UNICEF Data : Monitoring the situation of children and women

presentation on quality education

GOAL 4: QUALITY EDUCATION

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

Goal 4 aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.  This goal supports the reduction of disparities and inequities in education, both in terms of access and quality. It recognizes the need to provide quality education for all, and most especially vulnerable populations, including poor children, children living in rural areas, persons with disabilities, indigenous people and refugee children.

This goal is of critical importance because of its transformative effects on the other SDGs. Sustainable development hinges on every child receiving a quality education. When children are offered the tools to develop to their full potential, they become productive adults ready to give back to their communities and break the cycle of poverty. Education enables upward socioeconomic mobility.

Significant progress was achieved during the last decade in increasing access to education and school enrolment rates at all levels, particularly for girls. Despite these gains, about 260 million children were out of school in 2018, nearly one fifth of the global population in that age group. Furthermore, more than half of all children and adolescents worldwide are failing to meet minimum proficiency standards in reading and mathematics.

UNICEF’s contribution towards reaching this goal centres on equity and inclusion to provide all children with quality learning opportunities and skills development programmes, from early childhood through adolescence. UNICEF works with governments worldwide to raise the quality and inclusiveness of schools.  

UNICEF is custodian for global monitoring of Indicator 4.2.1 Percentage of children (aged 24–59 months) developmentally on track in at least 3 of the 4 following domains: literacy-numeracy, physical, socio-emotional and learning.

Child-related SDG indicators

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 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, by sex

  • Indicator definition
  • Computation method
  • Comments & limitations

Explore the data

The indicator aims to measure the percentage of children and young people who have achieved the minimum learning outcomes in reading and mathematics during or at the end of the relevant stages of education.

The higher the figure, the higher the proportion of children and/or young people reaching at least minimum proficiency in the respective domain (reading or mathematic) with the limitations indicated under the “Comments and limitations” section.

The indicator is also a direct measure of the learning outcomes achieved in the two subject areas at the end of the relevant stages of education. The three measurement points will have their own established minimum standard. There is only one threshold that divides students into above and below minimum:

Below minimum refers to the proportion or percentage of students who do not achieve a minimum standard as set up by countries according to the globally-defined minimum competencies.

Above minimum refers to the proportion or percentage of students who have achieved the minimum standards. Due to heterogeneity of performance levels set by national and cross-national assessments, these performance levels will have to be mapped to the globally-defined minimum performance levels. Once the performance levels are mapped, the global education community will be able to identify for each country the proportion or percentage of children who achieved minimum standards.

(a) Minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. In September 2018, an agreement was reached on a verbal definition of the global minimum proficiency level of reference for each of the areas and domains of Indicator 4.1.1 as described in the document entitled: Minimum Proficiency Levels (MPLs): Outcomes of the consensus building meeting ( http://gaml.uis.unesco.org/wp-content/uploads/sites/2/2019/02/MPLs_revised_doc_20190204.docx ).

Minimum proficiency levels (MPLs) defined by each learning assessment to ensure comparability across learning assessments; a verbal definition of MPL for each domain and levels between cross-national assessments (CNAs) were established by conducting an analysis of the performance level descriptors, the descriptions of the performance levels to express the knowledge and skills required to achieve each performance level by domain, of cross-national, regional and community-led tests in reading and mathematics. The analysis was led and completed by the UIS and a consensus among experts on the proposed methodology was deemed adequate and pragmatic.

The global MPL definitions for the domains of reading and mathematics are presented here (insert link)

The Programme for International Student Assessment (PISA) reading test has six proficiency levels, of which Level 2 is described as the minimum proficiency level. In Trends in International Mathematics and Science Study (TIMSS) and Progress in International Reading Literacy Study (PIRLS), there are four proficiency levels: Low, Intermediate, High and Advanced. Students reaching the Intermediate benchmark are able to apply basic knowledge in a variety of situations, similar to the idea of minimum proficiency. Currently, there are no common standards validated by the international community or countries. The indicator shows data published by each of the agencies and organizations specialised in cross-national learning assessments.

Minimum proficiency levels defined by each learning assessment

(a) The number of children and/or young people at the relevant stage of education n in year t achieving at least the pre-defined proficiency level in subject s expressed as a percentage of the number of children and/or young people at stage of education n, in year t, in any proficiency level in subjects.

Harmonize various data sources To address the challenges posed by the limited capacity of some countries to implement cross- national, regional and national assessments, actions have been taken by the UIS and its partners. The strategies are used according to its level of precision and following a reporting protocol ( http://gaml.uis.unesco.org/wp-content/uploads/sites/2/2019/05/GAML6-WD-2-Protocol-for-reporting-4.1.1_v1.pdf ) that includes the national assessments under specific circumstances.

Out-of-school children In 2016, 263 million children, adolescents and youth were out of school, representing nearly one-fifth of the global population of this age group. 63 million, or 24% of the total, are children of primary school age (typically 6 to 11 years old); 61 million, or 23% of the total, are adolescents of lower secondary school age (typically 12 to 14 years old); and 139 million, or 53% of the total, are youth of upper secondary school age (about 15 to 17 years old). Not all these kids will be permanently outside school, some will re-join the educational system and, eventually, complete late, while some of them will enter late. The quantity varies per country and region and demands some adjustment in the estimate of Indicator 4.1.1. There is currently a discussion on how to implement these adjustments to reflect all the population. In 2017, the UIS proposed to make adjustments using the out-of-school children and the completion rates.( http://uis.unesco.org/en/blog/helping-countries-improve-their-data-out-school-children ) and the completion rates.

Minimum proficiency formula

Learning outcomes from cross-national learning assessment are directly comparable for all countries which participated in the same cross-national learning assessments. However, these outcomes are not comparable across different cross-national learning assessments or with national learning assessments. A level of comparability of learning outcomes across assessments could be achieved by using different methodologies, each with varying standard errors. The period of 2020-2021 will shed light on the standard errors’ size for these methodologies.

The comparability of learning outcomes over time has additional complications, which require, ideally, to design and implement a set of comparable items as anchors in advance. Methodological developments are underway to address comparability of assessments outcomes over time.

While data from many national assessments are available now, every country sets its own standards so the performance levels might not be comparable. One option is to link existing regional assessments based on a common framework. Furthermore, assessments are typically administered within school systems, the current indicators cover only those in school and the proportion of in-school target populations might vary from country to country due to varied out-of-school children populations. Assessing competencies of children and young people who are out of school would require household-based surveys. Assessing children in households is under consideration but may be very costly and difficult to administer and unlikely to be available on the scale needed within the next 3-5 years. Finally, the calculation of this indicator requires specific information on the ages of children participating in assessments to create globally-comparable data. The ages of children reported by the head of the household might not be consistent and reliable so the calculation of the indicator may be even more challenging. Due to the complication in assessing out-of-school children and the main focus on improving education system, the UIS is taking a stepping stone approach. It will concentrate on assessing children in school in the medium term, where much data are available, then develop more coherent implementation plan to assess out-of-school children in the longer term.

Click on the button below to explore the data behind this indicator.

Completion rate (primary education, lower secondary education, upper secondary education)

A completion rate of 100% indicates that all children and adolescents have completed a level of education by the time they are 3 to 5 years older than the official age of entry into the last grade of that level of education. A low completion rate indicates low or delayed entry into a given level of education, high drop-out, high repetition, late completion, or a combination of these factors.

Percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of each level of education who have completed that grade.

The intended age for the last grade of each level of education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade.

For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate.

The number of persons in the relevant age group who have completed the last grade of a given level of education is divided by the total population (in the survey sample) of the same age group.

Completion rate computation method

The age group 3-5 years above the official age of entry into the last grade for a given level of education was selected for the calculation of the completion rate to allow for some delayed entry or repetition. In countries where entry can occur very late or where repetition is common, some children or adolescents in the age group examined may still attend school and the eventual rate of completion may therefore be underestimated.

The indicator is calculated from household survey data and is subject to time lag in the availability of data. When multiple surveys are available, they may provide conflicting information due to the possible presence of sampling and non-sampling errors in survey data. The Technical Cooperation Group on the Indicators for SDG 4 – Education 2030 (TCG) has requested a refinement of the methodology to model completion rate estimates, following an approach similar to that used for the estimation of child mortality rates. The model would ensure that common challenges with household survey data, such as timeliness and sampling or non-sampling errors are addressed to provide up-to-date and more robust data.

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

Proportion of children aged 24-59 months of age who are developmentally on track in health, learning and psychosocial well-being, by sex.

Early childhood development (ECD) sets the stage for life-long thriving. Investing in ECD is one of the most critical and cost-effective investments a country can make to improve adult health, education and productivity in order to build human capital and promote sustainable development. ECD is equity from the start and provides a good indication of national development. Efforts to improve ECD can bring about human, social and economic improvements for both individuals and societies.

The recommended measure for SDG 4.2.1 is the Early Childhood Development Index 2030 (ECDI2030) which is a 20-item instrument to measure developmental outcomes among children aged 24 to 59 months in population-based surveys. The indicator derived from the ECDI2030 is the proportion of children aged 24 to 59 months who have achieved the minimum number of milestones expected for their age group, defined as follows:

– Children age 24 to 29 months are classified as developmentally on-track if they have achieved at least 7 milestones – Children age 30 to 35 months are classified as developmentally on-track if they have achieved at least 9 milestones – Children age 36 to 41 months are classified as developmentally on-track if they have achieved at least 11 milestones – Children age 42 to 47 months are classified as developmentally on-track if they have achieved at least 13 milestones – Children age 48 to 59 months are classified as developmentally on-track if they have achieved at least 15 milestones

SDG indicator 4.2.1 is intended to capture the multidimensional and holistic nature of early childhood development. For this reason, the indicator is not intended to be disaggregated by domains since development in all areas (health, learning and psychosocial wellbeing) are interconnected and overlapping, particularly among young children. The indicator is intended to produce a single summary score to indicate the proportion of children considered to be developmentally on track.

The domains included in the indicator for SDG indicator 4.2.1 include the following concepts:

Health: gross motor development, fine motor development and self-care Learning: expressive language, literacy, numeracy, pre-writing, and executive functioning Psychosocial well-being: emotional skills, social skills, internalizing behavior, and externalizing behavior

The number of children aged 24 to 59 months who are developmentally on track in health, learning and psychosocial well-being divided by the total number of children aged 24 to 59 months in the population multiplied by 100.

SDG 4.2.1 was initially classified as Tier 3 and was upgraded to Tier 2 in 2019; additionally, changes to the indicator were made during the 2020 comprehensive review. In light of this and given that the ECDI2030 was officially released in March 2020, it will take some time for country uptake and implementation of the new measure and for data to become available from a sufficiently large enough number of countries. Therefore, in the meantime, a proxy indicator (children aged 36-59 months who are developmentally ontrack in at least three of the following four domains: literacy-numeracy, physical, social-emotional and learning) will be used to report on 4.2.1, when relevant. This proxy indicator has been used for global SDG reporting since 2015 but is not fully aligned with the definition and age group covered by the SDG indicator formulation. When the proxy indicator is used for SDG reporting on 4.2.1 for a country, it will be footnoted as such in the global SDG database.

Click on the button below to explore the data behind this indicator’s proxy; Children aged 36-59 months who are developmentally ontrack in at least three of the following four domains: literacy-numeracy, physical, social-emotional and learning . For more information about this proxy indicator, please see “Comments and Limitations”

Adjusted net attendance rate, one year before the official primary entry age

The indicator measures children’s exposure to organized learning activities in the year prior to the official age to start of primary school as a representation of access to quality early childhood care and pre-primary education. One year prior to the start of primary school is selected for international comparison. A high value of the indicator shows a high degree of participation in organized learning immediately before the official entrance age to primary education.

The participation rate in organized learning (one year before the official primary entry age), by sex as defined as the percentage of children in the given age range who participate in one or more organized learning programme, including programmes which offer a combination of education and care. Participation in early childhood and in primary education are both included. The age range will vary by country depending on the official age for entry to primary education.

An organized learning programme is one which consists of a coherent set or sequence of educational activities designed with the intention of achieving pre-determined learning outcomes or the accomplishment of a specific set of educational tasks. Early childhood and primary education programmes are examples of organized learning programmes.

Early childhood and primary education are defined in the 2011 revision of the International Standard Classification of Education (ISCED 2011). Early childhood education is typically designed with a holistic approach to support children’s early cognitive, physical, social and emotional development and to introduce young children to organized instruction outside the family context. Primary education offers learning and educational activities designed to provide students with fundamental skills in reading, writing and mathematics and establish a solid foundation for learning and understanding core areas of knowledge and personal development. It focuses on learning at a basic level of complexity with little, if any, specialisation.

The official primary entry age is the age at which children are obliged to start primary education according to national legislation or policies. Where more than one age is specified, for example, in different parts of a country, the most common official entry age (i.e. the age at which most children in the country are expected to start primary) is used for the calculation of this indicator at the global level.

The number of children in the relevant age group who participate in an organized learning programme is expressed as a percentage of the total population in the same age range. From household surveys, both enrolments and population are collected at the same time.

4.2.2 computation method formula

Participation in learning programmes in the early years is not full time for many children, meaning that exposure to learning environments outside of the home will vary in intensity. The indicator measures the percentage of children who are exposed to organized learning but not the intensity of the programme, which limits the ability to draw conclusions on the extent to which this target is being achieved. More work is needed to ensure that the definition of learning programmes is consistent across various surveys and defined in a manner that is easily understood by survey respondents, ideally with complementary information collected on the amount of time children spend in learning programmes.

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

Proportion of schools offering basic services, by type of service.

This indicator measures the presence of basic services and facilities in school that are necessary to ensure a safe and effective learning environment for all students. A high value indicates that schools have good access to the relevant services and facilities. Ideally each school should have access to all these services and facilities.

The percentage of schools by level of education (primary education) with access to the given facility or service

Electricity: Regularly and readily available sources of power (e.g. grid/mains connection, wind, water, solar and fuel-powered generator, etc.) that enable the adequate and sustainable use of ICT infrastructure for educational purposes.

Internet for pedagogical purposes: Internet that is available for enhancing teaching and learning and is accessible by pupils. Internet is defined as a worldwide interconnected computer network, which provides pupils access to a number of communication services including the World Wide Web and carries e-mail, news, entertainment and data files, irrespective of the device used (i.e. not assumed to be only via a computer) and thus can also be accessed by mobile telephone, tablet, PDA, games machine, digital TV etc.). Access can be via a fixed narrowband, fixed broadband, or via mobile network.

Computers for pedagogical use: Use of computers to support course delivery or independent teaching and learning needs. This may include activities using computers or the Internet to meet information needs for research purposes; develop presentations; perform hands-on exercises and experiments; share information; and participate in online discussion forums for educational purposes. A computer is a programmable electronic device that can store, retrieve and process data, as well as share information in a highly-structured manner. It performs high-speed mathematical or logical operations according to a set of instructions or algorithms.

Computers include the following types: -A desktop computer usually remains fixed in one place; normally the user is placed in front of it, behind the keyboard; – A laptop computer is small enough to carry and usually enables the same tasks as a desktop computer; it includes notebooks and netbooks but does not include tablets and similar handheld devices; and – A tablet (or similar handheld computer) is a computer that is integrated into a flat touch screen, operated by touching the screen rather than using a physical keyboard.

Adapted infrastructure is defined as any built environment related to education facilities that are accessible to all users, including those with different types of disability, to be able to gain access to use and exit from them. Accessibility includes ease of independent approach, entry, evacuation and/or use of a building and its services and facilities (such as water and sanitation), by all of the building’s potential users with an assurance of individual health, safety and welfare during the course of those activities.

Adapted materials include learning materials and assistive products that enable students and teachers with disabilities/functioning limitations to access learning and to participate fully in the school environment.

Accessible learning materials include textbooks, instructional materials, assessments and other materials that are available and provided in appropriate formats such as audio, braille, sign language and simplified formats that can be used by students and teachers with disabilities/functioning limitations.

Basic drinking water is defined as a functional drinking water source (MDG ‘improved’ categories) on or near the premises and water points accessible to all users during school hours.

Basic sanitation facilities are defined as functional sanitation facilities (MDG ‘improved’ categories) separated for males and females on or near the premises.

Basic handwashing facilities are defined as functional handwashing facilities, with soap and water available to all girls and boys.

The number of schools in a given level of education with access to the relevant facilities is expressed as a percentage of all schools at that level of education.

4.a.1 indicator formula

The indicator measures the existence in schools of the given service or facility but not its quality or operational state.

For every child to learn, UNICEF has eight key asks of governments:

  • A demonstration of how the SDG 4 global ambitions are being nationalized into plans, policies, budgets, data collection efforts and reports.
  • A renewed commitment to education to recover learning losses and manage impacts of COVID-19.
  • The implementation and scaling of digital learning solutions and innovations to reimagine education.
  • Attention to skills development should be a core component to education.
  • Focus to provide quality education to the most vulnerable – including girls, children affected by conflict and crisis, children with disabilities, refugees and displaced children.
  • A continued commitment to improving access to pre-primary, primary and secondary education for all, including for children from minority groups and those with disabilities.
  • A renewed focus on learning outcomes and their enablers, including learning in safe and adequate environments, support by well-trained teachers and structured content.
  • The implementation of SDG-focused learning throughout schools to raise awareness and inspire positive action.

Learn more about  UNICEF’s key asks for implementing Goal 4

See more Sustainable Development Goals

ZERO HUNGER

GOOD HEALTH AND WELL-BEING

QUALITY EDUCATION

GENDER EQUALITY

CLEAN WATER AND SANITATION

AFFORDABLE AND CLEAN ENERGY

DECENT WORK AND ECONOMIC GROWTH

REDUCED INEQUALITIES

CLIMATE ACTION

PEACE, JUSTICE AND STRONG INSTITUTIONS

PARTNERSHIPS FOR THE GOALS

Published on Education for Global Development

The six a’s of quality education, harry a. patrinos, eduardo velez bustillo, catherine yan wang, this page in:.

presentation on quality education

Education systems reforms are needed in many countries to turn the tide. In a recent article , we propose the following as six necessary components (referred to as the 6A’s ) to achieve such reforms:

  •  Assessment . Benchmarks and benchmark-based assessments are the cornerstone of education planning and reform aiming to improve quality. Countries that are unable to determine where their education system stands currently will find it difficult to make improvements or to reach their goals. One example of success in this area can be found in Jordan, where use of international tests for benchmarking and the use of feedback loops led to impressive gains.    
  • Autonomy . Empowering schools will determine quality improvements. This includes giving them ownership, resources, and voice while enhancing school competitiveness. Across Australia, Canada, Finland, Japan and Korea – the five OECD countries with both an above-average student performance in science and a below-average impact of socio-economic background on student performance – 80% of 15-year-olds are in schools which report competing with one or more other schools in the area for students. Students in districts with 85% of schools competing with other schools tend to perform better. Autonomy’s potential for transforming education systems depends on whether increased autonomy is accompanied by enhanced accountability mechanisms.  
  •  Accountability . As mentioned, autonomy and accountability are closely related. Accountability increases time on task and academic achievement. As decision-making power is redistributed, local authorities, school principals, teachers, and students are given new responsibilities for resource deployment and school activities. In an autonomy-based structure, school principals are held accountable to municipal authorities for (efficient) use of financial resources. Likewise, school principals are held accountable to both parents and local authorities for improving the learning environment and outcomes. An accountability-based system usually entails a shift of decision-making authority from the government to the community, which is represented by school governing boards and integrated by teachers, parents, and community members. In the United Kingdom in 1988, the government gave public secondary schools the option of removing local education authority control and becoming autonomous grant-maintained (GM) schools. GM schools were funded by a new agency but were owned and managed by the school governing body, a new 10-15 member entity composed of the head teacher, as well as teacher and parent representatives. Research finds large achievement gains at schools that voted for GM.  
  • Attention to teachers . Studies across the world show that a good teacher–one that adds value to the learning process– can be effective in helping students to improve their learning outcomes. The top-performing school systems recruit their teachers from the top third of each graduate cohort: top 5% in South Korea, top 10% in Finland, and top 30% in Singapore and Hong Kong SAR, China. This screening helps to ensure that teachers possess the skills and knowledge necessary to be effective educators. Additionally, in-service training helps teachers to maintain those skills.   
  • Attention to early childhood development . Early childhood development (ECD) may be the most cost-effective educational investment. Empirical evidence demonstrates that quality ECD interventions increase educational success and adult productivity, and decrease public expenditures later on. A study in Jamaica found that children in a treatment group, whose mothers were taught ways in which to promote cognitive, physical, and emotional development during their child’s early years, earned on average 42% more as young adults than children in the control group who did not receive these benefits.  
  • Attention to culture . Culture is important and often neglected. The use of the mother tongue as the language of instruction is one cultural area frequently disputed in many countries. For some, the topic has political overtones, for others it can be associated with religious values, and still for others costs are used as an excuse for opposition. In many countries, a significant number of students do not speak the national language in the home, which has practical implications for education. We, and others, have found that schools using mother tongues as the language of instruction have higher attendance and promotion rates, and lower repetition and dropout rates. This trend has specifically been noted in the case of indigenous peoples in Guatemala . Students also better learn their national language by the end of basic education if they first become literate in their mother tongue.

  Follow the World Bank education team on Twitter: @WBG_Education  

هاري باترينوس

Senior Adviser, Education

Eduardo Velez Bustillo's picture

Consultant, Education Sector, World Bank

Catherine Yan Wang's picture

valuable summary& advice

I read six A`s in education like 6 Ps important in Business It is really comprehensive and concrete for education section Thanks

A great and direct piece of information. Hats off to the author for gathering so specific and spot on information. the applause in the comments do the justice. Great piece of information.

We appreciate all that points put forward for quality education. Though native language is still under rated at top schools, students understand things better and clear in their mother tongue and this fact remains hidden and uncared.

Agreed. Thank you

Excellent summary of the key variables affecting education quality. I downloaded the original paper using the link in the second paragraph; I found it very interesting, especially in the presentation of a new path to education quality. I wish, however, that in the area of assessments the authors had discussed in more detail the use of Early Grade Reading Assessment and Early Grade Math Assessment, which have proven to be extremely effective in promoting the acquisition of basic skills by students in grades 1-3. Paying too much attention to PISA or TIMSS may be too late for many countries where the main problem lies in the early grades. I also would like to recommend paying attention to school leadership, especially the managerial and leadership role of principals. However, these two issues can be easily incorporated into the conceptual framework developed by the authors.

Valid comment. In fact, in our graduate seminars at several universities world-wide (USA, China and Japan), we are including Early Grade Reading Assessment (EGRA) as an important topic. We agree that it is a critical instrument to improve the monitoring of quality of education and eventually accountability in the system. Thank you.

I think this is a very useful article of offers rich insights into what could be done. Of course the ingredients for success in any education system particularly in developing countries include Assessment, Autonomy (often underestimated), accountability, teachers, Early Childhood Education (ECD) as well as culture. We found in South Africa that accountability, attention to teachers and assessment as yielded positive outcomes in the system. The investment in ECD has been well documented and there is enough evidence to suggest that in disadvantaged contexts school must compensate for poverty. The challenge that faces many developing countries is poverty. Compensatory programmes that increases vocabulary and bridges the class divide is pivotal for the succcess of the education system. If there is no catch up in the formative years of schooling the gulf widens in the intermediate and senior phases of schooling. Research suggests that if a child does not learn to read by the age of 8 they will most likely drop out of schooling. There is no point in spending substantial amounts of money in developing education systems if the issues concerning developmental lags are not addressed in the early years. Most children in a developing country come out of homes where there is a limited or no print culture. These children are not read to sufficiently and traditionally education has had very little value in working class homes since many of the adults have not benefitted from education systems. At a global level we have to focus on they young children that enter schools. Irrespective of the sopthisticated mechanisms that are put into place at a secondary level, little progress will be achieved if oral language developing, reading programmes and self esteem issues are not fast tracked through sound developmental programmes. As an individual who grew up in tough neighourhoods I had to fast track my reading programme, self development programme and a number of other areas to advance. The education discourse that I was exposed to me taught me the value of education from secondary school since I wanted to succeed despite the odds. Unfortunately this is not the case for many children who become victims of class.

Dear Sigamoney, Thank you for the comments. You are correct to point out that it is imperative indeed to focus on gaps early on and that early reading is a key outcome. Best regards, Harry

While I personally agree the six A's are important, I wonder whether we should think about them as all necessary or more of a menu countries can pick from. In other words, can a country achieve sufficient improvements by prioritizing 2 or 3 A's or is that not possible?

Ariel, that's a good question. While we believe that all 6 are important, there are different ways to achieve excellent performance and different countries may have different paths. That remains a task for future research. But no system will improve without adequate attention to information -- Assessment. After all, you can't get to where you want to be if you don't know where you are. Thank you, Harry

I read these 6 A's with a great interest and I would like to make a little comment on the #4 and #6, which seem to be the key elements for me in education. The key actors are the learners and the teachers. Obviously the latter need quality training to acquire to meet the requirements of good teaching. But once recruited as the best, how many are continually getting trained to update their knowledge? We must bear in mind that our world is undergoing dramatic speed changes with the progress of technologies.So there is a need for adaptation, hence teachers should be trained to follow this trend and feel at ease in their profession of educators. The other important actor I want to refer to is the learner. The kids who are massively enrolled to comply with the World Bank educational policy in developing countries for example. How effectively can they learn and progress if they are 100 or more (in the worse cases) in the same class with just one or two instructors? When most of them do not speak the teaching language that they have to learn during the 5 first years of school. We can help them learn maybe better if we refer to their first language or their communicative language. Learning make more sense to them because they will feel being part of the process. The experience of Guatemala could be a best practice to extend to other countries sharing the same contextual realities.

Thank you. Teacher policy is important and we need to continuously support teachers to adapt, stay fresh, and keep focused.

Studies across the world shows that a good teacher can add value to the learning process which can be effective in helping students to improve their learning outcomes and skills

These are very important information for the organization and teachers to follow during thier teaching , thanks for sharing with us. We got enough information and we will practically get benefit from your information

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SDG Resources for Educators - Quality Education

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presentation on quality education

Education is the process of facilitating learning or the acquisition of knowledge, skills, values, beliefs and habits. Quality education specifically entails issues such as appropriate skills development, gender parity, provision of relevant school infrastructure, equipment, educational materials and resources, scholarships or teaching force.

Enrolment in primary education in developing countries has reached 91% , but 57 million children still remain out of school. More than half of children who are not enrolled in school live in sub-Saharan Africa. An estimated 50% of out-of-school children of primary school age live in conflict-affected areas. 103 million youth worldwide are still illiterate, and more than 60% of them are women. 

Why Education is crucial to achieving SDG-4

Education is at the root of this SDG, which aims to ensure education for all, starting from basic education. Specific objectives include providing more opportunities for technical and vocational training to youth and adults so they can get better jobs; ending inequality in educational opportunities between men and women; providing the right education for children with disabilities, indigenous people and victims of conflict; improving school facilities to provide a safe and positive environment for everyone; increasing the number of trained and qualified teachers and promoting education for sustainable development. ( Access  to Learning objectives for SDG-4 )

Early Childhood Care and Education

  • At this stage, stimulating learning spaces and environments contribute to unleash the learners’ potential in creative representation, through drawing, painting, role play or modelling activities. They learn to initiate social relations while making plans and taking decisions, solving problems encountered in play activities, expressing feelings and being sensitive to others. ( Access Educational materials here )

Primary Education

  • At this level, learners are introduced to the SDGs as a set of targets with the aim of ending extreme poverty for everyone and of tackling problems related to climate change. They adopt a critical and engaged approach towards learning, thereby valuing quality education for all. ( Access Educational materials here )

Secondary Education

  • At this level, learners learn about sustainable development and sustainable lifestyles. They are capable of analyzing, evaluating and synthesizing complex issues and of applying learning in new contexts. At the same time, they appreciate the advantages of co-operating to pursue a common goal. ( Access Educational materials here )

presentation on quality education

Pedagogical Resources

  • Advocacy Kit For Promoting Multilingual Education – Including The Excluded  - This kit advocates making education systems more responsive to cultural diversity. It provides important insights into the value of mother tongue-based multilingual education, which respects the rights of children.
  • Early Childhood Care And Education (ECCE) - These UNESCO technical Notes are meant to serve as practical information on each topic.
  • Myths And Misconceptions About The Convention On The Rights Of The Child - This booklet breaks down some of the common myths and misconceptions about children’s rights which UNICEF has come across in our work with teachers, parents and school communities through the Rights Respecting Schools Award.

Ideas for Classroom Activities

  • Children On The Move - This resource aims to build an understanding of what life is like for people forced to flee their homes, and to understand that migration has and continues to affect everyone.

Multimedia Educational Resources

  • Come Celebrate SDG 4 Quality Education With Patsy Peace & Eco Boys And Girls - Poster
  • Maths Garden - Video of students converting their school open area into a learning space

Get Inspired

  • Cambodia- Supporting Maternal and Child Health Improvement and Building Literate Environment (SMILE) - Page 51 - This programme works with women and children. It has strong links in the communities in which it operates. It aims to promote self-sufficiency and self-reliance in Cambodian communities and to advance women’s economic and social rights. The objectives are to improve women’s conditions with regard to education and health, to build a literate environment at home and in the community, and to improve the health of mothers and children.

presentation on quality education

  • Philosophy For Children Teachers Guide - This resource facilitates philosophical and critical thinking and discussion. Children generate discussions about poverty and suffering and become critical thinkers about the development process.
  • Chakra The Invincible - A comic adventure to support Sustainable Development Goal 4.
  • Pesach And Children’s Rights - This pack aims to provide pupils with an opportunity to explore the links between the Pesach theme of liberation, and the importance of human and children’s rights. Pupils further explore the values that underpin these rights.
  • Why Are So Many Children Still Not In School - This resource aims to: Explore issues about the lives of children that cannot go to school; Empathise with the circumstances of other children; Learn about the barriers to education that some children face.
  • A Multilingual Treasure Hunt - This resource aims to help students to experience a situation where they cannot find their way because they are unable to speak the language and empathise with refugees.
  • 2 Girls 2 Lives – 1 Goal Education For All - This film tells the story of 2 girls born on the same day in Johannesburg. One had the opportunity to go to school, the other did not.
  • Explore A Malawian School - A group of children from a primary school in Malawi was given a 360 camera so that they could show you around their school. Click on the video to see different directions – what similarities and differences from your school can you spot?
  • SDG 4 - 57 Million Children Out Of School - This video explains the relevance of data to get all children in school and learning by 2030.
  • New York City Department of Education 2013–2014 Sustainability Report - In light of NYC’s groundbreaking efforts through PlaNYC 2030 and the DOE’s strong commitment to sustainability practices in school buildings, the research team is exploring which schools are more likely to engage with teaching and learning of environmental issues through a partner programme, such as global climate change, community gardening, etc. The DOE and the research team at Teachers College believe that ensuring all schools, regardless of social background, have the opportunity to engage their students with ESE programmes is not only important, but also in line with the inspiring idea of a sustainable future in our city and schools.

presentation on quality education

  • UNESCO Roadmap For Implementing The Global Action Programme On Education For Sustainable Development - The Global Action Programme and its Roadmap are aimed at governments, civil society organizations, the private sector, media, the academic and research community, and all other that facilitate and support learning and training.
  • Quality Education: Why It Matters - Technical Note presenting SDG 4, why education matters, how it enables people to get better jobs and lives, progress on education over the last years and where people are struggling the most to have access to education.
  • Education Can Transform The World - This resource aims to: Understand the power of education for transforming lives; Know that not everyone has the same access to education; Practice persuasive writing techniques; Advocate for equal access to education for everyone.
  • A Multilingual Treasure Hunt - This resource aims to help students to experience a situation where they cannot find their way because they are unable to speak the language and empathise with situations that other find themselves in.
  • SDG 4 Quality Education For The World We Want - Video about the importance of quality education, for the world we want.
  • SDG 4 Sustainable Development Begins With Education - This video presents the need for citizenship to ensure quality education for all.
  • Educating The Next Generation Of A Madagascar Family - One million are out of school in Madagascar. However, Lantonirina, 11, is focused on finishing school and dreams of becoming a teacher. Her mother and sister married young and had to leave school, so she is determined to break the cycle.
  • Reaching out to the less fortunate- Athlone High School (public secondary) - Page 19 - At the foundation of sustainable development lies solidarity, taking an interest in others and sharing knowledge, resources, and affection. In order to sensitize students to the needs of others and encourage them to lend support, visits were made to three places in the community: an orphanage (the Christine Revell Home), a camp of squatters and a home for the elderly. In each place students demonstrated empathy and solidarity. Under the slogan “Think BIG/ACT small”, they brought toiletry items for children in the orphanage, they interviewed squatters and listened to their needs and they entertained the elderly with songs and talks. The entire school collected items to be donated. Research was undertaken and comparative charts were produced showing persisting inequalities with regard to gender and social levels.

presentation on quality education

British Council

Quality education for all children.

presentation on quality education

" When someone takes away your pens, you realise quite how important education is ." Malala Yousafzai

Why do we go to school? What is the point of education? And why is it that some children in the world can’t go to school? We examine these questions and issues in the Quality Education for all Children teaching resource.

We also look at what we can do to improve the situation. In the last few lessons, you will work with your class creating a plan to enable and empower your students to take action.

With templates, powerpoint slides and learning outcomes to inform and support your teaching, the pack covers a range of relatable topics including:

•Why some children can’t go to school

•How Malala Yousafzai became a symbol of children’s right to education.

•The challenges faced by refugee children to get an education

The activities connect to a variety of curriculum areas including English, social studies, geography, languages or art and design.

With 10 lessons of activities, the Quality Education for all Children programme helps you to develop your pupils' core skills around the areas of collaboration, communication, citizenship and leadership.

The pack is designed to be used with or without an overseas partner and was inspired by the UN’s Sustainable Development Goal 4 which aims to ‘ ensure inclusive and equitable quality education and promote lifelong opportunities for all .’ 

presentation on quality education

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Defining and measuring the quality of education

Strategic_seminar1.jpg.

presentation on quality education

What is the quality of education? What are the most important aspects of quality and how can they be measured?

These questions have been raised for a long time and are still widely debated. The current understanding of education quality has considerably benefitted from the conceptual work undertaken through national and international initiatives to assess learning achievement. These provide valuable feedback to policy-makers on the competencies mastered by pupils and youths, and the factors which explain these. But there is also a growing awareness of the importance of values and behaviours, although these are more difficult to measure.  

To address these concerns, IIEP organized (on 15 December 2011) a Strategic Debate on “Defining and measuring the quality of education: Is there an emerging consensus?” The topic was approached from the point of view of two cross-national surveys: the OECD Programme for International Student Assessment (PISA) and the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)*.

Assessing the creativity of students

“Students’ capacity to extrapolate from what they know and apply this creatively in novel situations is more important than what the students know”, said Andreas Schleicher, Head of the Indicators and Analysis Division at the Directorate for Education, OECD, and in charge of PISA. This concept is reflected in current developments taking place in workplaces in many countries, which increasingly require non-routine interactive skills. When comparing the results obtained in different countries, PISA’s experience has shown that “education systems can creatively combine the equity and quality agenda in education”, Schleicher said. Contrary to conventional wisdom, countries can be both high-average performers in PISA while demonstrating low individual and institutional variance in students’ achievement. Finally, Schleicher emphasized that investment in education is not the only determining factor for quality, since good and consistent implementation of educational policy is also very important.

The importance of cross-national cooperation

When reviewing the experience of SACMEQ, Mioko Saito, Head a.i of the IIEP Equity, Access and Quality Unit (technically supporting the SACMEQ implementation in collaboration with SACMEQ Coordinating Centre), explained how the notion of educational quality has significantly evolved in the southern and eastern African region and became a priority over the past decades. Since 1995, SACMEQ has, on a regular basis, initiated cross-national assessments on the quality of education, and each member country has benefited considerably from this cooperation. It helped them embracing new assessment areas (such as HIV and AIDS knowledge) and units of analysis (teachers, as well as pupils) to produce evidence on what pupils and teachers know and master, said Saito. She concluded by stressing that SACMEQ also has a major capacity development mission and is concerned with having research results bear on policy decisions.  

The debate following the presentations focused on the crucial role of the media in stimulating public debate on the results of cross-national tests such as PISA and SACMEQ. It was also emphasized that more collaboration among the different cross-national mechanisms for the assessment of learner achievement would be beneficial. If more items were shared among the networks, more light could be shed on the international comparability of educational outcomes.

* PISA assesses the acquisition of key competencies for adult life of 15-year-olds in mathematics, reading, and science in OECD countries. SACMEQ focuses on achievements of Grade 6 pupils. Created in 1995, SACMEQ is a network of 15 southern and eastern African ministries of education: Botswana, Kenya, Lesotho, Malawi, Mauritius, Mozambique, Namibia, Seychelles, South Africa, Swaziland, Tanzania (Mainland), Tanzania (Zanzibar), Uganda, Zambia, and Zimbabwe

  • 4 lessons on the sustainable use of digital technology for transforming education 12 February 2024
  • Learning for lasting peace: International Day of Education 24 January 2024
  • Education in emergencies: A roadmap for data-driven resilience 19 January 2024
  • PISA Website
  • Andreas Schleicher's presentation pdf, 2.3 Mo
  • Mioko Saito's presentation pdf, 1.6 Mo

Michaela Martin

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What makes a quality education?

presentation on quality education

.chakra .wef-1c7l3mo{-webkit-transition:all 0.15s ease-out;transition:all 0.15s ease-out;cursor:pointer;-webkit-text-decoration:none;text-decoration:none;outline:none;color:inherit;}.chakra .wef-1c7l3mo:hover,.chakra .wef-1c7l3mo[data-hover]{-webkit-text-decoration:underline;text-decoration:underline;}.chakra .wef-1c7l3mo:focus,.chakra .wef-1c7l3mo[data-focus]{box-shadow:0 0 0 3px rgba(168,203,251,0.5);} Claire Boonstra

presentation on quality education

.chakra .wef-9dduvl{margin-top:16px;margin-bottom:16px;line-height:1.388;font-size:1.25rem;}@media screen and (min-width:56.5rem){.chakra .wef-9dduvl{font-size:1.125rem;}} Explore and monitor how .chakra .wef-15eoq1r{margin-top:16px;margin-bottom:16px;line-height:1.388;font-size:1.25rem;color:#F7DB5E;}@media screen and (min-width:56.5rem){.chakra .wef-15eoq1r{font-size:1.125rem;}} Sustainable Development is affecting economies, industries and global issues

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Stay up to date:, sustainable development.

What constitutes a quality education? Today, quality is most often measured through the OECD’s PISA (Programme for International Student Assessment) standardized tests – and countries are ranked accordingly. The higher on that list, the better your education would be. But do these results and rankings still relate to what really matters today – and tomorrow?

At first glance, the relationship between PISA and economic performance doesn’t seem too hard to pinpoint. Correlations between high PISA rankings and “hard” variables such as GDP, performance, productivity – these are easy enough to draw up. But if we agree that the success of modern-day economies is based on more than children’s ability to read, write and do maths, what other variables might we draw up and how might we assess their presence? If we also agree that societies are more than just their economic performance, what of instruments such as GDP and PISA?

SDGs

Preparing children for life

The rapid changes we’re experiencing in our societies are having a substantial impact on the likelihood that our children will find a satisfying path when they are older. Our life expectancies are rising dramatically. Rather than pinpointing the single role they’ll play, children may have to prepare for a series of roles, more so than we have so far been used to.

The meaningful discussion I believe we should engage in thus goes beyond the mere necessity of finding a job. Should an education prepare us for a single job to last our entire career, or might it take into account the sequence of professional roles that is becoming more commonplace?

Does one mould fit all?

Each developing child passes through our school system to reach their full potential as an adult in society. The current version of our education system requires each child to be measured against the same standards. We must all fit these particular norms, fit that particular mould, strive to meet those specific criteria. Are we not wasting an awful amount of potential and harming both ourselves and society? Wouldn’t developing the full and infinite potential of each person be the preferable route to take, for each individual as well as humanity? What if we could use all our existing knowledge on learning and developments in technology to find a solution that matches the natural diversity in talents with the infinite array of different roles?

Artificial employees

We are entering an age where computers, robots and artificial intelligence will start to outperform humans in skills we score children against today: computation, applied writing, organization and assembly, rote memorization, decision-tree-based problem solving. Replacing humans in such jobs makes as much economic sense as the replacement of horses by cars once did. In healthcare, in retail, in the services industry, this is already happening and there is every reason to believe it will continue.

Roles likely to avoid such robotization for some time yet are those that revolve around the precise traits that make us unmistakably human: inventiveness, creativity, empathy, entrepreneurialism, intuition, lateral thinking, cultural sensitivity, to name a few. What if we gave these more emphasis in schools? Who is going to programme the robots?

Policy changes vs. fundamental review

Changes at the policy level are a constant for our schools and our teachers are right to sigh at yet another shift. Changes in recent years seem to have been mostly directed at the what and the how of education, rather than the more fundamental question: what is it for? That is the broad, deep and fundamental discussion I would very much like to see happening: what should be the purpose of our education, if a substantial portion of our children will soon have more than 100 years to spend in societies that are changing rapidly?

It’s up to each of us to find our own answers to these questions: individuals, schools and also governments, in creating the wider conditions for their citizens. There may be no correct or ideal answers, just like there are no ‘ideal’ political standpoints. But we must try to answer them, to determine a course for the compass.

Five attempts at an answer

After several years of asking these questions in various national and international forums, I’ve come to the conclusion that education has five key goals:

  • To unleash the infinite potential of humanity. A substantial potential remains unused in people, simply because current curricula and testing bodies lack the means to address it. Imagine the benefits of an education system that helps students reach their full potential? Imagine the effect such students might have on our societies?
  • To learn how to apply oneself as an instrument towards lifelong value. Post-war generations went to work where they could. In contrast, recent generations have learned to do what they enjoy. Bridging the two tendencies, we might teach children how they matter and impart a sense of self-appreciation in a societal context. Ask them what are their core strengths, their talents and interests, and how they will put these to use for society?
  • To learn how to shape the future. Rather than preparing children for the future – which is rather passive and arguably impossible to do, as we don’t know how history will develop – we might teach children how they may have an influence on society; how they may shape, design, develop, articulate, make and programme ideas and things.
  • To understand and master the conditions for peace. Conflict resolution, clear interpersonal communications, empathy and intercultural understanding may well be crucial traits of our societies if they are to stay liveable, both in the context of our increasingly culturally diverse societies as well as the everyday school and work environment.
  • To learn how to be healthy and happy. Taking proper care of one’s body and discovering the drivers of one’s general well-being are essential skills to succeed at life. Schools might help students find a good balance between effort, exercise and relaxation, and to define their personal priorities in life.

This is not a debate for politicians and civil servants alone. Every single one of us is a decision-maker when it comes to education. None of us should debate how a quality education is best provided to children or how such quality is best assessed if we haven’t first asked ourselves: what is quality education in the first place?

Have you read? 5 reasons why we need to reduce global inequality Why gender equality will make or break the Global Goals

Author: Claire Boonstra is the co-founder of tech start-ups, founder of Operation Education and a Young Global Leader

Guest editor of this series is Owen Gaffney, Director, International Media and Strategy, Stockholm Resilience Centre and Future Earth

Image: Children sit inside a classroom on their first day of school at Shimizu elementary school in Fukushima, northern Japan April 6, 2011. REUTERS/Carlos Barria

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Quality Education

Sep 01, 2014

210 likes | 582 Views

Quality Education. Lizardo’s Process. Lizardo Toledo Peña Seccion One IEL Task 4: Education. W hich is the education we've been learning?. Education. Culture. Identity. Social Movements. What is quality?. Government. Students. Author. and.

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Quality Education Lizardo’sProcess Lizardo Toledo Peña SeccionOne IEL Task 4: Education

Which is the education we've been learning?

Education Culture Identity Social Movements

Whatis quality? Government Students

Author and It's complex and open, I define quality education as one that provides opportunities of development to children and young people, equally and in a wider sense even of what the curricula can define. I also think that quality is wider than SIMCE. Quality also is talking of useful processes, not just products. Me Gonzalo Muñoz Stuardo Sociologist

http://www.sebastianpinera.cl/blog/todos-por-una-educacion-de-calidad-para-todos http://www.sebastianpinera.cl/blog/todos-por-una-educacion-de-calidad-para-todos http://www.gob.cl/2014/05/30/presidenta-destaco-la-necesidad-de-un-sistema-de-educacion-publica-de-calidad-para-alcanzar-el-desarrollo/ http://caae.cl/wp-content/uploads/2013/08/Propuesta-CONFECH-1.pdf http://medicina.udd.cl/unidad-calidad/noticias/2013/05/02/gonzalo-munoz-stuardo-%E2%80%9Ccalidad-en-la-educacion-es-hablar-de-buenos-procesos-no-solo-de-buenos-productos%E2%80%9D/

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COMMENTS

  1. Quality Education

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    QUALITY EDUCATION: WHY IT MATTERS What is the goal here? Ensure inclusive and qual-ity education for all and promote lifelong learning. Why does education matter? Education is the key...

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    Quality education specifically entails issues such as appropriate skills development, gender parity, provision of relevant school infrastructure, equipment, educational materials and resources, scholarships or teaching force. Enrolment in primary education in developing countries has reached 91%, but 57 million children still remain out of school.

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