2016 Global Education Monitoring Report SDG 4 Workshop Medellin 6 September 2016

1. 2016 Global Education Monitoring ReportSDG 4 WorkshopMedellin6 September 2016 #SDG4All @GEMreport

2. Purpose of the presentation • SDG 4 • Indicator framework • Monitoring process • Key monitoring issues by target • (with examples from Colombia) • Recommendations

3. Indicators for SDGs and SDG4: Process

4. Monitoring of SDGs and SDG4: Process

5. Monitoring of SDG 4: GEM Report mandate “…request that the EFA GMR be continued as an independent GEM Report, hosted and published by UNESCO, as the mechanism for monitoring and reporting on the proposed SDG 4 and on education in the other proposed SDGs, within the mechanism to be established to monitor and review the implementation of the proposed SDGs” INCHEON DECLARATION • “…the mechanism for monitoring and reporting on SDG 4 and on education in the other SDGs… Itwill also report on the implementation of national and international strategies to help hold all relevant partners to account for their commitments as part of the overall SDG follow-up and review.” • FRAMEWORK FOR ACTION

6. Target 4.1: Primary and secondary education • Global indicator: The share of those who reached a minimum level of proficiency in reading and mathematics was, respectively: • - 68% and 52% in grades 2/3 (in 2013) • - 90% and 58% at the end of primary (in 2013) • - 49% and 26% at the end of lower secondary (in 2012) • Thematic indicator (example): according to WIDE, the percentage of those who had completed each level of education in 2010 was • - 94% in primary education • - 76% in lower secondary education • - 66% in upper secondary education Evidence Critical issues • The definition of ‘minimum level of proficiency’ is yet to be defined. Colombia needs to participate in the process of deciding how these levels are to be set- directly as a member of the UIS-coordinated Technical Cooperation Group which meets next in October 27-29 • Ensure there is a national learning assessment process in place that monitors in a consistent way over time whether (and which!) children and young people are learning what is expected

7. Target 4.2: Early childhood care and education • Global indicator 1: No data reported for Colombia on under 5 years of age who are developmentally on track in health, learning and psychosocial well-being • Global indicator 2: No data is reported either on the percentage of children aged one year before the official primary entry age enrolled in pre-primary (or primary) school Evidence Critical issues • Establish a regular mechanism for assessing whether children reach their development potential • Monitoring of participation requires looking at the full diversity of services, including programmes outside of pre-primary education.

8. Target 4.3: TVET, tertiary and adult education • Global indicator: No data is reported on the percentage of adults who participated in formal and non-formal education- but of all those enrolled in formal education, the share of adults was 3% in primary and 11% in lower secondary education in 2014 • Thematic indicator (example): in 2014, the tertiary education gross enrolment ratio was 51% Evidence Critical issues • Establish monitoring tools that can capture the large and growing diversity of learning programmes for this target • Costs of TVET, tertiary and adult education must also be monitored to guide government policy

9. Target 4.4: Skills for work • Global indicator: No data for Colombia on percentage of youth and adults with information and communications technology (ICT) skills by type of skill • Thematic indicator (example): - 62% of 20-29 year olds had at least completed upper secondary education in 2010 Evidence Critical issues • Consider how to monitor digital literacy skills and ICT skills in a way which is culturally relevant and suitable • Hold a national debate on what other skills for work need to be monitored in the country

10. Target 4.5: Equity • Global indicator: In Colombia, there were 108 females for every 100 males enrolled in secondary education in 2014- but also according to WIDE, 90% of the richest youth and 28% of the poorest youth completed upper secondary education in 2010 • Thematic indicator (example): There is no data in Colombia on the effectiveness of policies to address disadvantage in education Evidence Critical issues • Ensure education disparities are monitored not only by gender but also by location and wealth • Try to measure other forms of disparity, by language, disability and displacement • Create a mechanism to collect and compare information about education financing policies successfully addressing disadvantages in education – and compare with similar countries

11. Target 4.6: Literacy and numeracy • Global indicator: There is no data on the distribution of youth and adults by proficiency level in literacy and numeracy- but a study in urban Colombia showed that 36% of adults scored at the lowest proficiency level(at the same time, the official adult literacy rate is 95%) • Thematic indicator (example): In 2010, 5% adults with no schooling or incomplete primary education were enrolled in primary education Evidence • Critical issues • Build a national system to directly monitor adult literacy and numeracy skills • Build a national system to monitor participation in adult literacy programmes – and the characteristics of participants

12. Target 4.7: Sustainable development / global citizenship • Global indicator: There is no data on the extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies (b) curricula (c) teacher education and (d) student assessments • Thematic indicator (examples): In Colombia- 65% of 15-year old students scored at the lowest level of proficiency in an index of environmental science knowledge- more than 40% of grade 8 students did not know the purpose of the Universal Declaration of Human Rights Evidence • Critical issues • An approach needs to be taken towards monitoring the content of education and what is taught in classrooms: collect and communicate information about the content of curricula; coordinate with other countries in the region through regional or international organizations to work on the task

13. Target 4.a: Learning environments • Global indicator: - According to UIS, 94% of primary and secondary schools had access to electricity, and 88% had access to computers for pedagogical purposes, in 2011 • Thematic indicator (example): According to TERCE, among grade 6 students, 19% had experienced physical violence and 34% psychological violence Evidence • Critical issues • Introduce regular monitoring of school infrastructure • Ensure different types of measures of violence in school are developed and monitored – and work to align with other countries’ definitions

14. Target 4.b: Scholarships • Global indicator: In 2014, US$35 million was awarded to Colombia in scholarships and imputed student costs (but this is a partial measure) • Thematic indicator (example): There is no measure of the number of scholarships Evidence • Critical issues • Participate in process for developing a global mechanism for reporting on scholarships that includes information on the number of scholarships and the characteristics of their recipients, including their origin, destination and field of study

15. Target 4.c: Teachers • Global indicator: In 2014, there were 98% of primary teachers and 99% of secondary teachers who have received at least the minimum organized teacher training • Thematic indicator (example): The pupil/trained teacher ratio in secondary education was 25:1 in 2014 Evidence • Critical issues • Collaborate with other countries to develop comparable measures of qualified and trained teachers • Personnel databases need to be better linked to overall EMIS to monitor the distribution of teachers, their working conditions and attrition rates • Consider expanding tools that collect information directly from teachers, for example on their continuous professional development

16. Finance • There is no global indicator but countries are committed to spend at least 4% of GDP and/or at least 15% of government expenditure on education • In Colombia, the government spent 4.7% of GDP and 15.9% of government expenditure on education in 2014 Evidence • Critical issues • A comprehensive picture of all finance sources is needed: institutionalize national education accounts approach to capture government, external and household financing sources

17. Recommendations: National level Build capacity • Education ministries should use the findings of household surveys to monitor inequality in their education systems. • Establish a national assessment framework that monitors a range of learning outcomes, including for those who left school early. • A focus on education quality means more than just a focus on learning outcomes: review curricula and textbooks as well. • Monitor a fuller range of lifelong learning opportunities, including adult education. • Share best practices of education policy and systemswithin organisations of regional cooperation. • Use national education accountsapproach to improve monitoring of spending. Credit: UNESCO/Nguyen Thanh Tuan

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