Global Learning Metrics: Can we measure learning at a globally comparative level?

1. Global Learning Metrics:Can we measure learning at a globally comparative level? Kate Anderson Simons Center for Universal Education at the Brookings Institution Quality-Inequality Quandary: Transacting Learning Relevance & Teacher Education in South Asia SAFED Regional Seminar, Lahore, Pakistan, April 4-5 2012

2. Outline • Overview of the Global Compact on Learning • Why Global Learning Metrics? • Process to develop Global Learning Metrics • Discussion • Next Steps

3. What is the Global Compact on Learning? • Policy agenda with concrete steps for action • Unites education community • Broadens base of support with new actors • Provides various pathways for engagement • Flexible, nimble structure to take advantage of opportunities

5. What do we hope GCL will contribute by 2015? • Raise profile of education/learning on global development agenda • Focus on access plus learning • Bring together range of actors • Increase resources and use more effectively • Expand knowledge base to improve practice • IMPACT  more children learning

6. Global Learning Metrics A small set of internationally comparable indicators for learning at the early childhood, primary, and post-primary levels.

7. Why Global Learning Metrics? • Inform post-2015 development agenda • Streamline data collection and analysis • Facilitate comparative data on learning • Improve country-level learning assessment

8. Why now? Expiration of MDGs and plans for what’s next Expiration of EFA Goals in 2015 UNSG’s education initiative Increase in capacity and demand for metrics

9. Global Learning Metrics are: • Learning outcomes in aggregate • Developed through a consultative process • A standard setting/consensus building exercise • Intended to look across the child’s life (early childhood through post-primary)

10. Global Learning Metrics are not: • Comprehensive of every aspect of learning and development • Used for high-stakes purposes such as teacher hiring and firing or school closures • Meant to displace current assessment measures and efforts

12. Current efforts demonstrate will and capacity to measure learning but… Do not cover all countries No consensus on standards Differences in populations assessed Are not conducted across the lifespan Primarily focus on literacy and numeracy

13. Can we measure learning at a globally comparative level?

14. Task Force Process

15. Task Force Structure

16. Working Groups

17. Discussion • What other efforts are you aware of to develop standards and/or compare learning at the international or regional levels? • What issues will the Task Force need to address to develop global learning standards and metrics at the: • Early childhood • Primary • Post-primary levels?

18. Next steps • Task Force Meeting #1 • Recruit Working Groups • Consultative process—online, consultations, interviews, best practices • Issue briefs: Global Assessment Mapping and Outlining Poles of Debate

19. Get involved Working Groups Host in-person consultations Online consultation (end of April): www.globalcompactonlearning.org Contact: ksimons@brookings.edu