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Education 2030 Agenda

Marc BERNALUNESCO Institute for Statistics

Regional consultation on Education 2030 FFAWest & Central Africa

Dakar, 23-25 November 2015

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Outline

SDG Context The Technical Advisor Group (TAG) Process / Next steps The thematic monitoring framework

Criteria for selecting global and thematic indicators Proposed levels of monitoring Structure

Potential challenges / data limitation at global level TAG / UIS role in implementing the TMF

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SDGs context Launched at the end of the UN Conference on

Sustainable Development (Rio+20) in June 2012 Multi-track approaches (2013-2015):

UN Member States: Open Working Group on Sustainable Development, UN General Assembly.

UN Statistical Commission, Inter-Agency and Expert Group on SDG Indicators (IAEG-SDGs)

UN Secretary General: Sustainable Development Solutions Network

UNESCO and its partners: EFA Steering Committee, World Education Forum

NGOs, civil society and other interest groups

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The Technical Advisory Group (TAG) Established in 2014 by UNESCO, chaired by the UNESCO

Institute for Statistics. Members included experts from the EFA GMR team, OECD,

UNICEF, the World Bank and UNESCO. March 2014- May 2015 several proposals for the thematic set

of indicators were developed November 2014- January 2015 a global consultation was held

on the proposal. May 2015: the proposal was incorporated into the Framework

for Action at the WEF in Incheon

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The TAG (Cont.) The WEF recommended that the TAG be expanded to include

civil society and a representative number of UNESCO Member States to further refine the proposal.

The TAG organized 2 rounds of global consultation - Key considerations included in the proposal: http://www.uis.unesco.org/Education/Documents/43-indicators-to-monitor-education2030.pdf

This work informed the recommendations to the IAEG-SDGs on the global indicators for the education goal

The thematic indicators were part of the FFA for Education 2030 adopted by MoE on 4 November (38th UNESCO GC)

Final list of indicators be submitted to the new Education 2030 Steering Committee (March 2016?)

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Process / Next steps Global SDG Indicators: Approval and Adoption

The IAEG-SDG accepted 8 of the 10 indicators proposed by the TAG and is still deliberating on a 9th

IAEG-SDGs will make recommendations to the UN Statistical Commission (to be submitted in December with an update in mid-February) for its endorsement

Framework submitted to ECOSOC for final adoption (July 2016)

71st UN General Assembly to adopt global indicator framework (September 2016)?

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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 Feasibility

Data should be collected regularly and available for most countries

Communicability Indicators must be easily understood

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Proposed levels of monitoringNational

Regional

Thematic

Global Focused set of globally comparable indicators based on clear criteria (10 indicators)

Broader set of indicators covers the range of sectoral priorities (43 indicators)

Additional indicators may be developed to take account of specific regional contexts (AU CESA)

Selected and developed by countries considering the national context, linked to education systems, national plans and policy agendas

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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 indicators: early childhood, primary, secondary, TVET, tertiary, skills for work, literacy and numeracy (4.1 to 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.b, 4.c)

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Global indicators for education 4.1 Reading and mathematics learning outcomes 4.2 % of school age who are developmentally ‘on track’ 4.3 Participation rate of adults in formal and non-formal

education and training 4.4 % of youth/adults with ICT skills 4.5 Parity indices (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 and

geoscience 4.a % of schools with access to basic services and facilities 4.b ODA expenditure on scholarships 4.c % of trained teachers

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Thematic monitoring framework

Column 1: concepts classification Column 4-7: focus on equity (sex, location and wealth) Column 8: availability / prospect Column 9: global coverage Column 10: Potential global reporting indicator Column 11: initial thoughts on outstanding issues

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Proposal summaryTarget Number of

indicators Concepts Need of development Global

4.1 7

Learning

2 1CompletionParticipation

Provision

4.2 5Readiness

3 1ParticipationProvision

4.3 3 Participation 2 14.4 2 Skills 1 1

4.5 Parity indices Equity cross-targets 3 14 Policy

4.6 3 Skills 2 1Provision

4.7 5Provision

4 1KnowledgeProvision

4.a 5 School environment 3 14.b 2 Scholarships 1 14.c 7 Teachers 4 1

TOTAL 43 25 10

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Potential challenges / data limitation at global level Data quality of current available administrative data sources

(TVET, HE, NFE, education expenditure, HIV, school facilities, disabilities, teacher attrition)

Availability and comparability of learning assessment surveys (reading and mathematics, ICT Skills, functional literacy and numeracy)

Adaptation of available household surveys (ECD), inclusion of new concepts (SDC) and extension of existing surveys (violence at school)

Concepts definition and harmonization (home language / language of instruction, SDC, HRE, teacher qualification)

Establishment of new data collection mechanisms (scholarships awarded) and methodologies (teacher salary)

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TAG / UIS role in implementing the TMF Advocate for sufficient resources and use of evidence and

statistics Map existing indicators data, frame new indicators Lead the development of common measures and

methodologies (UIS Observatory of Learning Outcomes, LMP) UIS will continue to collect data at country level

(administrative and household) and extend coverage Compile data from different sources and transform them

adequately. Support national capacity development; provide technical

assistance

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Thank you!

Marc BERNALUIS Regional Advisor for Sub-Saharan Africa

m.bernal@unesco.org