Monitoring of SDG4 and its Indicators

South Asia regional workshop on education expenditure data collection and processing

20-24 June 2016Bangkok

Bertrand TchatchouaUIS Regional Advisor for Asia & Pacific

UIS-AIMS/UNESCO Bangkok

Outline

• SDG Context• Global process of indicators development and

current status• Education 2030 goal and targets• Global and thematic indicators framework• Availability of data/indicators in the region• Implementation and Roadmap

2

SDGs General 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 groups3

Current indicator proposalsDefinition in two tracks

Proposals generated in two parallel but strongly linked tracks with two types of stakeholders to define lists: • Global indicators (UN member states)

– Overall 250 indicators for global development framework for 169 targets

– Current proposal for SDG global monitoring– 11 indicators for all targets

• Thematic indicators (education community)– TAG proposal has 43 including global indicators

Developing Indicators (UN process)

July2016

June2015

March 2016Sept.

2015June-July2015

1st meetingInter-Agency and Expert Group on SDG Indicators

Inter-governmental meeting on goals and targets

UN General Assembly meets to adopt targets

47th UN Statistical Commission to consider the new indicator framework

Framework submitted to ECOSOC for final adaptation

March/April 2016Review of thematic indicators by TAG

May 2016Endorsement by Education 2030

Steering Committee

May 20161st meeting-Technical Cooperation Group on Indicators for SDG4-

Education2030

Process -Technical Advisory Group on Education Indicators

Asia-Pacific Regional Education Conference

World Education Forum (Incheon Declaration)

May2015August

2014

SDG4: Overarching goal

Ensure inclusive and equitable quality education and promote

lifelong learning opportunities for ALL

Education 2030 Targets• 4.1 By 2030, ensure that all girls and boys complete free, equitable and

quality primary and secondary education leading to relevant and effective learning outcomes

• 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

• 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university

• 4.4. By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent work and entrepreneurship

Targets (Cont.)• 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

• 4.6. By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy

• 4.7. By 2030, ensure that all learners acquire 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.

• Means of implementation targets 4 a-c – infrastructure, scholarships and teachers

Three key data priorities for Education2030

• Broad scope across the life cycle: Indicators forareas which are on the “margins” of the formaleducation system, but recognized as criticallyimportant to achieving development goals

• Education quality: results of learning at all stagesof education provision or learning opportunities;other aspects of quality

• Equity: measures that capture those who areexcluded from education provision or learningopportunities

Different levels of SDG monitoring

Link to national plan; consult national stake-holders; recognise context and address inclusion and broader learning goals

Indicators to monitor frameworks validated by regional bodies

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

Focused set of globally comparable indicators based on clear criteria (11 indicators)

Global and Thematic Indicator FrameworkTarget Concept Global indicators Thematic indicators

4.1

Learning

1 7CompletionParticipation

Provision

4.2

Readiness 1

5Participation 1

Provision

4.3 Skills 1 2

4.4Completion

2Skills 1

4.5 Equity 1 4

4.6 Skills 1 4

Provision

4.7Provision 1 5

Knowledge

4.a School environment 1 5

4.b Scholarships 1 2

4.c Teachers 1 7

Note: Thematic indicators also include global indicators

Total 11 43

Areas of Monitoring and Data Sources

Areas of Monitoring Possible Sources of data at national level

Policies and provision Policy documents/Legislations

Access and participation Administrative/Household surveys

Completion Administrative/Household surveys

Skills Administrative data/Household surveys

Learning outcomes Examinations/Periodic assessments

Teacher quality Administrative data

School environment & resources Administrative records

Ineq

uity

(par

ity)

• Diverse monitoring areas -from policies to learning outcomes; skills of children to skills of adults

• One single source of data won’t be able to respond all the indicators• Need For strong collaboration in identifying the different data

sources and their strengths

What is the current situationin terms of data availability

Are countries’ ready to produce required data/indicators? Are data available ? Which indicators are

available and which are not? What it will take to produce ‘Not available’

data/indicators?

14

Regional Mapping on Indicator Availability to Monitor SDG4

• On average, only 50% of the total indicators are available in Asia-Pacific countries.• Mostly countries are missing indicators for monitoring Target 4.3, 4.4 and 4.7.

4.1.3

4.1.7

4.2.12

4.1.6

4.3.13

4.2.11

4.4.17

4.c.37

4.1.5

4.6.23

4.1.4

4.5.20

4.1.1

4.a.30

4.c.38

4.c.39

4.a.31

4.c.43

4.2.10

4.1.2

4.b.35

4.3.14

4.c.40

4.6.24

4.c.42

4.5.18

4.6.22

4.c.41

4.5.19

4.3.15

4.a.32

4.b.36

4.a.34

4.7.25

4.a.33

4.2.8

4.4.16

4.5.21

4.7.28

4.7.27

4.7.29

4.2.9

4.7.26

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 3 1 1 1 1 1 1 1 1 3 9 1 9 1 1

1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 2 1 1 3 1 1 1 3 2 2 1 1 3 3 2

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 2 1 1 2 1 2 1 1 1 1 1 2 1 2 2 1 2 1 2 2 1 2 1

1 1 1 1 1 1 1 1 1 1 1 1 1 1 3 1 1 1 1 1 2 1 3 2 1 1 2 1 1 2 1 2 2 1 2 1 1 1 2 1 2 2 2

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 2 1 2 2 1 1 2 1 2 1 2 1 2 3 2 1 9 2 2 9

1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 3 1 1 1 2 1 1 1 2 1 1 2 1 1 2 2 2 3 2 2 1 2 3 3 2

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 3 1 1 1 1 2 1 1 3 2 1 2 9 2 2 3 3 9 9 9 2 9

1 1 1 1 1 9 1 1 1 1 1 1 1 1 1 1 1 1 1 1 9 1 1 2 9 1 2 2 1 1 1 1 2 9 2 3 2 1 1 9 2 3 9

1 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 1 2 1 1 1 1 2 2 1 2 1 2 2 1 2 1 3 2 2 2 2 2 3 2

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 3 1 1 3 3 1 2 3 2 9 2 3 3 2 2 3 3 3 3

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 1 1 1 1 2 2 2 2 1 2 2 2 2 2 2 2 2 2 2 2

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 2 2 2 1 1 2 2 2 1 2 1 2 2 2 2 1 1 2 1 9 3 3 2

1 1 1 2 1 1 1 1 1 1 1 1 1 1 9 9 1 1 3 1 9 3 1 1 2 1 1 1 1 3 9 9 2 1 1 3 9 9 2 2 1 3 2

1 1 1 1 1 1 2 1 1 2 1 1 1 2 1 9 2 1 1 1 1 1 1 1 9 1 1 9 2 1 2 1 2 1 2 2 2 2 2 2 9 2 2

1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 1 2 3 1 1 1 2 2 1 1 2 3 3 3 2 1 2 2 2 3 2 2 2 2 2

1 1 1 1 3 9 1 1 1 3 9 1 9 9 1 9 9 1 3 9 1 1 9 3 1 1 3 1 1 1 1 1 1 9 1 3 3 1 9 9 1 3 9

1 1 1 1 1 1 1 1 1 1 3 1 1 1 2 1 1 1 3 2 1 2 2 1 2 1 2 2 9 2 2 1 1 2 1 3 1 2 2 2 9 3 2

1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 1 2 1 1 1 1 2 2 1 1 2 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 1 2 9 2 2

1 1 1 1 1 2 1 1 2 1 1 1 1 1 2 2 1 1 2 1 3 2 2 1 1 1 2 2 2 3 2 3 1 1 2 3 1 2 2 2 2 3 2

1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 2 2 3 1 1 1 1 3 2 2 1 2 2 2 2 2 2 9 2 1 2 2 9 9 3 3 9

1 1 1 1 1 1 1 1 2 1 1 1 1 1 1 2 1 2 1 2 1 2 2 2 2 2 2 2 1 2 2 2 2 9 2 2 1 1 9 9 9 2 9

1 1 1 1 1 2 1 1 1 1 1 3 1 3 3 1 3 3 2 1 1 1 3 1 3 2 1 1 1 2 3 1 3 3 3 2 2 2 3 3 3 2 3

1 1 1 1 2 1 3 1 9 3 9 1 9 1 1 1 1 1 1 9 1 1 1 3 3 2 1 1 2 1 1 3 2 2 2 2 3 3 2 2 3 2 2

1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 2 9 1 2 1 2 2 2 2 2 9 2 2 2 2 9 2 2 2 9 2 2 2 2 2

1 1 1 1 2 1 2 1 2 9 1 2 1 1 9 1 2 1 1 1 1 2 9 3 1 2 1 1 2 2 3 9 2 1 2 1 2 2 2 2 2 2 2

1 1 1 1 1 1 1 1 1 1 1 9 2 1 1 1 2 9 1 2 2 1 1 2 2 2 2 3 9 2 9 2 2 2 2 1 2 9 2 2 2 2 2

1 1 1 1 1 1 1 9 1 1 9 1 9 9 1 9 9 1 9 9 3 1 1 2 1 1 2 2 2 9 2 3 2 9 2 9 9 2 9 9 9 9 9

1 1 1 2 1 1 1 1 1 1 2 2 2 2 2 2 2 2 1 2 1 1 2 2 2 2 1 2 2 1 2 3 2 2 2 2 1 2 2 2 2 2 2

1 1 1 1 1 9 9 1 9 1 1 9 1 9 1 1 9 2 9 9 1 9 1 9 2 9 9 9 9 2 9 1 9 9 9 9 9 9 9 9 9 9 9

1 1 1 1 1 2 2 1 9 2 9 2 1 9 1 9 9 2 1 9 1 9 3 2 9 2 2 2 2 1 2 3 1 2 1 3 2 2 2 2 2 2 2

1 1 1 9 1 1 1 3 1 1 9 1 9 1 9 9 1 9 9 9 9 2 9 9 9 9 9 9 9 2 2 9 9 9 2 2 9 1 9 9 2 1 9

1 1 1 9 1 1 1 9 1 9 9 1 9 9 9 9 1 9 9 9 9 9 9 9 9 9 9 9 1 9 9 9 9 9 9 9 9 9 9 9 9 9 9

1 1 1 1 1 1 1 9 1 1 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9

1 1 1 9 9 1 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9

Availability of Indicators by concept

• Looking at the concepts, the countries find difficult in getting indicators to monitor knowledge, skill, learning and readiness.

0

10

20

30

40

50

60

70

80

90

100

4.2.

94.

7.26

4.7.

274.

2.8

4.4.

164.

6.22

4.1.

24.

1.1

4.6.

234.

4.17

4.3.

154.

3.14

4.2.

104.

1.4

4.1.

54.

2.11

4.1.

64.

3.13

4.1.

34.

7.29

4.5.

214.

7.28

4.7.

254.

b.36

4.5.

194.

5.18

4.6.

244.

b.35

4.5.

204.

1.7

4.2.

124.

a.33

4.a.

344.

a.32

4.a.

314.

a.30

4.c.

414.

c.42

4.c.

404.

c.43

4.c.

384.

c.39

4.c.

37

Knowledge, skills, learning andreadiness

Participation and completion Policy, provision and scholarships Schoolinfrastructure and

environment

Teachers

Perc

enta

ge o

f the

cou

ntrie

s w

ith a

vaila

ble

indi

cato

rs

< 30 30≤ % <50 50≤ % <70 70 ≤

Dearth of Reliable Data on Equity in Education

Provis

ion

Provis

ion

Equit

y-cros

s targe

t

Provis

ion

Policy

Supp

orted

Indicator number 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 … 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43Currently collected by UIS 0 0 1 1 1 1 1 0 0 0 1 1 1 1 0 0 1 … 0 0 0 0 0 1 0 0 0 0 0 0 0 1 0 0 0 0 0 1 1 1 1 0 1 0There is an internationally standardized and unique source for all countries (national average) 0 0 1 1 1 1 1 0 0 0 1 1 1 1 0 0 1 … 0 0 0 0 0 1 0 0 0 0 0 0 0 1 0 0 0 0 1 1 1 1 1 0 1 0 Need for disaggregated data (equity) 1 0 1 1 1 1 0 1 1 1 1 0 1 1 1 1 1 … 1 0 0 0 1 1 1 0 1 1 0 0 1 1 1 1 1 0 0 1 0 1 0 0 0 0There is an internationally standardized and unique source for all countries (equity issue) 0 0 0 0 1 0 … 0 0 0 0 … 1 1 0 0 0 … 0 … … … 0 0 0 … 0 0 … … 0 0 0 0 … … … 0 … 0 … … … …

4.7 4.a 4.b 4.c4.1 4.2 4.3 4.4 4.5 4.6

Resou

rces

Envir

onme

nt

Numb

er

Qualif

ied

Traine

d

Motiv

ated

Partic

ipatio

n

Skills

Policy

Skills

Know

ledge

Provis

ion

By 20

30, en

sure t

hat a

ll learn

ers ac

quire

the

know

ledge

and s

kills n

eeded

to pr

omote

sus

taina

ble de

velop

ment,

inclu

ding, a

mong

oth

ers, th

rough

educ

ation

for s

ustain

able

devel

opme

nt an

d sust

ainab

le life

styles

, hu

man r

ights,

gende

r equ

ality, p

romoti

on of

a cu

lture

of pe

ace an

d non

-viole

nce, g

lobal

citize

nship

and a

pprec

iation

of cu

ltural

Build

and u

pgrad

e edu

cation

facili

ties th

at are

ch

ild, d

isabil

ity an

d gen

der s

ensiti

ve an

d pro

vide s

afe, n

on-vi

olent,

inclu

sive a

nd

effect

ive lea

rning

envir

onme

nts fo

r all

By 20

20, su

bstan

tially

expan

d glob

ally th

e nu

mber

of sch

olarsh

ips av

ailable

to

devel

oping

coun

tries, i

n part

icular

least

By 20

30, su

bstan

tially

increa

se the

supp

ly of

qualif

ied te

achers

, inclu

ding t

hroug

h int

ernati

onal c

oope

ration

for te

acher

traini

ng

in de

velop

ing co

untrie

s, espe

cially

least

devel

oped

coun

tries a

nd sm

all isla

nd

devel

oping

State

s

Learni

ng

Comp

letion

Partic

ipatio

n

Read

iness

Partic

ipatio

n

By 20

30, en

sure t

hat a

ll girls

and b

oys

comp

lete f

ree, eq

uitab

le and

qualit

y prim

ary

and s

econd

ary ed

ucati

on lea

ding t

o rele

vant

and e

ffecti

ve lea

rning

outco

mes

By 20

30, en

sure t

hat a

ll girls

and b

oys h

ave

access

to qu

ality e

arly c

hildh

ood

devel

opme

nt, ca

re an

d pre-

prima

ry ed

ucati

on

so tha

t they

are re

ady f

or pri

mary

educ

ation

By 20

30, en

sure e

qual a

ccess

for all

wome

n an

d men

to af

forda

ble an

d qua

lity te

chnic

al, vo

cation

al and

tertia

ry ed

ucati

on, in

cludin

g un

iversi

tyBy

2030

, subst

antia

lly inc

rease

the nu

mber

of yo

uth an

d adu

lts wh

o have

relev

ant sk

ills,

includ

ing te

chnic

al and

vocat

ional s

kills, f

or

By 20

30, el

imina

te gen

der d

ispari

ties in

ed

ucati

on an

d ensu

re eq

ual ac

cess to

all

levels

of ed

ucati

on an

d voc

ation

al trai

ning f

or the

vulne

rable,

includ

ing pe

rsons

with

disab

ilities

, indig

enou

s peo

ples, a

nd ch

ildren

in

vulne

rable s

ituati

ons

By 20

30, en

sure t

hat a

ll you

th an

d a

substa

ntial p

roport

ion of

adult

s, both

men

an

d wom

en, ac

hieve

literac

y and

nume

racy

No international standard or data source

There is an internationallyrobust data source

Equity is at the heart of the sustainable development agenda.

However…

Lack of common standards No verifiable quality assurance No single comprehensive,

authoritative platform for dissemination

As a result…

Increased transaction costs

27 indictors need disaggregated data.

However…

Only 3 can be provided through an internationally standardized source today

Implementation of Indicators

Three Tiers of Implementing of Global indicator framework

Data Available widely

Data not available widely ( limited

coverage)

Methodology and Standard

Established/AvailableTier 1 Tier 2

Methodology and Standard not Established

- Tier 3

Internationally agreed Methodology and data availability

UN

ESCO

Inst

itute

for S

tatis

tics

14

- Countries need to be supported to improve the data quality- Improve data Coverages

Tier Classification: Overview

Target 4.11. Proportion of children and young people: (a) in grades 2/3; (b) at the end of primary; and (c) atthe end of lower secondary education achieving at least a minimum proficiency level in (i) readingand (ii) mathematics

3 1/2

Target 4.28. Proportion of children under 5 years of age who are developmentally on track in health,learning and psychosocial well-being, by sex 2 2

10. Participation rate in organized learning (one year before the official primary entry age), by sex 1 1

Target 4.315. Participation rate of youth and adult in formal and non-formal education and training in the previous 12 months

Target 4.416.2. Proportion of youth and adults with information communication technology (ICT) skills, bytype of skill 2 2

Target 4.5… Parity indices 1, 2 or 3

(depending on indicator)

1

IndicatorsTiers

proposed by UNSD

Tiers proposed

by UIS

Tier Classification: Overview (cont’d)

Target 4.622. Percentage of the population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex 2 1

Target 4.725. Extent to which (i) global citizenship education and (ii) education for sustainable development, including gender equality and human rights, are mainstreamed in (a) nationaleducation policies, (b) curricula, (c) teacher education and (d) student assessment

3 1

Target 4.a30. 31. 32. Proportion of schools with access to (a) electricity; (b) the Internet for pedagogical purposes; and (c) computers for pedagogical purposes; d) adapted infrastructure and materials forstudents with disabilities; (e) basic drinking water; (f) single-sex basic sanitation facilities; and (g) basic handwashing facilities

1/2 1/2

Target 4.b36. Volume of official development assistance flows for scholarships 1 1

Target 4.c39. Proportion of teachers in: (a) pre-primary; (b) primary; (c) lower secondary; and (d) upper secondary education who have received at least the minimum organized teacher training (i.e. pedagogical training) pre-service or in-service required for teaching at the relevant level in agiven country

1 1

IndicatorsTiers

proposed by UNSD

Tiers proposed

by UIS

UIS within 2030 Framework for action

• …UIS will remain the official source of cross-nationally comparable data on education.– It will continue to produce international monitoring

indicators based on its annual education survey and onother data sources..

– In addition to collecting data, the UIS will work withpartners to develop new indicators, statistical approachesand monitoring tools to better assess progress across thetargets related to UNESCO’s mandate, working incoordination with the Education 2030 SC.

22

UIS Global Strategic Orientation to Countries

SDG 4 indicatorsMapping

SDG 4 indicators Metadata

SDG 4 Monitoring implementation

strategy (Education)

UIS SDG Monitoring

implementation strategy

Guidelines for countries

Technical Coordination Group

(TCG)

- 4 Out of 7 Targets are focusing on Learning- different methodoliges and meaurement for learning- Need to develop collaborative effort to make data/indicators

available

UN

ESCO

Inst

itute

for S

tatis

tics

Monitoring Learning

Global Alliance for Measuring Learnign ( GAML)

Objectives:- Establish and Promote the implementation of a common international code of

practices on Learning assessment- Develop and carry out a coordinated programme of methodological work to

underpin the development and adoption of improved standards, methods and practices in Learning assessment including the use of data

- Strenghten the sustainability of the implementation of Learning assessmentinitiatives in countries

Thank You

26

Bertrand TchatchouaUIS Regional Advisor for Asia and Pacific

UN

ESCO

Inst

itute

for S

tatis

tics