Presented by:

Educational Quality and Assessment Programme, SPC

UNESCO Institute for Statistics

Policy Data Integration Workshop

19-21 March 2018Nadi, Fiji

ESP Outcome Indicators (specified in national education sector plans)REF Key Performance Indicators (aligned to priority areas of the REF)

SDG 4 Regional Headline Indicators (as agreed by PIFS SDG taskforce)

Data requirements for integrating REF and SDG4 into National Education Monitoring and Decision Making

ACCOUNTABILITIESWHAT WE MONITOR

DEVELOPMENT PRIORITIESWHAT WE PLAN

Means of implementationsHOW WE IMPLEMENT/DELIVER

Glo

bal

Re

gio

nal

Nat

ion

al

SDG GOAL 4 11 Global Indicators

32 Thematic Indicators7 Pacific Headline Indicators

EDUCATION 2030Incheon Declaration

UNESCO UIS Institute of

StatisticsPacific Community

REGIONAL EDUCATION FRAMEWORK (REF)

15 Regional indicators (M&E)

REGIONAL EDUCATION FRAMEWORK (REF)

Pacific Community (EQAP)

Forum Secretariat (PIFS)UNESCO Pacific

National Sustainable Development GoalsNational Indicators

Annual national BudgetNational Development

Plans

Education Sector Plan (ESP) Outcome indicators

Monitoring / Reporting

Ministry annual work plans

Education Sector Budget

Financing

Effective institutions

Capacity building

Technology

Data / Statistics

Partnerships

Development Financing / Cooperation Policies

Education Management Information Systems

National Statistics Development Strategies

South- South collaboration

Knowledge Mgmt

Data Analysis

Education Sector plans by country

Opportunities for REF and SDG4 integrationNational Education Sector Plans

Regional Education priority areas

In the new REF four strategic areas of education have been set as priorities for Pacific Island countries to focus on:

– Quality and relevance

– Learning pathways

– Student outcomes and well-being

– Teaching profession

REF Key Performance Indicators (aligned to priority areas of the REF)

•SDG 4 Regional Headline Indicators (as agreed by Pacific SDG taskforce)

•ESP Outcome Indicators (specified in national education sector plans)

To be

responsive and

flexible to

innovation and

change

Skills meet

demands of

labour market &

support

economic dev.

Teachers

meeting

professional

standards

Trained and

certified

teachers

Transition and

progression

rates (schools &

TVET/tertiary)

Professional

development of

teachers and

leaders

Indicators relating to the Regional Education Framework

Student learning

outcomes

(literacy &

numeracy)

Enrolment,

retention and

completion rates

Quality

assurance

compliance

(school

standards)

Curriculum &

programmes are

culturally

responsive

relevant

enable safe and

improved

learning

environments

School/provider

decision making

and flexibility in

the delivery of

learning

Student outcomes and well-being

Quality and Relevance

Learning Pathways

Teaching profession

Pre-school

children

readiness

Vulnerable

students can

access and

participate fully

learningEnsure the

linking of

pathways

between levels

of schooling and

beyond

Education Management Information Systems

The establishment of a regional facility at the Secretariat of the Pacific Community (SPC) to provide support to Pacific Island countries (PICs), in order to increase the effectiveness of their Education Management Information Systems (EMISs) and to enhance monitoring of education, leading to better education policies, decision making and resource allocation.

Strengthening Education Management Information Systems (EMIS) in the Pacific

UIS regional efforts to improve education monitoring in the Pacific

Assess and improve quality of education data collected in Pacific Islands

Improved monitoring of progress against regional education agenda (PacREF)

Improve visibility and usage of education data

Regional Collaboration:Establishment of EMIS facility and UIS presence

Education Statistics Reports in Pacific Islands

The REF indicators can be reported at national level in education statistics reports based on the national education classification.

UIS and SPC have been assisting and training EMIS staff to produce national education statistics digests that provide a comprehensive picture of national education systems.

National Data Reporting

These national indicators are reported in the SPC NMDI database for monitoring the progress of national education systems towards regional goals.

9

EMIS Development hardware and software

Development of application to extract and report data from Pacific Island EMIS to regional and international agencies

SPC developed an application that provides ‘One Click’ data

extraction to fulfill the data reporting requirements for

external agencies, initially targeting the annual UNESCO UIS

Survey.

Number of countries which have responded to UIS Questionnaire A students and teachers, pre-primary to post-secondary education

International visibility

Achievements

Education Data Quality Assessment in Pacific Islands

National Education Monitoring including REF and SDG4:

Case Study: Tuvalu using data to monitor against TESP 3Tuvalu Education Management Information System (TEMIS) has been developed in late 2012 includes data on schools has significantly improved the collection and use of data for education planning, monitoring and decision making in Tuvalu.

A 2016 workshop held in Funafuti trained 21 master trainers who then led the roll-out of education data system training to all schools in Tuvalu. The workshop was also important for those in the education sector to build their analytical and planning skills to improve and monitor the quality of education delivered to children in Tuvalu. Data is being used to monitor their TESP.

Case Study: Kiribati digitalizes data collection Innovation in data verification: a completely new approach to collecting data from the primary and junior secondary schools has been introduced within four months of the start of the program (Kiribati). This innovative approach involves Ministry officials verifying school data through interviews with the school leaders supported by statistical and historical data comparisons. This approach is unique and has notbeen undertaken in or outside of Kiribati before. This is particular well suited to Kiribati with strong paper-based record keeping, dispersed school locations, and low technology and limited communication environment. The technology was tested successfully and the training of Ministry officials has led to all island-based officials being fully or semi-independent in using the technology.

• Foster the creation of national-collaboration at the highest level

• Build the REF and SDGs into national and local planning schemes including public budgets and public and private investment

• Capacity building through seminars, training courses and technical assistance

• Regional repository of national development plans and National Education Sector Plans and M&E

• Exchange of experiences

Integrating the SDGs into national development plans and budgets

National Education Monitoring including REF and SDG4:Capacity Building and Training Modules for Pacific

This set of training modules for the Pacific can become one of the main tools to

promote and support national capacity building in Monitoring the Regional

Education Framework and SDG goal 4.

Developed in partnership with UNESCO Bangkok these training modules build

upon the know how and experiences accumulated over the past 20 years in MDG

and EFA monitoring and indicators, and present state-of-the-art approaches and

methods in a systematic and user-friendly modular manner.

UNESCO Bangkok

These training modules no longer focus on

training central Ministry of Education personnel,

but also education officers down to the school

level so as to improve overall information

management, communication and national

education monitoring within national basic

education systems.

The modules are being revised and will be field-

tested during two training workshops conducted

in Tuvalu and the Solomon Islands, which helped

to sharpen their applicability.

• Education Management Information System (EMIS)

• Population Census (Education attendance, Literacy)

• Household Surveys (HIES, DHS, LFS, MICS)• Literacy and Numeracy Assessments (PILNA)• School Readiness Survey (PEARLS)• Participant Attendance Registers (NFE)• National Learning Assessments (STA)• Education Budget/Expenditure (MOF)• Skills Assessment Survey (ICT & Digital Literacy)• Global School-based Health Survey (WHO)• Adult Literacy Assessment (LAMP)• Teacher Registration (MoE/TRB)• Teacher/Principal Performance Standards (TPS)• Minimum School Standards (MSS)

Data sources for SDG 4 and Regional Education Framework

Administrative data – Administrative data refers to information collected primarily for administrative or operational purposes (EMIS).

Census data – A census is a regularly occurring and official count of a particular population of systematically acquiring and recording information from all the members of a given population. Censuses are often conducted every five or ten years in the Pacific.

Survey data – A survey is designed to collect reliable data e.g. on a population of households, economic enterprises etc. A survey collects data from a (national) sample of households, enterprises etc., randomly selected from a complete list (usually derived from a census).

SDG 4 Indicators and Data Sources

SDGI Code Description Nat. Sources Data Required Int. Source Latest Year

4.1.1 SLO Learning Outcomes PILNA/STA LNA- Y4, Y6, Y8/9 UIS -

4.2.1 ESR ECE School Readiness HHS/SRA Child Dev. 3-5yr UNICEF -

4.2.2 ECE ECE Participation ASC/HHS ECE ANER UIS 2015

4.3.1 TVET TVET Participation ASC/HHS TVET, HE, NFE - -

4.4.1 TVSD TVET Skills HHS/Skills Reg. Type of ICT Skill ITU -

4.5.1 GDE Gender/Disability Equity ASC/HHS/STA GPI for SDGI UIS 2015

4.6.1 L&N Literacy & Numeracy Skills Pop. Cen./HHS Func. Lit & Num PIAAC -

4.7.1 ESD ESD/GCE Policy/Curric. In development UIS 2018

4.a.1 SLE School Learning Environ. ASC ICTE/AIM/WASH UIS 2016

4.b.1 SCL Scholarship funding MoE/DPs Sector/Mode OECD 2014

4.c.1 TTR Trained Teachers ASC/Tchr Reg ECE, Prim, Sec UIS 2015

REF Priority Areas Linkage to SDG 4 Targets

Quality and Relevance

Policy Objective Indicator cluster SDG proxy

To ensure curriculum is culturally responsive and relevant

Percentage of primary schools with vernacular language of instruction in the first three years

4.5.2

To ensure all students are in safe and appropriate learning environments

Percentage of schools/training centres national/regional minimum service standards

To ensure that tertiary (including TVET) meets demands of labour market

Percentage of courses that are assessed as being labour market responsiveness

4.3.2

Student Outcomes

Policy Objective Indicator cluster SDG

To ensure all primary school aged children are school ready at time of entry to grade 1

Percentage of pre-school children that are school ready

4.2.2

To ensure that students attain age appropriate levels of literacy and numeracy

Percentage of children at grades 4 and 6 achieving regional proficiency standards in literacy and numeracy.

To ensure that students attain appropriate skills and qualifications for continued education or the workplace

Completion rate for primary, lower and upper secondary education (SDG 4.1.4)

4.1.4

Teaching Profession

Policy Objective Indicator cluster SDG

To ensure assessment data informs classroom practice

Percentage of schools consistently using student assessment data to inform teaching practices

To ensure all teachers in Pacific classrooms are qualified, trained, certified and assessed as competent

Percentage of teachers appropriately (1) qualified (2) trained in pedagogy (3) certified (3) assessed as competent to national/regional standards

4.c.1

To ensure that teachers & school leaders are supported in developing new skills & learning

Percentage of teachers and leaders having annual professional development

4.c.7

Country trends and challenges: How ready are national education systems?

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 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 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 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 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 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 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 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 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 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 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

Note: The columns represent the 43 indictors and the rows represent the countries. The colored-cells represent the countries which are able to collect data for the indicators. The global indicators are highlighted in yellow.

Mapping on Indicator Availability to Monitor SDG4 in the Pacific

Availability of thematic indicators by country in Pacific Region

Global Education 2030 Framework• Vision: to transform lives through education, recognizing the important

role of education as a main driver of development.

• This new vision is fully captured by the SDG 4 “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”

Sustainable Development Goal for Education Quality

• 7 Global Targets

• 3 Means of Implementation

• 11 Development Indicators

SDG Target 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

SDG Indicator 4.1.1

• Percentage of children/young people: (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics.

SDG Target 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

SDG Indicator 4.2.1 & 4.2.2

• Percentage of children under 5 years of age who are developmentally on track in health, learning and psychosocial well-being.

• Participation rate in organized learning one year before the official primary entry age

SDG Target 4.3:

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

SDG Indicator 4.3.1

• Participation rate of youth and adults in formal and non-formal education and training in the last 12 months

SDG Target 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

SDG Indicator 4.4.1

• Percentage of youth/adults with information and communications technology (ICT) skills by type of skill

SDG Target 4.5:

• By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, indigenous peoples and children in vulnerable situations

SDG Indicator 4.5.1

• Parity indices (female/male, rural/urban, bottom/top wealth quintile) for all indicators

SDG Target 4.6:

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

SDG Indicator 4.6.1

• Percentage of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills.

SDG Target 4.7:

• By 2030, ensure that all learners acquire knowledge and skills needed to promote sustainable development

SDG Indicator 4.7.1

• Percentage of 15-year-old students enrolled in secondary school demonstrating at least a fixed level of knowledge across a selection of topics in environmental science and geoscience.

SDG Target 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

SDG Indicator 4.a.1

• Percentage of schools with access to: (a) electricity; (b) the internet (c) computers for pedagogical purposes; (d) adapted infrastructure and materials for students with disabilities; (e) single-sex basic sanitation facilities; and (f) basic handwashing facilities

SDG Target 4.b:

• By 2020, substantially expand globally the number of scholarships in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes

SDG Indicator 4.b.1

• Volume of official development assistance flows for scholarships by sector and type of study

SDG Target 4.c:

• By 2030, substantially increase the supply of qualified teachers, including through teacher training in developing countries

SDG Indicator 4.c.1

• Percentage 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, pre-service or in-service, required for teaching