal issues as well asaspects of global employabilityand mobility of young people.
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5.7 Means of implementation: School environment
Means ofimplementation:Schoolenvironment
OWG MOI Target 4.aBuild and upgr ade education facili ties that are child, disability and gender sensitive and provid e safe, non-violent, inclusive and effective learning environments for all
Concept Indicator Alignment with concept Data availability Comments
Availability of
educationfacilities andresources
51. Average size of single
grade classes in primaryschools
Low/Moderate: The indicator
is not necessarily predictiveof the overall quality ofschool environments.
Available for 26 African
countries in UIS database.
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52. Access to basic services(electricity, potable waterand toilets)
Moderate: Indicatorsmeasure the availability offacilities and servicesessential for healthy andeffective learningenvironments.
Available for 41 Africancountries in UIS database.
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Disability andgendersensitiveness,safety,
inclusivenessand effectivenessof schoolenvironments
53. Percentage of studentswith a sense of belongingand inclusion at school
Low/Moderate: Indicatorsaddress important aspects ofschool inclusiveness but notcomprehensive.
Available for:65 countries from PISA 2012.72 countries from GSHSbetween 2003 and 2012.
43 countries in Europe andNorth America from HBSC in2009/2010.
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54. Percentage of studentsexperiencing bullying
Available for:72 countries from GSHSbetween 2003 and 2012.43 countries in Europe andNorth America from HBSC in2009/2010.Available for 16 countries inLatin America and theCaribbean that participated in
SERCE in 2006/2007.
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55. Percentage of schoolsthat meet child-friendlyschool standards: 1)inclusive of all children; 2)academically effectiveand relevant; 3) healthy,safe and protective; 4)gender-responsive; and 5)involved with students,families and communities
High: While the indicatorscover all the key aspects ofthe target, what eachdimension entails andencompasses may greatlyvary from country to countryand thus not be suitable forcross-country comparison.
No cross-nationallycomparable data are availablealthough at least 94 countrieshave adopted qualitystandards for primaryeducation based on child-friendly schools (CFS) or onsimilar models.
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5.8 Means of implementation: Scholarships
Means ofimplementation:Scholarships
OWG MOI Target 4.b
By 2020, expand by x% globally the number of scholarsh ips for developing countri es in particularLeast Developed Countries (LDCs), Small Island Developing States (SIDS) and Af rican co untries t o enrol inhigher education, including vocational training, information and communication technology (ICT),technical, engineering and scientific programmes in developed countries and other developing countries
Concept Indicator Alignment with concept Data availability Comments
Number ofscholarships
56. Volume of OverseasDevelopment Assistance(ODA) flows forscholarships
Low: Indicator addressesone aspect of scholarships(financing) but not thenumber as demanded bythe target
Data on ODA flows forscholarships are collectedannually by the OECDDevelopment AssistanceCommittee and coverfinancial aid awards andcontributions to trainingcosts for students andtrainees from developingcountries. Financial aidawards include bilateralgrants to studentsregistered for systematicinstruction in private or
public institutions of highereducation to follow full-timestudies or training coursesin the donor country.Training costs relate tocontributions for traineesfrom developing countriesreceiving mainly non-academic, practical orvocational training in thedonor country.
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5.9 Means of implementation: Teachers
Means ofimplementation:Teachers
EFA SC Target 6By 2030, all governments ensure that all learners are taught by qualif ied, professionally-trained, motivatedand well supported teachers
OWG MOI Target 4.cBy 2030, increase by x% the supply of qualified teachers, including thro ugh international coo peration forteacher training in developing co untries, especially Least Developed Countries (LDCs) and Small IslandDeveloping States (SIDS)
Concept Indicator Alignment with concept Data availability Comments
Qualifiedteachers 57. Percentage of teachersqualified according tonational standards (bylevel)
Moderate to high: Conceptis very well-aligned butcross-national comparisonscan be weak as nationalstandards can vary widelybetween countries.
Not currently at theinternational level.Countries to report on thenumber of qualifiedteachers by sex and level ofteaching on an annualbasis from 2014.
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58. Pupil-qualified teacher ratio Moderate: Indicatormeasures the availability of(qualified) teachers tolearners but does notassess the quality of
teaching delivered.
PQTR is not availablecurrently at the internationallevel. Administrative dataon teachers and pupils bylevel of education are
reported annually bycountries to the UIS.Countries report numbersof qualified teachers by sexand level of teaching on anannual basis from 2014.
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Means ofimplementation:Teachers
EFA SC Target 6By 2030, all governments ensure that all learners are taught by qualif ied, professionally-trained, motivatedand well supported teachers
OWG MOI Target 4.cBy 2030, increase by x% the supply of qualified teachers, including thro ugh international coo peration forteacher training in developing co untries, especially Least Developed Countries (LDCs) and Small IslandDeveloping States (SIDS)
Concept Indicator Alignment with concept Data availability Comments
Professionallytrained teachers
59. Percentage of teacherstrained according to
national standards (bylevel)
Moderate to high: Conceptis very well-aligned but
cross-national comparisonscan be weak as nationalstandards can vary widelybetween countries.
The indicators are availablefor ca. 105 countries at the
primary level and ca. 50countries at the uppersecondary level.Administrative data ontrained teachers by level ofeducation (pre-primary topost-secondary non-tertiary) are reportedannually by countries to theUIS.
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60. Pupil-trained teacher ratio Moderate: Indicatormeasures the availability of
trained teachers to learnersbut does not assess thequality of teachingdelivered.
Not currently at theinternational level but can
be calculated from thereported data.Administrative data onpupils and trained teachersby level of education (pre-primary to post-secondarynon-tertiary) are reportedannually by countries to theUIS.
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Means ofimplementation:Teachers
EFA SC Target 6By 2030, all governments ensure that all learners are taught by qualif ied, professionally-trained, motivatedand well supported teachers
OWG MOI Target 4.cBy 2030, increase by x% the supply of qualified teachers, including thro ugh international coo peration forteacher training in developing co untries, especially Least Developed Countries (LDCs) and Small IslandDeveloping States (SIDS)
Concept Indicator Alignment with concept Data availability Comments
Motivatedteachers
61. Average teacher salaryrelative to other
professionals
Low: The financial return isone element of teacher
motivation but does notguarantee motivatedteachers.
Not currently at theinternational level. Data on
actual salaries of teachersand other professionals arenot readily available.Indicators comparing twodifferent professions will beaffected by (a) differencesin qualifications/experiencerequired by each professionand (b) differences intypical working time orcontract types. It may benecessary to limit thecomparison to full-time staff
only. Data on statutorysalaries are easier to collectand compare, though it canbe difficult to identifycomparable professionswhich also have statutorysalary scales. Teachersstatutory salaries can bestandardised to someextent by expressing asa % of GDP per capita.
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62. Status of school climateand other learningenvironment factorsassociated with teachermotivation
Moderate to low School climate and otherlearning environmentfactors associated withteacher motivationmonitored by the Teachingand Learning InternationalSurvey (TALIS) in 34countries.
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Means ofimplementation:Teachers
EFA SC Target 6By 2030, all governments ensure that all learners are taught by qualif ied, professionally-trained, motivatedand well supported teachers
OWG MOI Target 4.cBy 2030, increase by x% the supply of qualified teachers, including thro ugh international coo peration forteacher training in developing co untries, especially Least Developed Countries (LDCs) and Small IslandDeveloping States (SIDS)
Concept Indicator Alignment with concept Data availability Comments
Well-supportedteachers
63. Incidence of in-servicetraining
Moderate to low:Professional development
could be considered onepart of support
Not currently available atthe international level.
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5.10 Means of implementation: FinanceMeans ofimplementation:Finance
EFA SC Target 7By 2030, all c ountries allocate at least 4%-6% of t heir gros s dom estic pro duct (GDP) or at least 15%-20% oftheir public expenditure to education, prioritising groups most in need; and strengthen financialcooperation for education, prioritising countries most in need
Concept Indicator Alignment with concept Data availability Comments
Publicexpenditure oneducation
64. Public expenditure oneducation as percentage ofGDP
High: In relation to target,but weak as an indicator ofgovernment commitment toeducation.
Available for ca. 145countries.
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65. Public expenditure oneducation as percentage oftotal public expenditure
High: A robust indicator ofgovernment commitment toeducation.
Available for ca. 145countries.
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Financialcooperation foreducation
66. Total aid to education High: Directly measuresone of the elements of thetarget.
Available for most low-income countries.
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67. Total aid to basic education High: Directly measuresone of the elements of thetarget.
Available for most low-income countries.
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Countries most inneed
68. Percentage of total aid toeducation in low-incomecountries
Moderate: The percentagedoes not capture whetheraid reaches countries mostin need.
Available for most low-income countries.
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69. Percentage of total aid tobasic education in low-income countries
Moderate: The percentagedoes not capture whetheraid reaches thosepopulations most in needwithin the countries.
Available for most low-income countries.
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Prioritisation ofgroups most inneed
70. Share of public expenditureon education received bypoorest quintile
Low/Moderate: The share isdetermined by thepercentage of childrenattending different levels of
education and does nottake into account explicitattempts to targetresources to the pooresthouseholds.
The indicator would bederived from householdsurveys (identifyingparticipation by level of
education and by sector)and public expenditure data(by level).
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