UNESCO Institute for Statistics Thematic framework to monitor the Education 2030 Agenda Marc BERNAL UNESCO Institute for Statistics Regional consultation on Education 2030 FFA West & Central Africa Dakar, November 2015

UNESCO Institute for Statistics 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 2

UNESCO Institute for Statistics SDGs context  Launched at the end of the UN Conference on Sustainable Development (Rio+20) in June 2012  Multi-track approaches ( ): 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 3

UNESCO Institute for Statistics 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 May 2015 several proposals for the thematic set of indicators were developed  November 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 4

UNESCO Institute for Statistics 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: indicators-to-monitor-education2030.pdf 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?) 5

UNESCO Institute for Statistics 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)? 6

UNESCO Institute for Statistics 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 7

UNESCO Institute for Statistics Proposed levels of monitoring National 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 8

UNESCO Institute for Statistics Goal 4: Education  Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 7 outcome-based targets ( ) 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) 9

UNESCO Institute for Statistics 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 10

UNESCO Institute for Statistics 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 11

UNESCO Institute for Statistics Proposal summary Target Number of indicators Concepts Need of development Global 4.17 Learning 21 Completion Participation Provision 4.25 Readiness 31 Participation Provision 4.33 Participation Skills Parity indices Equity cross-targets 31 4 Policy 4.63 Skills 21 Provision 4.75 Provision 41 Knowledge Provision 4.a5 School environment 31 4.b2 Scholarships 11 4.c7 Teachers 41 TOTAL

UNESCO Institute for Statistics 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) 13

UNESCO Institute for Statistics 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 14

UNESCO Institute for Statistics Thank you! Marc BERNAL UIS Regional Advisor for Sub-Saharan Africa