1,721,531 research outputs found
Sustainable Development Goal for Education cannot advance without more Teachers
Get PDFNew projections, released on World Teachers’ Day by the UNESCO Institute for Statistics (UIS), show that massive teacher shortages will continue to deny millions of children the right to primary education without renewed action. In the rush to get more teachers in classrooms, many countries are making difficult trade-offs in terms of the hiring of new recruits that can jeopardise the quality of education and the learning outcomes of generations to come
Adult and Youth Literacy
Get PDFThe report presents the latest available literacy data from the UNESCO Institute for Statistics (UIS). Globally, the number of people unable to read and write a simple sentence continues to fall, but trends vary considerably across regions and countries. To further explore the latest data, see the UNESCO eAtlas of Literacy, which features interactive maps and charts that can be shared and downloaded at http://on.unesco.org/literacy-ma
Reducing global poverty through universal primary and secondary education
Get PDFThe eradication of poverty and the provision of equitable and inclusive quality education for all are two intricately linked Sustainable Development Goals (SDGs). As this year’s High Level Political Forum focuses on prosperity and poverty reduction, this paper, jointly released by the UNESCO Institute for Statistics (UIS) and the Global Education Monitoring (GEM) Report, shows why education is so central to the achievement of the SDGs and presents the latest estimates on out-ofschool children, adolescents and youth to demonstrate how much is at stake. The out-ofschool rate has not budged since 2008 at the primary level, since 2012 at the lower secondary level and since 2013 at the upper secondary level. The consequences are grave: if all adults completed secondary school, the global poverty rate would be more than halved
Adult and Youth Literacy : National, regional and global trends, 1985-2015
Get PDFPresents data by the UNESCO Institute for Statistics (UIS) on adult and youth
literacy in 151 countries and territories from eight regions: Arab States, Central Asia, Central and Eastern Europe, East Asia and the Pacific, Latin America and the Caribbean, North America and Western Europe, South and West Asia, and sub-Saharan Africa. The document summarises the most recent literacy rates and estimates of the illiterate population, and presents historical trends since 1985 and prospects for 2015. For 18 countries, data based on an assessment of reading skills are provided. The analysis is accompanied by a description of UIS methodology in the field of literacy statistics, including the definition of literacy, data sources and calculation methods. A statistical annex contains six tables and 151 figures with literacy data
Learning Metrics Partnership: a capacity support and policy strengthening initiative to develop and use common learning metrics for mathematics and reading
Get PDFThe Learning Metrics Partnership (LMP) is a joint initiative of the UNESCO Institute for Statistics and the ACER Centre for Global Education Monitoring (ACER-GEM) to develop a set of nationally and internationally comparable learning metrics in mathematics and reading, and then to facilitate and support their use for monitoring purposes, in partnership with interested countries. This document outlines the LMP’s three-phase program that aims to develop and validate common learning metrics for reading and mathematics, and to support countries to report results of their assessment activities against these learning metrics. The key features of the program are fourfold: it accommodates results from a range of different assessments of learning outcomes; it yields high quality data that are nationally relevant and internationally comparable; it emphasises peer-to-peer capacity support and learning opportunities; and it has a strong focus on improving data use and policy interface
UNESCO Culture Statistics, 1995-2017
No full textAbstract copyright UK Data Service and data collection copyright owner.The UNESCO Culture dataset contains three tables:The UNESCO Cultural Employment table includes comparable data to monitor the contribution of culture to
economic and social development as well as the conditions of those
engaged in cultural activities.The UNESCO Institute for Statistics (UIS) Questionnaire on Feature Film
Statistics yields data including all key countries in the film industry.
The data provide a unique perspective on how different countries and regions are transforming traditional approaches to the art and industry of film-making, especially in video and digital formats. Key indicators focus on habits of film consumption by looking at the origin of films viewed, as well as the most popular films, based on the frequency of attendance. Other indicators focus on indoor cinemas per capita and average ticket price per capita, providing a good perspective on cinema infrastructure and access.The UNESCO International Trade in Cultural Goods table is built using
data from the UN Comtrade Database, which itself comprise of detailed
global trade data.</ol
The effect of varying population estimates on the calculation of enrolment rates and out-of-school rates
Get PDFEnrolment rates are calculated by the UNESCO Institute for Statistics (UIS) from a combination of i) enrolment figures provided by Member States; and ii) population estimates from the UN Population Division. Using different population estimates in the calculation can result in varying enrolment rates and out-of-school rates. Moreover, the biennial revisions of UN population estimates have a direct effect on estimates of the rate and the number of out-of-school children, both past and present. If an accurate estimate of the population of a country is difficult to ascertain, determining the exact rate and number of out-of-school children within such country becomes a challenging task. Primary, lower secondary and upper secondary out-of-school rates are key thematic indicators of the UN Sustainable Development Goal 4 (SDG 4), which aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” Precise estimates for these indicators are essential so as to ensure that initiatives seeking to increase enrolment are directed at the correct target groups, and in order to guarantee that investments in the education sector are effective and efficient. The present work, therefore, entails an in-depth analysis and comparison of enrolment estimates, as well as of the rate and number of out-of-school children (OOSC) for primary and lower secondary school cohorts, followed by an explanation of observed differences and recommendations for improved assessment of school participation
UNESCO Culture Statistics, 1995-2017
No full textAbstract copyright UK Data Service and data collection copyright owner.The UNESCO Culture dataset contains three tables:The UNESCO Cultural Employment table includes comparable data to monitor the contribution of culture to economic and social development as well as the conditions of those engaged in cultural activities.The UNESCO Institute for Statistics (UIS) Questionnaire on Feature Film Statistics yields data including all key countries in the film industry. The data provide a unique perspective on how different countries and regions are transforming traditional approaches to the art and industry of film-making, especially in video and digital formats. Key indicators focus on habits of film consumption by looking at the origin of films viewed, as well as the most popular films, based on the frequency of attendance. Other indicators focus on indoor cinemas per capita and average ticket price per capita, providing a good perspective on cinema infrastructure and access.The UNESCO International Trade in Cultural Goods table is built using data from the UN Comtrade Database, which itself comprise of detailed global trade data.</ol
Education and Disability
Get PDFThe notion of equity is at the heart of the Sustainable Development Goals, including SDG 4 on education. Analysis of disparities linked to disability has long been a challenge due to a scarcity of reliable and comparable data. To address this problem, the Washington Group on Disability Statistics has developed questions for household surveys that allow the collection and analysis of internationally comparable data on persons with disabilities. This fact sheet presents attendance rates and completion rates disaggregated by disability status based on data from Demographic and Health Surveys that applied the questions recommended by the Washington Group. The findings of the analysis by the UNESCO Institute for Statistics (UIS) confirm that persons with disabilities are more likely to be out of school or to leave school before completing primary or secondary education. The fact sheet also summarises plans by the UIS for future data analysis and ctivities in standard setting to strengthen the evidence base for monitoring of SDG 4 and the design of education policy
Data to Nurture Learning : SDG 4 Data Digest 2018
Get PDFAccording to new estimates from the UNESCO Institute for Statistics (UIS), more than 617 million children and adolescents are not be able to read or handle mathematics proficiently. About two-thirds of these children and youth are in school, some of them dropping out before reaching the last grade of the cycle (UIS, 2017g). This highlights the critical need to improve the quality of education while expanding access to ensure that no one is left behind. Not only is the learning crisis alarming from a national, social and economic perspective, but it also threatens the ability of individuals to climb out of poverty through better income-earning opportunities. Greater skills not also raise their potential income, but welleducated individuals are also more likely to make better decisions – such as vaccinating their children– and educated mothers are more likely to send their own children to school. The learning crisis is, simply, a massive waste of talent and human potential. For this reason, many of the global goals depend on the achievement of Sustainable Development Goal 4 (SDG 4), which demands an inclusive and equitable
quality education and the promotion of “lifelong learning opportunities for all”. UIS data suggest that the numbers are rooted in three common problems. First, a lack of access, with children who are out of school having little or no chance of reaching a minimum level of proficiency; second, failure to keep every child on track and proceeding through the system on time and retaining them in school; and third, the issue of the quality of education and what is happening within the classroom itself
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