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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:
10
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
12
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
13
Thematic indicator framework for SDG4
Target Number of Indicators Concepts
4.1 7
LearningCompletionParticipationProvision
4.2 5ReadinessParticipationProvision
4.3 3 Skills
4.4 2CompletionEquity
14
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
15
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.
16
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
17
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
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