Policy Data Integration Workshop 19-21 March 2018 Nadi, Fiji Presented by: Educational Quality and Assessment Programme, SPC UNESCO Institute for Statistics
National Regional Global Data requirements for integrating REF and SDG4 into National Education Monitoring and Decision Making ACCOUNTABILITIES WHAT WE MONITOR DEVELOPMENT PRIORITIES WHAT WE PLAN Means of implementations HOW WE IMPLEMENT/DELIVER SDG GOAL 4 11 Global Indicators 32 Thematic Indicators 7 Pacific Headline Indicators EDUCATION 2030 Incheon Declaration UNESCO UIS Institute of Statistics Pacific Community Financing Effective institutions Capacity building Technology Data / Statistics REGIONAL EDUCATION FRAMEWORK (REF) 15 Regional indicators (M&E) REGIONAL EDUCATION FRAMEWORK (REF) Pacific Community (EQAP) Forum Secretariat (PIFS) UNESCO Pacific Partnerships Knowledge Mgmt Data Analysis National Sustainable Development Goals National Indicators National Development Plans Annual national Budget Development Financing / Cooperation Policies Education Management Information Systems Education Sector Plan (ESP) Outcome indicators Monitoring / Reporting Ministry annual work plans Education Sector Budget National Statistics Development Strategies South- South collaboration ESP Outcome Indicators (specified in national education sector plans) REF Key Performance Indicators (aligned to priority areas of the REF) SDG 4 Regional Headline Indicators (as agreed by PIFS SDG taskforce)
National Education Sector Plans Opportunities for REF and SDG4 integration Education Sector plans by country
Regional Education priority areas In the new REF four strategic areas of education have been set as priorities for Pacific Island countries to focus on: Quality and relevance Learning pathways Student outcomes and well-being Teaching profession REF Key Performance Indicators (aligned to priority areas of the REF) SDG 4 Regional Headline Indicators (as agreed by Pacific SDG taskforce) ESP Outcome Indicators (specified in national education sector plans)
Indicators relating to the Regional Education Framework enable safe and improved learning environments Trained and certified teachers Professional development of teachers and leaders Learning Pathways Enrolment, retention and completion rates Teachers meeting professional standards Student learning outcomes (literacy & numeracy) Teaching profession Student outcomes and well-being Quality and Relevance Transition and progression rates (schools & TVET/tertiary) Quality assurance compliance (school standards) Skills meet demands of labour market & support economic dev. School/provider decision making and flexibility in the delivery of learning Vulnerable students can access and participate fully learning Ensure the linking of pathways between levels of schooling and beyond Curriculum & programmes are culturally responsive relevant Pre-school children readiness To be responsive and flexible to innovation and change
Regional Collaboration: Establishment of EMIS facility and UIS presence Education Management Information Systems The establishment of a regional facility at the Secretariat of the Pacific Community (SPC) to provide support to Pacific Island countries (PICs), in order to increase the effectiveness of their Education Management Information Systems (EMISs) and to enhance monitoring of education, leading to better education policies, decision making and resource allocation. Strengthening Education Management Information Systems (EMIS) in the Pacific UIS regional efforts to improve education monitoring in the Pacific Assess and improve quality of education data collected in Pacific Islands Improved monitoring of progress against regional education agenda (PacREF) Improve visibility and usage of education data
Education Statistics Reports in Pacific Islands
National Data Reporting The REF indicators can be reported at national level in education statistics reports based on the national education classification. UIS and SPC have been assisting and training EMIS staff to produce national education statistics digests that provide a comprehensive picture of national education systems. These national indicators are reported in the SPC NMDI database for monitoring the progress of national education systems towards regional goals.
EMIS Development hardware and software 9
Achievements Development of application to extract and report data from Pacific Island EMIS to regional and international agencies SPC developed an application that provides One Click data extraction to fulfill the data reporting requirements for external agencies, initially targeting the annual UNESCO UIS Survey. International visibility Number of countries which have responded to UIS Questionnaire A students and teachers, pre-primary to post-secondary education
Education Data Quality Assessment in Pacific Islands
National Education Monitoring including REF and SDG4: Case Study: Tuvalu using data to monitor against TESP 3 Tuvalu Education Management Information System (TEMIS) has been developed in late 2012 includes data on schools has significantly improved the collection and use of data for education planning, monitoring and decision making in Tuvalu. A 2016 workshop held in Funafuti trained 21 master trainers who then led the roll-out of education data system training to all schools in Tuvalu. The workshop was also important for those in the education sector to build their analytical and planning skills to improve and monitor the quality of education delivered to children in Tuvalu. Data is being used to monitor their TESP. Case Study: Kiribati digitalizes data collection Innovation in data verification: a completely new approach to collecting data from the primary and junior secondary schools has been introduced within four months of the start of the program (Kiribati). This innovative approach involves Ministry officials verifying school data through interviews with the school leaders supported by statistical and historical data comparisons. This approach is unique and has not been undertaken in or outside of Kiribati before. This is particular well suited to Kiribati with strong paper-based record keeping, dispersed school locations, and low technology and limited communication environment. The technology was tested successfully and the training of Ministry officials has led to all island-based officials being fully or semi-independent in using the technology.
Integrating the SDGs into national development plans and budgets Foster the creation of national-collaboration at the highest level Build the REF and SDGs into national and local planning schemes including public budgets and public and private investment Capacity building through seminars, training courses and technical assistance Regional repository of national development plans and National Education Sector Plans and M&E Exchange of experiences
National Education Monitoring including REF and SDG4: Capacity Building and Training Modules for Pacific This set of training modules for the Pacific can become one of the main tools to promote and support national capacity building in Monitoring the Regional Education Framework and SDG goal 4. Developed in partnership with UNESCO Bangkok these training modules build upon the know how and experiences accumulated over the past 20 years in MDG and EFA monitoring and indicators, and present state-of-the-art approaches and methods in a systematic and user-friendly modular manner. These training modules no longer focus on training central Ministry of Education personnel, but also education officers down to the school level so as to improve overall information management, communication and national education monitoring within national basic education systems. The modules are being revised and will be fieldtested during two training workshops conducted in Tuvalu and the Solomon Islands, which helped to sharpen their applicability. UNESCO Bangkok
Data sources for SDG 4 and Regional Education Framework Administrative data Administrative data refers to information collected primarily for administrative or operational purposes (EMIS). Census data A census is a regularly occurring and official count of a particular population of systematically acquiring and recording information from all the members of a given population. Censuses are often conducted every five or ten years in the Pacific. Survey data A survey is designed to collect reliable data e.g. on a population of households, economic enterprises etc. A survey collects data from a (national) sample of households, enterprises etc., randomly selected from a complete list (usually derived from a census). Education Management Information System (EMIS) Population Census (Education attendance, Literacy) Household Surveys (HIES, DHS, LFS, MICS) Literacy and Numeracy Assessments (PILNA) School Readiness Survey (PEARLS) Participant Attendance Registers (NFE) National Learning Assessments (STA) Education Budget/Expenditure (MOF) Skills Assessment Survey (ICT & Digital Literacy) Global School-based Health Survey (WHO) Adult Literacy Assessment (LAMP) Teacher Registration (MoE/TRB) Teacher/Principal Performance Standards (TPS) Minimum School Standards (MSS)
SDG 4 Indicators and Data Sources SDGI Code Description Nat. Sources Data Required Int. Source Latest Year 4.1.1 SLO Learning Outcomes PILNA/STA LNA- Y4, Y6, Y8/9 UIS - 4.2.1 ESR ECE School Readiness HHS/SRA Child Dev. 3-5yr UNICEF - 4.2.2 ECE ECE Participation ASC/HHS ECE ANER UIS 2015 4.3.1 TVET TVET Participation ASC/HHS TVET, HE, NFE - - 4.4.1 TVSD TVET Skills HHS/Skills Reg. Type of ICT Skill ITU - 4.5.1 GDE Gender/Disability Equity ASC/HHS/STA GPI for SDGI UIS 2015 4.6.1 L&N Literacy & Numeracy Skills Pop. Cen./HHS Func. Lit & Num PIAAC - 4.7.1 ESD ESD/GCE Policy/Curric. In development UIS 2018 4.a.1 SLE School Learning Environ. ASC ICTE/AIM/WASH UIS 2016 4.b.1 SCL Scholarship funding MoE/DPs Sector/Mode OECD 2014 4.c.1 TTR Trained Teachers ASC/Tchr Reg ECE, Prim, Sec UIS 2015
REF Priority Areas Linkage to SDG 4 Targets
Quality and Relevance Policy Objective Indicator cluster SDG proxy To ensure curriculum is culturally responsive and relevant Percentage of primary schools with vernacular language of instruction in the first three years 4.5.2 To ensure all students are in safe and appropriate learning environments Percentage of schools/training centres national/regional minimum service standards To ensure that tertiary (including TVET) meets demands of labour market Percentage of courses that are assessed as being labour market responsiveness 4.3.2
Student Outcomes Policy Objective Indicator cluster SDG To ensure all primary school aged children are school ready at time of entry to grade 1 Percentage of pre-school children that are school ready 4.2.2 To ensure that students attain age appropriate levels of literacy and numeracy Percentage of children at grades 4 and 6 achieving regional proficiency standards in literacy and numeracy. To ensure that students attain appropriate skills and qualifications for continued education or the workplace Completion rate for primary, lower and upper secondary education (SDG 4.1.4) 4.1.4
Teaching Profession Policy Objective Indicator cluster SDG To ensure assessment data informs classroom practice To ensure all teachers in Pacific classrooms are qualified, trained, certified and assessed as competent Percentage of schools consistently using student assessment data to inform teaching practices Percentage of teachers appropriately (1) qualified (2) trained in pedagogy (3) certified (3) assessed as competent to national/regional standards 4.c.1 To ensure that teachers & school leaders are supported in developing new skills & learning Percentage of teachers and leaders having annual professional development 4.c.7
4.1.3 4.1.7 4.2.12 4.1.6 4.3.13 4.2.11 4.4.17 4.c.37 4.1.5 4.6.23 4.1.4 4.5.20 4.1.1 4.a.30 4.c.38 4.c.39 4.a.31 4.c.43 4.2.10 4.1.2 4.b.35 4.3.14 4.c.40 4.6.24 4.c.42 4.5.18 4.6.22 4.c.41 4.5.19 4.3.15 4.a.32 4.b.36 4.a.34 4.7.25 4.a.33 4.2.8 4.4.16 4.5.21 4.7.28 4.7.27 4.7.29 4.2.9 4.7.26 Country trends and challenges: How ready are national education systems? Mapping on Indicator Availability to Monitor SDG4 in the Pacific Availability of thematic indicators by country in Pacific Region 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 2 1 1 3 1 1 1 3 2 2 1 1 3 3 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 2 1 1 2 1 2 1 1 1 1 1 2 1 2 2 1 2 1 2 2 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 1 1 1 1 2 2 2 2 1 2 2 2 2 2 2 2 2 2 2 2 1 1 1 1 1 1 2 1 1 2 1 1 1 2 1 9 2 1 1 1 1 1 1 1 9 1 1 9 2 1 2 1 2 1 2 2 2 2 2 2 9 2 2 1 1 1 1 3 9 1 1 1 3 9 1 9 9 1 9 9 1 3 9 1 1 9 3 1 1 3 1 1 1 1 1 1 9 1 3 3 1 9 9 1 3 9 1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 1 2 9 2 2 1 1 1 1 1 2 1 1 1 1 1 3 1 3 3 1 3 3 2 1 1 1 3 1 3 2 1 1 1 2 3 1 3 3 3 2 2 2 3 3 3 2 3 1 1 1 1 2 1 3 1 9 3 9 1 9 1 1 1 1 1 1 9 1 1 1 3 3 2 1 1 2 1 1 3 2 2 2 2 3 3 2 2 3 2 2 1 1 1 1 2 1 2 1 2 9 1 2 1 1 9 1 2 1 1 1 1 2 9 3 1 2 1 1 2 2 3 9 2 1 2 1 2 2 2 2 2 2 2 1 1 1 2 1 1 1 1 1 1 2 2 2 2 2 2 2 2 1 2 1 1 2 2 2 2 1 2 2 1 2 3 2 2 2 2 1 2 2 2 2 2 2 1 1 1 1 1 2 2 1 9 2 9 2 1 9 1 9 9 2 1 9 1 9 3 2 9 2 2 2 2 1 2 3 1 2 1 3 2 2 2 2 2 2 2 1 1 1 9 9 1 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 Note: The columns represent the 43 indictors and the rows represent the countries. The colored-cells represent the countries which are able to collect data for the indicators. The global indicators are highlighted in yellow.
Global Education 2030 Framework Vision: to transform lives through education, recognizing the important role of education as a main driver of development. This new vision is fully captured by the SDG 4 Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
Sustainable Development Goal for Education Quality 7 Global Targets 3 Means of Implementation 11 Development Indicators
SDG 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 SDG Indicator 4.1.1 Percentage of children/young people: (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics.
SDG Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care and preprimary education so that they are ready for primary education SDG Indicator 4.2.1 & 4.2.2 Percentage of children under 5 years of age who are developmentally on track in health, learning and psychosocial well-being. Participation rate in organized learning one year before the official primary entry age
SDG Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university SDG Indicator 4.3.1 Participation rate of youth and adults in formal and non-formal education and training in the last 12 months
SDG Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent work and entrepreneurship SDG Indicator 4.4.1 Percentage of youth/adults with information and communications technology (ICT) skills by type of skill
SDG Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, indigenous peoples and children in vulnerable situations SDG Indicator 4.5.1 Parity indices (female/male, rural/urban, bottom/top wealth quintile) for all indicators
SDG Target 4.6: By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy SDG Indicator 4.6.1 Percentage of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills.
SDG Target 4.7: By 2030, ensure that all learners acquire knowledge and skills needed to promote sustainable development SDG Indicator 4.7.1 Percentage of 15-year-old students enrolled in secondary school demonstrating at least a fixed level of knowledge across a selection of topics in environmental science and geoscience.
SDG Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all SDG Indicator 4.a.1 Percentage of schools with access to: (a) electricity; (b) the internet (c) computers for pedagogical purposes; (d) adapted infrastructure and materials for students with disabilities; (e) single-sex basic sanitation facilities; and (f) basic handwashing facilities
SDG Target 4.b: By 2020, substantially expand globally the number of scholarships in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes SDG Indicator 4.b.1 Volume of official development assistance flows for scholarships by sector and type of study
SDG Target 4.c: By 2030, substantially increase the supply of qualified teachers, including through teacher training in developing countries SDG Indicator 4.c.1 Percentage of teachers in: (a) pre-primary; (b) primary; (c) lower secondary; and (d) upper secondary education who have received at least the minimum organized teacher training, pre-service or in-service, required for teaching