Global Indicators 6
The global set of indicators will be applicable to all countries and will steer discussions on progress at the global level Each target will feature no more than 1-2 indicators, which will serve as the foundation for country reporting to the United Nations Annually, countries will convene in July at the High-Level Political Forum to evaluate, measure, and compare their progress.
Regional Indicators 6
The regional set of indicators allows for regional specificities to be captured and for more focused monitoring and discussions in regional intergovernmental fora, such as regional UN Commissions
National Indicators 6
The national set of indicators empowers countries to tailor their focus to specific contexts, challenges, and policy priorities Countries have the flexibility to create these indicators and are encouraged to collaborate with national and local stakeholders, especially education unions.
Thematic Indicators 6
The thematic set of indicators enhances the global dialogue on educational progress by encompassing all global indicators and extending beyond them with numerous thematic indicators for each target These thematic indicators will serve as the foundation for tracking overall global advancements in education, as detailed in the annual Global Education Monitoring Report.
Countries are not required to create distinct national indicators; however, establishing a national set of indicators is essential for reflecting national needs and priorities In federal systems, it is crucial to address how to track variations among states or provinces and to consider the necessity of additional indicators at that level.
The global set of indicators aims to limit itself to one indicator per target, which can lead to a narrow interpretation that does not fully encompass the target's intent Consequently, national and thematic indicators play a crucial role in capturing the comprehensive scope and depth of the Sustainable Development Goals (SDGs).
WHAT IS THE PROCESS AND TIMELINE?
The global SDG indicators are being developed by an expert group put together by the United Nations, the so-called Inter-
Agency Expert Group on SDG indicators They have already agreed on about two-thirds of the indicators; the remaining one third will be developed in the course of 2017 and 2018
A team of education experts has developed thematic indicators, but efforts continue to gather data and enhance the methodology for certain indicators This initiative is spearheaded by the UNESCO Institute for Statistics (UIS) and is supported by the Technical Coordination Group (TCG), which includes Education International as a member.
Currently, there is no established process for developing regional indicators, leaving it to individual countries to determine if they will create separate national indicators However, time is of the essence, as these indicators need to be implemented promptly to effectively monitor the progress of the Sustainable Development Goals (SDGs) from their adoption in 2015 until the 2030 deadline.
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WHAT’S IN IT FOR US?
Measuring progress in education is a politically charged process, making it crucial for education unions to engage in policy discussions Their involvement ensures that the perspectives of the education workforce are represented, influencing the development of new educational indicators that can reshape national education agendas and systems By participating, education unions advocate for quality education that reflects the needs and insights of educators.
This guide is designed to assist you in engaging with the development and application of indicators, particularly those based on human rights It highlights common education indicators and the cross-cutting themes of Sustainable Development Goal 4 (SDG 4) By encouraging critical questioning of existing indicators and proposing alternative viewpoints, the guide aims to enhance your understanding and participation in this important area.
SDG 4 are the basis of the guide and can be found in the annex
NATIONAL IMPLEMENTATION OF A GLOBAL AGENDA
The same SDG targets apply to all countries of the world, despite their different contexts and circumstances
Countries must tailor their goals to their unique contexts, considering their specific priorities and challenges The pace and timeline for achieving these targets will vary, necessitating collaboration with stakeholders, including teachers and education unions, to effectively promote progress.
Global indicators will serve to track and assess the progress and efforts of nations, while ensuring that they do not interfere with national planning or limit the autonomy of individual countries.
Step 1: Find out whether your country is developing its own set of national SDG
To effectively assess progress, it is essential to establish a comprehensive set of four key indicators If such indicators do not currently exist, your initial responsibility is to advocate for their development Conversely, if they are already in place, your first task is to investigate the timeline, the individuals involved, and the specific details surrounding their creation.
Step 2: Make sure your union is represented in the process and recognised as a key expert and stakeholder.
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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
Proportion of children and young people (a) in Grade 2 or 3;
(b) at the end of primary education; and (c) at the end of lower secondary education achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex
4 1 2 Administration of a nationally-representative learning assessment
(a) in Grade 2 or 3; (b) at the end of primary education; and (c) at the end of lower secondary education YES
4 1 3 Gross intake ratio to the last grade (primary education, lower secondary education) YES
4 1 4 Completion rate (primary education, lower secondary education, upper secondary education) YES
4 1 5 Out-of-school rate (primary education, lower secondary education, upper secondary education) YES
4 1 6 Percentage of children over-age for grade (primary education, lower secondary education) YES
Provision 4 1 7 Number of years of (a) free and (b) compulsory primary and secondary education guaranteed in legal frameworks YES
CURRENT SET OF GLOBAL AND THEMATIC INDICATORS
The proposed global indicators are highlighted in light blue, while the remaining indicators are thematic Areas requiring the development of additional indicators are emphasized in red, as identified by the Technical Coordination Group.
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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
For monitoring in 2017 Requires further development
Readiness for primary school 4 2 1 Proportion of children under 5 years of age who are developmentally on track in health, learning and psychosocial well- being, by sex YES YES
Participation 4 2 2 Participation rate in organized learning (one year before the official primary entry age), by sex YES
Readiness for primary school 4 2 3 Percentage of children under 5 years experiencing positive and stimulating home learning environments NO YES
Participation 4 2 4 Gross early childhood education enrolment ratio in (a) pre-primary education and (b) and early childhood educational development YES
Provision 4 2 5 Number of years of (a) free and (b) compulsory pre-primary education guaranteed in legal frameworks YES
Target 4.3 By 2030, ensure equal access for all women and men to affordable quality technical, vocational and tertiary education, including university
For monitoring in 2017 Requires further development
4 3 1 Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex YES YES
4 3 2 Gross enrolment ratio for tertiary education by sex YES
4 3 3 Participation rate in technical-vocational programmes (15- to
24-year-olds) by sex YES
Additional areas for development Affordability, quality Not applicable YES
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Defining the demands 31
The Sustainable Development Goals (SDGs) encompass targets that often lack clarity, necessitating the need for countries to define and implement concepts such as relevance, affordability, and quality To derive meaningful outcomes, it is essential to identify what constitutes relevant skills and learning outcomes within each national context.
Collecting data on the education system is costly, which means that indicators should not focus solely on measurement Instead, these indicators must be directly associated with specific targets, whether they are the Sustainable Development Goals (SDGs) or more precise national objectives aimed at achieving SDG 4.
The main question to ask about any indicator is what decision it is likely to inform; in what way will this indicator help you improve the education system?
To effectively monitor educational indicators, it is essential to establish both a 'starting point' and a 'final destination.' For instance, if the goal is to increase the number of students completing vocational training by 2030, one must first identify the current enrollment figures in vocational education as the baseline Additionally, it is crucial to define what "more" entails in this context, specifically determining the target proportion of the population that should complete vocational education by the year 2030.
In some cases, particularly for more urgent policy priorities, it makes sense to have stepping stones too, that is intermediate goals for 2020 or 2025
7 Identifying possible gaps in data collection
Missing data can hinder your ability to effectively monitor progress and identify specific gaps in data collection and indicators To address these challenges, your union can take proactive steps in enhancing data collection efforts Additionally, it is essential to recognize the roles of other organizations and actors in the field that can contribute to improving data availability and analysis.
7 HOW TO GET STARTED: TEN THINGS TO THINK ABOUT
WHEN STARTING YOUR WORK ON NATIONAL INDICATORS
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Your union plays a crucial role in data collection and analysis, which is essential for informed decision-making Assess whether your union has the capacity to engage in this work or if it will prioritize monitoring and advocacy efforts instead.
Who can help you? Are there organisations that share your values and priorities, and with whom you could share the work?
10 Using the indicators to hold your government to account
Indicators serve as an essential mechanism for ensuring government accountability to its citizens They can be effectively utilized in various ways, such as by collecting personal data and producing independent shadow reports.
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An index is a composite of multiple indicators that collectively provide a more comprehensive understanding of a phenomenon than any single indicator could offer Typically, an index assigns equal weight to each of its indicators, ensuring a balanced representation of the data.
For example, one of the indicators under target 4 2 is the Early Childhood
The Development Index measures children's developmental status across four key domains: literacy-numeracy, physical, and social-emotional development While this index provides a more comprehensive view of child development than individual indicators, interpreting changes can be challenging, as the specific factors contributing to these changes remain unclear.
Disaggregated data involves breaking down data into smaller, more specific parts For example, disaggregating by gender allows for the separation of data for men, women, and other categories, providing a clearer understanding of the gender dimensions of the issue.
All SDG indicators are supposed to be disaggregated according to sex, wealth and location
A quintile represents one-fifth of a population and is frequently utilized to analyze the performance of various income groups Typically, comparisons are made between the lowest quintile, which includes the poorest fifth of the population, and the highest quintile, representing the wealthiest fifth.
Baseline: The baseline for any indicator refers to the start date, i e to the moment when the indicator has started being tracked and to which any progress will be compared
A benchmark serves as a standard or reference point, allowing countries to establish national benchmarks for various Sustainable Development Goal (SDG) 4 targets This process sets clear standards to be achieved and facilitates the comparison of progress across different regions or countries.
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About international human rights frameworks: http://www.right-to-education. org/page/international-law
Applying Right to Education Indicators to the Post-2015 Education Agenda, Right to Education Project, January 2015 http://www.right-to-education.org/sites/right- to-education.org/files/resource-attachments/
RTE_Applying_RTE_Indicators_to_the_
Measuring Education as a Human Right – List of Indicators, Right to Education Project,
2013 http://www.right-to-education.org/ sites/right-to-education.org/files/resource- attachments/RTE_List_Right_to_Education_
The Danish Human Rights Institute’s Human Rights Guide to the SDGs: http://www. humanrights.dk/our-work/sustainable- development/human-rights-sdgs
The Measure of Progress, Center for Economic and Social Rights: http://www.cesr.org/downloads/cesr_ measure_of_progress.pdf
Education Indicators – Technical guidelines, UNESCO/UIS, November 2009: http://www.uis.unesco.org/Library/
Gender-sensitive Education Statistics and Indicators – A Practical Guide, UNESCO: http://www.uis.unesco.org/Education/
Documents/unesco-gender-sensitive-edstats- indicators.pdf
Social Dialogue Indicators – Technical Brief, Department of Statistics, International Labour Organisation, November 2011: http://laborsta.ilo.org/applv8/data/TUM/
TUD%20and%20CBC%20Technical%20Brief. pdf
Monitoring Education for Global Citizenship:
CONCORD, January 2015: http://deeep.org/wp-content/ uploads/2015/01/DEEEP4_QualityImpact_
The United Nations Inter-Agency Expert Group on SDG indicators: http://unstats.un.org/sdgs/iaeg-sdgs/
UNESCO and UNESCO Institute for Statistics Technical Coordination Group: http://tcg.uis.unesco.org/
World Inequality Database on Education (UNESCO & Global Education Monitoring Report): www.education-inequalities.org
UNESCO Institute for Statistics databases: http://data.uis.unesco.org/
OECD statistics: http://stats.oecd.org/
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