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Regional monitoring mechanisms and collaboration framework of UNESCO Institute

for Statistics (UIS)Sub‐regional Conference on EFA Unfinished agenda and Post 2015 Education Agendas in

SAARC countriesSaid Voffal-UIS

New Delhi, 13-14 October 2015

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Outline

• Major progress on achievment of EFA goals by SouthAsia region but still numerous statistical challenges

• UIS collaboration with and support of South Asiaregion

• UIS roadmap to assist countries implementing andmonitoring Education 2030

• Way forward

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Considerable reduction of the number of primary out of school children(especially girls)

0

5000000

10000000

15000000

20000000

25000000

30000000

35000000

40000000

1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

Boys

Girls

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Evolution of the rate of out of school adolescents

0

5

10

15

20

25

30

35

40

45

50

1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

Total

Girls

Boys

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Investment in education

• On average public expenditure on educationremains relatively low‐still below the target of4% in several countries of the region.

• Necessary data on expenditure to assess andtrack progress are very scarce: therefore it isdifficult to monitor what cannot be accuratelymeasured!

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Challenging data availability areas in the South Asia region

• Learning outcomes

• Data to measure equity in education

• Education finance

• Data on teaching staff

• Tertiary education

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UIS collaboration with and support to theSouth Asia region

• UIS has its Statistical Advisor for the region in New Delhi.Areas where UIS is currently closely working with theregion:

• Measuring and analsysing the caracteristics of primaryand adolescent Out of School (jointly with UNICEF);

• Improving availability and use of Education finance data(NEA project in Nepal and work with other countries);

• Data on teachers : both national and sub‐national data;• Support to produce and report international education

data through regular technical assistance missions andregional workshops.

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UIS core work: Production and dissemination of internationally‐comparable Official Statistics

Primary statistics provided by Member StatesPrimary statistics provided by Member States

Validation process with national technical teams and political authorities

Validation process with national technical teams and political authorities

Methodological and conceptual frameworks:‐ International Standard Classification of Education (ISCED) (just recently revised)‐ Uniformity of concepts

Methodological and conceptual frameworks:‐ International Standard Classification of Education (ISCED) (just recently revised)‐ Uniformity of concepts

Recognized secondary sources of information:‐ Population (UNPD)‐ Economic data (World Bank, Development Data Group; IMF)

Recognized secondary sources of information:‐ Population (UNPD)‐ Economic data (World Bank, Development Data Group; IMF)

UNESCO framework to produce statistics

UNESCO framework to produce statistics

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Human Development Index

Gender Inequality Index

Education for All

Knowledge Index

Knowledge Economy Index

ICT Development Index

Global Competitiveness Index

Global Gender Gap Global Innovation Index

UIS work flow and impact National statistical offices

MoEs

OECD

Eurostat

World Bank

IMF

ILO

UNSD

UNPD

UNESCO permanent delegations and national

commissions

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Products

Other international high-profile publications

UIS publications Thematic reports Factsheets Information notes Technical papers

UIS on-line data centreOver 1,000 types of indicators and raw data on education,literacy, science and technology, culture andcommunicationfrom more than 200 Member States from 1970-2013

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SM19SM20SM21

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SM19 hay que agregar latest productosSILVIA MONTOYA, 01/04/2015

SM20 como el ISCED 2011 que hicimos con OECD y va damme me retuiteóSILVIA MONTOYA, 01/04/2015

SM21 y el OSCI el out of school children indeSILVIA MONTOYA, 01/04/2015

8 Incluidos!Víctor Volman, 01/04/2015

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Post‐2015 agenda: The good news and challenges

• The focus of the sustainable development goals:– Equity, poverty– More goals, targets and indicators than for EFA and MDGs– Areas not included before (learning outcomes)

• Problems are diverse:

– Lack of data use to design, implement and assess policies– Misunderstanding of data and their use– Skills of technical staff and lack of resources for sustainablestatistical units

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Data are essential for Sustainable Development Goals

• Data are needed not only to monitor the goals, but tomeet the goals

• Data turns to be information that drives evidence‐basedpolicy and society collaboration

• Rooted in the share commitment to be more responsiveand better prepared

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SDGs Indicators by major statistical development needIndicators by target where development is need

0 2 4 6 8 10 12 14 16 18 20

All tragets (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)

Methodology, data collection, standards and/or data coverage improvement Global Metrics

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The UIS and the Monitoring of 2030

• UIS is representing UNESCO in the discussion of the IAEGin the UN System

• Thematic leadership in– Framing and defining educational indicators

• Leading role focused on– Data adequacy including disaggregated data – Feasibility and relevance of selected candidate zero or global

minimum standard targets– Challenges in implementing a universal but country relevant 2030

agenda– Improvement in data quality, accessibility and transparency– Potential use of technology 14

MS1MS2

MS1 altough we don't have thematic leadership for target 9.5, we are the lead agency for monitoring target 9.5Martin Schaaper, 07/08/2015

MS2 Maybe you could add here something like "Lead agency for several science, culture and communication related targets"Martin Schaaper, 07/08/2015

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UIS leading role in the measurement of the post‐2015 genda

• UIS as a data clearing house (or warehouse) for compiling Post‐2015 indicators from multiple sources: – global and thematic datasets for education, science and innovation,

culture and communication

• Put in place observatories on the new thematic areas to help guiding their measurement and analysis: – equity and inclusion in education– learning assessment – Improving availability and use of policy relevant education finance

data through National Education Accounts(NEA)

• Data Innovation Lab– to reduce reporting burdens on countries and – giving access to more timely data

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M

MS5

MS6

MS7

MS4 If you menion science, culture and communication here, you may have to change the title fo your slideMartin Schaaper, 07/08/2015

MS5 is this slide only about education, or all?Martin Schaaper, 07/08/2015

MS6 If this slide is about all areas, please add an observatory on science, technology and innovationMartin Schaaper, 07/08/2015

MS7 added by meMartin Schaaper, 07/08/2015

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International Observatory of Equity and Inclusion in Education

• Convenor on the field of conceptualizing,measuring and tackling equity issues

• Leading platform for– international debate on the topic– main repository of indicators measuring equity ineducation, methodological guidelines and equity‐related policy documents

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UIS Leading Role on Setting the Learning Outcomes Processes and Outcomes

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Identifying tools and good practices Catalogue of Learning Assessment

Framing the indicator(s) and the targets Leads the technical group about how to build a globaluniversal scale to assess and monitor progress in learningoutcomes

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Stream 1: Leveraging Existing Resources at theNational Level

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INDICATORS: What?

TIMELINE: When? How often?

TECHNICAL LEAD AND DATA COLLECTION: UNESCO INSTITUTE FOR STATISTICS

… 2022: Biennial new data release

2019: Triennial new data release

2016: First global database

2015/6: Initial database release (focus SSA, LAC,

AP)

UIS Learning Outcomes INDEX

LOI

Indicators on basic assessment

characteristics

Index of Access to Educational Information

Countries

Regular survey on learning assessments and outcomes/ Catalogue

18Distribution of Student by Level of Achievement

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Global Observatory on Science, Technology and Innovation (Go‐STI)

• Tracking system for STI related SDG targets and indicators

• Catalogue of innovation surveys• Information on public sector innovation• Sources of information for international mobility of the highly skilled

• Inventory of gender in STEM data• R&D regional and global averages• Visualisations

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ICTs and media as enablers

• ICT in education data contribution to target 4.4

• The UIS media survey contributing too the debate on freedom of expression (SDG target 16.10)

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MS8

MS8 maybe you want to include this in the education part?Martin Schaaper, 07/08/2015

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UIS support to countries toward 2030 Goals

• Transform data into knowledge:

– National agencies need to provide data to the users(policy makers, schools, media, parents).

– Engaging countries in the use of data in policy andpractice

– Training national offices in understanding new dataneeds and reporting

– Emphasize the need to integrate systems and to usethem

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Building Member States' Roadmap to 2030 Together

• To initiate discussions on the identification of national priorities for Education 2030 – based on the context, needs, resources, – national development strategies and time frame including intermediate benchmarks (e.g. every 3/5 years)

• To facilitate each region’s coordination and partnerships in terms of follow‐up mechanisms for Education 2030

• To work with Member States and build a road map that address the proposed global indicators with the corresponding data needs

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MS9

MS9 if you remove the word education from this slide, it works for all areasMartin Schaaper, 07/08/2015

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UIS Support for success: Recognition of Regional/Country Differences

• Reinforcing processes related to good qualityinternationally‐comparable official statistics:– More pertinent and relevant indicators globally andregionally

– Intensive use of technology to collect statistics

• Help Members States produce new types ofdata that more relevant in their context– Rotating global thematic module (teachers, ICT ineducation)

– Development of regional data collections23

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Capacity Building: Observatory of Data Innovation

• To design a web‐based observatory wherecountries can find, in a user‐friendly way:– Comparable and top quality global, regional andnational data on access, quality, equity, humanresources, and educational finance

– Comparable and top quality global, regional andnational data useful for identifying needs, targetsetting and monitoring

– Research Lab in partnership for potential scalableinnovation

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MS10

MS10 add R&D and innovation to this listMartin Schaaper, 07/08/2015

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Ways forward and next steps• Gathering and analyzing information on availability of data to

monitor SDG 4: analyzing the result of the survey sent to SAARC countries before this meeting (Please complete and return the matrix on indicator’ avaialbility sent to you)

• UIS will organize training regional workshops in early 2016 in East and South Asia to: Present and train on SDG 4 indicators Consult with countries and assess their needs and pririties in

terms of new data to be collected and establish reporting mechanisms

Many indicators would require major statistical development and would require important resources to be produced

Regional and international collaboration and coordination will be crucial to ensure consensus reaching and efficiency

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Thank you!Said Voffal

UNESCO Institute for [email protected]

said voffal-uis - unesco€¦ · other international high-profile publications uis publications...

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