Buenos Aires, January 24-25 2017Juan Cruz Perusia

UNESCO Institute for Statistics

Round table 4:Monitoring the Agenda E2030, the regional follow-up as a key mechanism to achieve SDG 4

Presentation

Current status of the global and thematic mechanisms for monitoring SDG 4 and role of the regional follow-up:

1. Global and thematic indicator frameworks

2. Production of indicators for SDG 4-Education 2030 and regional monitoring mechanisms

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1. Global and thematic indicator frameworks

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4 levels of monitoring of educational goals*

*UN Secretary General’s Synthesis Report, December 2014

Monitoring with links to national plans, consultations with national actors; Recognize context and address inclusion and broad learning objectives.

Set of internationally comparable indicators based on clear criteria (11 indicators for SDG 4).

More comprehensive set of indicators covering a wide range of sectoral priorities (43 indicators in education)

Indicators for monitoring actions validated by regional groups.

Source: Sustainable Development Data Digest.UIS, 2016.

Global and thematic monitoring

Global Monitoring:

17 SDGThematic Monitoring: SDG 4 and targets in some other SDGs

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Indicators for monitoring:Who defined the proposals of the global and

thematic indicators?

Global indicators

• IAEG-SDGs (Inter-Agency Expert Group on SDG): 28 Member States (represented by NSOs),

• 47th Session of the UN Statistical Commission approved IAEG’s proposal (8-11 Mar 2016)

http://unstats.un.org/unsd/statcom/47th-session/documents/2016-2-IAEG-SDGs-E-Revised.pdf

Thematic indicators

• TAG (Technical Advisory Group) developed proposal, with the participation of Member States (12) and civil society organizations.

• The Framework for Action Education 2030 is adopted (November 2015, Appendix II preliminary version)

http://www.uis.unesco.org/Education/Documents/43-indicators-to-monitor-education2030.pdf

UNESCO: Education sector

Indicators for monitoring:Who coordinates their implementation and review?

Global indicators

• IAEG-SDGs along to the United Nations Statistics Division Secretariat (UNSD). – Regional representatives:

Brazil, Colombia, Cuba, Jamaica and México

http://unstats.un.org/sdgs/iaeg-sdgs/

Thematic indicators

• UNESCO Institute for Statistics (UIS) in the context of Technical Cooperation Group (TCG) on the Indicators for SDG 4

– Regional representatives:

• IAEG Countries

• Steering Committee Countries: Argentina, Bolivia and Brazil.

http://tcg.uis.unesco.org/

UNESCO: Education sector

Indicators for monitoring:How many are they?

Global indicators

• 229 indicators for the global development agenda which includes 169 targets

• 11 indicators for the 10 goals SDG 4

http://unstats.un.org/sdgs/indicators/database/

Thematic indicators

• 43 indicators including the 11 global indicators

• TCG agreed in Madrid, :– 29 indicators for monitoring

in 2017

– 14 indicators require further development

(See list on folders, or http://tcg.uis.unesco.org/resultoftcgmeeting.php)

UNESCO: Education sector

SDG global indicators on education*(1)

• 4.1.1 % of children and young people achieving proficiency in readingand mathematics

• 4.2.1 % of children under 5 who are developmentally on track

• 4.2.2 Participation rate in organized learning (one year before officialstart of primary)

• 4.3.1 Participation rate of youth/adults in education and training

• 4.4.1 % of youth/adults with ICT skills

• 4.5.1 Parity indices (sex, location, wealth etc)

• 4.6.1 % of youth/adults achieving proficiency in functional literacyand numeracy

• 4.7.1 and 25. Extent to which global citizenship education andeducation for sustainable development are mainstreamed

* For exact wording of indicators, see annex IV of this publication: http://unstats.un.org/unsd/statcom/47th-session/documents/2016-2-IAEG-SDGs-E-Revised.pdf

SDG global indicators on education*(2)

• 4.a.1 % of schools with access to basic services and facilities(electricity, Internet, computers, adapted infrastructure, drinkingwater, single-sex toilets and handwashing facilities)

• 4.b.1 Overseas development assistance spending on scholarships

• 4.c.1 % of trained teachers

* For exact wording of indicators, see annex IV of this publication: http://unstats.un.org/unsd/statcom/47th-session/documents/2016-2-IAEG-SDGs-E-Revised.pdf

Dimensions covered by the global and thematic framework (1)

Participation and completion

• Participation in ECCE

• Participation in primary and secondary education

• Participation of youths and adults

• Completion in primary and secondary education

Policy and provision

• Years of free and compulsory education from pre-primary to secondary education

• Public policies promoting equity

• Provision of GCED, HIV and sexuality education and Human Rights Education

Knowledge, skills, learning and readiness

• Learning outcomes at primary and secondary education

• Readiness: school readiness of children under 5; stimulating home learning environment

• Skills: ICT skills, digital literacy. Literacy skills. .

• Knowledge: GCED, environmental science and geoscience 11

Only included in thematic framework

Dimensions covered by the global and thematic framework (1)

Participation and completion

• Participation in ECCE

• Participation in primary and secondary education

• Participation of youths and adults

• Completion in primary and secondary education

Policy and provision

• Years of free and compulsory education from pre-primary to secondary education

• Public policies promoting equity

• Provision of GCED, HIV and sexuality education and Human Rights Education

Knowledge, skills, learning and readiness

• Learning outcomes at primary and secondary education

• Readiness: school readiness of children under 5; stimulating home learning environment

• Skills: ICT skills, digital literacy. Literacy skills. .

• Knowledge: GCED, environmental science and geoscience 12

Only included in thematic framework

Dimensions covered by the global and thematic framework (2)

School infrastructure and environment

• Resources

• Environment

Scholarships

• Numbers

• Volume of ODA flows

Teachers

• Qualifications

• Training

• Motivation

• Support

13Only included in thematic framework

Dimensions covered by the global and thematic framework (2)

School infrastructure and environment

• Resources

• Environment

Scholarships

• Numbers

• Volume of ODA flows

Teachers

• Qualifications

• Training

• Motivation

• Support

14Only included in thematic framework

2. Production of indicators for SDG 4-Education 2030 and regional

monitoring mechanisms

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Indicator production cycle for supra-national monitoring of SDGs and SDG4-Education 2030

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UNESCO INSTITUTE FOR

STATISTICS

National StatisticalEducation

System

TCG

International Agencies

National StatisticalEducation

System

Data and Metadata

Estimated and modelled data

Data and Metadata

UNSD Global SDG

Indicator Database

Regional mechanism

Data and Metadata

UIS Database for SDG 4

Access to SDG4 monitoring dataE-Atlas Education 2030

• Repository of SDG4 indicators – Education 2030

• Complete list of thematic indicators with data, definitions and methodology

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http://www.uis.unesco.org/Education/Pages/sdg4-eatlas-launch.aspx

Regional monitoring mechanism of SDGs and SDG4

• There is no regional monitoring framework established for SDG (work in progress)– Responsibility relies on ECLAC, within the framework

of the Statistical Conference of the Americas (integrated by national statistical offices)

• SDG 4: – Development of thematic indicators led by UIS with

regional contributions in the framework of TCG. – Articulation with ECLAC for integration into the

regional framework of SDG indicators is necessary– Relevance of defining the specific regional mechanism

for monitoring SDG 4 (i.e. regional report / platform?)

Thank you!UNESCO Institute for Statistics

@UNESCOstatwww.uis.unesco.org