proposed indicators for sustainable development ... - · pdf fileunesco institute for...
TRANSCRIPT
UNESCO
Institu
te fo
r Statistics
Proposed indicators for Sustainable Development Goal (SDG) 4 by ETAG and relevancy to SAARC countries
Shailendra SigdelStatistical Advisor for South Asia
Sub‐regional Conference on EFA Unfinished agenda and Post 2015 Education Agendas in SAARC countries
13-14 October 2015, New Delhi, India
UNESCO
Institu
te fo
r Statistics
Sustainable Development Goals
Launched at the end of the UN Conference on Sustainable Development (Rio+20) in June 2012Multi‐track approaches (2013‐2015): UN Member States: Open Working Group on Sustainable Development, UN General Assembly.
UN Secretary General: High Level Panel of Eminent Persons, Sustainable Development Solutions Network, UN System Task Teams
UNESCO and its partners: EFA Steering Committee, World Education Forum
NGOs, civil society and other interest groups
UNESCO
Institu
te fo
r Statistics
Sustainable Development Goals 17 Goals, 169 targets Covering the three pillars of sustainable development: economic, environmental and social
Emphasis on equity and equality throughout andGoal 5 on Gender, Goal 10 on Reducing inequality
Means of implementation targets in all goals andGoal 17 Means of implementation
Goals and targets in new areas/themes Adopted by Heads of State at UN Summit in New York (25‐
27 September 2015)
UNESCO
Institu
te fo
r Statistics
Goal 4: Education Ensure inclusive and equitable quality education and
promote lifelong learning opportunities for all 7 outcome‐based targets (4.1‐4.7) 3 means of implementation targets (4.a‐4.c)
Full range of lifelong learning: early childhood, primary, secondary, TVET, tertiary, skills for work, literacy and numeracy (4.1‐4.4, 4.6)
One target on knowledge and skills for sustainable development (4.7)
One target on equity (4.5) Means of implementation: school environment, scholarships and teachers (4.a‐4.c)
UNESCO
Institu
te fo
r Statistics
Selection of Post‐2015 SDG Indicators
Country‐led drawing together inputs from many sources UN Member States: UN Statistical Commission, Inter‐Agency and Expert Group on SDG Indicators
Regional bodies: AU, EU, OECD, UN Regional Commissions International bodies: UN and other intergovernmental organizations
Technical experts and academia: Sustainable Development Solutions Network
NGOs, civil society and others Global education community: Technical Advisory Group on Post‐2015 Education Indicators
UNESCO
Institu
te fo
r Statistics
The post‐2015 agenda: Complexities of the big data era
Inconsistent, ineffective and uninterpreteddata to serve
policy
Inconsistent, ineffective and uninterpreteddata to serve
policy
Risk of infobesity: too much, dispersed and bad quality information
Risk of infobesity: too much, dispersed and bad quality information
Measuring complex
competencies in a standardised and helpful way
Measuring complex
competencies in a standardised and helpful way
Policy makers do not use data
Policy makers do not use data
6
UNESCO
Institu
te fo
r Statistics
Proposed levels of monitoring (UNSG*)
*UN Secretary General’s Synthesis Report, December 2014
NationalLink to national plan; consult national stake‐holders; recognise context and address inclusion and broader learning goals
Global Focused set of globally comparable indicators based on clear criteria (10‐15 indicators)
Thematic Broader set of indicators covers the range of sectoral priorities (42 indicators)
Regional Indicators to monitor frameworks validated by regional groupings (AU Education decades, EU2020)
UNESCO
Institu
te fo
r Statistics
Criteria for selecting global and thematic indicators
Relevance Indicators should reflect the key policy themes in each target
Alignment The item to be measured should be valid and meaningful across all countries
FeasibilityData should be collected regularly and available for most countries
Communicability Indicators must be easily understood
UNESCO
Institu
te fo
r Statistics
Guidelines for List of Indicators adopted by ETAG
Keep the Global Indicators The first indicator to appear is usually the priority Formulation with a focus on information to be gathered at the country level
Discussions about data availability were held as well as need for development
Countries: raised issues about capacity‐building needs and how things are going to move forward in implementing regional and national indicators
9
UNESCO
Institu
te fo
r Statistics
Global indicators for education
4.1 Reading and mathematics learning outcomes 4.2 % of under 5s who are developmentally ‘on track’ 4.3 Participation rate of adults in formal and non‐formal education
and technical and vocational training 4.4 % of youth/adults with ICT skills 4.5 Parity indices‐Sex, Urban/ Rural, wealth quintile
(for all indicators that can be disaggregated)
4.6 Proficiency of youth/adults in literacy and numeracy 4.7 % of 15‐year olds proficient in environmental, geoscience,
global citizenship, non‐violance etc. 4.a % of schools with access to basic services and facilities 4.b ODA expenditure on scholarships 4.c % of trained teachers
UNESCO
Institu
te fo
r Statistics
Thematic indicators for education
43 thematic indicators (including the proposed global indicators)
Going beyond the measurement of outcomes to include indicators on the provision of education, access, participation, completion and on education policies
UNESCO
Institu
te fo
r Statistics
Global SDG Indicators: Process
12
UNESCO
Institu
te fo
r Statistics
Proposed indicators: Target 4.1 Primary and secondary educationEnsure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
Learning1. % of children/young people (i) in Grade 2/3, (ii) at
the end of primary and (iii) at end of lower secondary achieving at least a minimum proficiency level in (a) reading and (b) mathematics No consensus on ETAG on including early grades) Source: learning assessments Available for c60‐70 countries
2. Existence of recent national learning assessment surveys Source: administrative information Available for nearly every country
Completion 1. Gross intake ratio to last grade of primary and lower
secondary education Source: administrative data Available for c150 country
2. Completion rates in primary, lower and upper secondary Source: household surveys Available for c100 countries
Direct measures of knowledge and proficiency at key stages in primary and secondary
To monitor governments’ commitment to measuring learning outcomes
Proxy measure of completion Readily available for most
countries but a gross not net rate
Direct measure of completion (based on attainment levels of young people)
UNESCO
Institu
te fo
r Statistics
Participation 5. Out‐of‐school rates
(Primary, Lower and Higher Secondary) Sources: administrative and surveys Available for c160 countries (from
administrative sources)
6. % of pupils over‐age for grade(Primary, Lower and Higher Secondary) Source: surveys Available for c100 countries
Provision 7. Years of free and compulsory primary and secondary education
Source: national education laws and policies
Available for nearly every country
To focus attention on those being left behind
Increasingly important as countries get close to the target of universal participation
To focus attention on children at risk of leaving school early
Some further methodological work required to increase coverage
To monitor governments’ commitments to children and young people
Proposed indicators: Target 4.1 Primary and secondary educationEnsure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
UNESCO
Institu
te fo
r Statistics
Proposed indicators: Target 4.2 Early childhood educationensure 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. % of under 5s who are
developmentally ‘on track’ Source: household surveys Available for c30‐40 countries
9. % of under 5s experiencing responsive and stimulating parenting
Source: household surveys Available for c30 countries
Participation10. Participation rates in organized
learning (24 months to official primary school entry age) Source: household surveys Not yet available
Direct measure of ‘school readiness’ Further methodological work required
to agree on characteristics to be measured
Early Childhood Development Index one possible measure (from UNICEF’s Multiple Indicator Cluster Survey)
Recognises parents have an important role in the early years development of their children
To include participation beyond formal pre‐primary education
Further methodological work required to agree on types of learning to be covered
Administrative sources capture formal
UNESCO
Institu
te fo
r Statistics
11. Gross pre‐primary enrolment ratio Source: administrative data Available for c165 countries
Provision 11. Years of free and compulsory
pre‐primary education Source: national education laws and
policies Available for nearly every country
Widely available broad measure of participation in formal pre‐primary education
To monitor governments’ commitments to children
Proposed indicators: Target 4.2 Early childhood educationensure 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
UNESCO
Institu
te fo
r Statistics
Proposed indicators: Target 4.3 TVET and tertiary educationensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
Participation 13. Gross enrolment ratio in tertiary
education Source: administrative data Available for c145 countries
14. Participation rate in TVET (15‐24 year olds) Source: surveys Not yet available
15. Participation in education and training in the last 12 months
Source: surveys Available for c30 countries (EU)
Widely available broad measure of participation in formal tertiary education (including university)
To include participation beyond formal school or university settings
Further methodological work required to agree on types of education and training to be covered
To include participation beyond formal education or training settings
Further methodological work required to agree on types of education and training to be covered
UNESCO
Institu
te fo
r Statistics
Proposed indicators: Target 4.4 Skills for workSubstantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
Skills 16. % of youth/adults with at least a
minimum level of proficiency in digital literacy skills Source: household surveys Available for c35 countries (mostly
OECD)
16.2 Percentage of individuals with ICT skills by type of skill
Source: household surveys Available for c35 countries (mostly
OECD)
17. Adult educational attainment rates by age‐groups and levels of education
Source: household surveys Available for c120 countries
To measure existence of a critical skill required for employment and work
Further methodological work required to agree on types of skills to be covered
Further methodological work required to develop indicators measuring other work‐relevant skills
UNESCO
Institu
te fo
r Statistics
Proposed indicators: Target 4.5 Parity and EquityEliminate 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 cross‐targets for all SDG 4 indicators‐sex, location, wealth
Policy 18. % 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. % of total aid to education
allocated to low‐income countries Source: administrative record Available for c60 countries
Major efforts will be required to develop a global measurement tool.
A framework will be required in order for countries to describe and assess their policies.
Considerable efforts will be needed to improve the coverage, especially for private expenditure
19
UNESCO
Institu
te fo
r Statistics
Proposed indicators: Target 4.6 literacy and numeracyEnsure that all youth and a substantial proportion of adults, both men and women, achieve
literacy and numeracy
Skills22. % of the population achieving at least a fixed level of proficiency in functional (a)
literacy and (b) numeracy skills
23. Youth / adult literacy rate Source: household surveys Available for c160 countries
24. Participation rate of youth/adults in literacy programmes
To direct measure the literacy and numeracy skills
Participation of youth/ adult in literacy programme
20
UNESCO
Institu
te fo
r Statistics
Proposed indicators: Target 4.7 Knowledge and skills to promote sustainable developmentEnsure 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
Provision25. Extent to which (i) global citizenship education and (ii)education for sustainable development are mainstreamedin (a) national education policies (b) curricula (c) teachereducation 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. % of 15‐year‐old students showing proficiency in knowledge of environmental science and geoscience
Source: Assessments Available for c55 countries
28. % 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)
Measure the aspects of global citizenship, sustainable development, environmental science and geoscience
Major preparatory work is required to develop a consensus on what types of policies across countries correspond to these concepts.
21
UNESCO
Institu
te fo
r Statistics
Proposed indicators: Target 4.a‐4.b‐means of implementationBuild and upgrade education facilities that are child, disability and gender sensitive and provide safe, non‐violent, inclusive and effective learning environments for all
Readiness30. % of schools with access to (i) basic drinking water; (ii) basic sanitation facilities; and (iii) basic handwashing facilities 31. % of schools with access to (i) electricity (ii) Internet access for pedagogical purposes and (iii) computers for pedagogical purposes (C70)32. % of schools with adapted infrastructure and materials for students with disabilities Environment 33. % of students experiencing bullying, corporal punishment, harassment, violence, sexual discrimination and abuse 34. Number of attacks on students, personnel and institutions Number 35. Number of attacks on students, personnel and institutions 36. Volume of official development assistance (ODA) flows for higher education scholarships by beneficiary country 22
UNESCO
Institu
te fo
r Statistics
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 (ii) lower secondary and (iv) upper secondary who have received at least the minimum organized and recognised 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 levelMotivated41. Average teacher salary relative to other professions requiring a comparable level of education qualification 42. Teacher attrition rate by education level Supported 43. Percentage of teachers who received in‐service training in the last 12 months by type of training
23
Proposed indicators: Target 4.a‐4.b‐means of implementationBuild and upgrade education facilities that are child, disability and gender sensitive and provide safe, non‐violent, inclusive and effective learning environments for all
UNESCO
Institu
te fo
r Statistics
The challenges
Need to develop new methodologies and new surveysto capture all the data needed
Demand for ‘real‐time’ data to inform policy decisions More diverse sources of data and of data users Strengthening capacities for data analysis and use
ETAG recommendations
UNESCO
Institu
te fo
r Statistics
Indicator availability in SAARC countries
25
Indicators # of Yes (countries)
# of No (Countries)
No Reponses (countries)
Percentage of children who achieve minimum proficiency standards in reading/mathematics at end of primary school 2 1 0Percentage of children who achieve minimum proficiency standards in reading/mathematics at end of lower secondary school 2 1 0Have your country organized a nationally‐representative learning assessment at the end of primary school during the last 3 years 2 1Have your country organized a nationally‐representative learning assessment at the end of lower secondary school during the last 3 years 2 1
Gross intake ratio to the last grade in primary education 1 2Gross intake ratio to the last grade in lower secondary education 1 2Completion rate of primary education 1 2Completion rate of lower secondary education 1 2Completion rate of upper secondary education 1 2Out‐of‐school rate of primary school age 1 2
Out‐of‐school rate of lower secondary school age 1 2Percentage of children over‐age for grade in primary education 1 2Percentage of children over‐age for grade in lower secondary education 1 2Number of years of free primary education guaranteed in legal frameworks 1 2Number of years of compulsory primary education guaranteed in legal frameworks 1 2Number of years of free secondary education guaranteed in legal frameworks 1 2Number of years of compulsory secondary education guaranteed in legal frameworks 1 2
UNESCO
Institu
te fo
r Statistics
Timeline
October
November
March 2016
July 2016
Sept 2016?
2nd meeting of IAEG‐SDGs (26‐28 October)
• Education 2030 Framework for Action and thematic indicators adopted by Ministers of Education (4 November)
• IAEG‐SDGs final proposal submitted to UN Statistical Commission (30 November)
UN Statistical Commission reviews and endorses IAEG‐SDGs global indicator framework
ECOSOC adopts global indicator framework
UN General assembly adopts global indicator framework
UNESCO
Institu
te fo
r Statistics
SAARC prospective Asked countries to present the availability of the indicators – Indicator Mapping
Need to identify specific targets for the region and specific countries for EFA unfinished agenda and SDG 4
Focus on emerging education agenda‐ quality primary and lower secondary, literacy, OOSC and expenditure
Using disaggregated – sex, location, wealth etc to identify targeted interventions
27
UNESCO
Institu
te fo
r Statistics
The needs
Transforming data into knowledge: National agencies need to provide data to users (policymakers, schools, media, parents).
Need to engage countries in the use of data in policy andpractice
Training national offices in understanding new data needsand reporting
Emphasise the need to integrate systems and to use them
UNESCO
Institu
te fo
r Statistics
Leadership and investment required Deciding which indicators to build requires leadership
Clear mandate Convening stakeholders Gaining consensus Testing indicators in coordinated way Measurable goals
Investments in data collection needed National administrative data systems must be well‐functioning Household surveys must be coordinated and expanded, with
emphasis on reaching the most disadvantaged communities Enhancing to use proper methodologies and use of statistics Enhance regular assessment of students
Statistical capacity building is a huge task in SAARC countries
UNESCO
Institu
te fo
r Statistics
Q / A
30
