UNESCO Institute for Statistics’ Post

The Assessment for Minimum Proficiency Levels (#AMPL), a new tool to support countries in monitoring learning progress towards achieving #SDG4, developed by the UNESCO Institute for Statistics, in partnership with the Australian Council for Educational Research and funded by the Bill & Melinda Gates Foundation, aims to align national and cross-national assessment programs with a single set of global standards in mathematics and reading. Learn more in the #WorldEducationBlog, focusing on how AMPL helps develop the capacity of countries to measure education outcomes: https://bit.ly/about-ampl #Data4Education

In the latest #WorldEducationBlog, Manos Antoninis, #GEMReport Director, delves into the critical importance of monitoring SDG indicator 4.1.1a (minimum proficiency in reading and mathematics) and its role in advancing inclusive education worldwide. Manos Antoninis discusses the challenges countries face in reporting on this indicator and explores alternative assessment methods proposed by various organizations. He emphasizes the need for assessments that not only generate data for global reporting but also serve the specific education development needs of individual countries. ➡️ Read the full blog to gain valuable insights into the way forward for #SDG indicator 4.1.1a and how it can better support countries in achieving their education goals: https://bit.ly/43w6dJv

The National Achievement Test is a nationwide assessment that helps us understand student learning and identify areas to strengthen our education system. Given to students in grades 4 and 8, the results of the test are used to identify areas where students are excelling and areas where they need more help. This information can be used by educators, parents, communities, and policymakers to improve education programs and resources. #NAT2023 #EducationMatters #EducationForAll #DataForEducation Ministry of Federal Education and Professional Training | Cambridge Partnership for Education | The World Bank | UNESCO Institute for Statistics | Foreign, Commonwealth and Development Office

Measuring progress towards #SDG4 requires learning data to assess and define minimum proficiency in education. 📊 Check out #WorldEducationBlog focusing on the challenges and solutions in measuring progress towards SDG 4: https://bit.ly/3HQVTBH #Data4Education UNESCO Institute for Statistics

62% of students should be completing upper secondary education according to 2025 national benchmarks. However, only 54% are actually doing so. Delve deeper into the insights of the #SDG4Scorecard report by #GEMReport and the UNESCO Institute for Statistics: https://lnkd.in/eYnpG6He #Data4Education

🌍UNESCO Conference on #Education #Data and #Statistics is the first international event dedicated to establishing a collaborative platform for ongoing dialogue and mutual learning among education statisticians.   This inaugural conference marks a significant milestone as the first-ever regular, open forum in the field of education statistics, where we delve into pressing questions regarding the present and future of internationally comparable data.   Organized by the #UNESCO Institute for Statistics (UIS), in collaboration with UNESCO's Education Sector and the Global Education Monitoring Report, this Conference aims to reaffirm the vital role of Member States as primary agents for coordinating education data and statistics. The conference also seeks to foster international statistical cooperation, emphasizing the importance of collective efforts in shaping the landscape of education statistics.   *** 09:15 – 09:45 Opening of the Conference 09:45 – 10:30 Professor James Heckman, Henry Schultz Distinguished Service Professor of Economics & the Director of the Center for the Economics of Human Development, University of Chicago Winner of the Nobel Prize in Economics (2000) 10:30 – 11:30 High level panel               https://lnkd.in/dXabvsnj   #DataforEducation

The results are in. OECD’s PISA 2022 showcases a solid rise in terms of maths for England, but minimal change in reading and science. It is clear to see the impact that the pandemic has had on education, as results dropped for most countries afterwards, but England still held 11th in the world for maths out of 81 countries that took part. However, with fewer schools taking part the results may likely be overinflated for England, so academies are advising to treat the scores with ‘caution’ as they may not be entirely accurate. But what about wider student issues? Discover what else this report uncovered: https://lnkd.in/eaBvuwE8 #simplyeducation #OEDC #PISA #report #education

Are you interested in learning more about the equality, diversity and inclusion (EDI) data of social science students studying in the UK? Our EDI in the social sciences: summary data report draws on 2021/22 Higher Education Statistics Agency (HESA) data to present a top-level summary of EDI data for the social sciences, for both academic and teaching staff and for student populations in UK higher education. The report, produced as part of our collaborative EDI Project in partnership with our member learned societies and the ESRC: Economic and Social Research Council, acts as a resource to support further work in this area including discipline-level analyses to support EDI activities. Find out more ➡ https://lnkd.in/eE7t4V_b The EDI Project is a joint programme between The Academy of Social Sciences, its member social science societies and the Economic and Social Research Council (ESRC). The project aims to encourage and facilitate greater awareness of, and actions to support, EDI across member social science societies, by working together to share resources, learning and to maximise the potential to effect real and positive change. #socialscience #EDI

The #PISA 2022 report released on 12/05th/2023 by the #OECD , headquartered in Paris, France, assesses the performance of 15 years old pupils in 81 countries in fields such as mathematics or reading, aiming to integrate international programs. The report was largely commented in France, leading the French Minister of Education to propose measures to improve the global ranking of the country, like establishing the so-called 'level classes', which should be designed to leverage the most promising profiles or leading institutions and accompany the ones who need support to improve results. No indication about the provided ressources or investments within this second group is announced or fixed at this time. This trickle-down approach may not generate enough improvements for the France ranking, in the average in this survey, which covers 81 countries or institutions in the World, excluding large parts of Asia and Africa institutions. #ProgrammeforInternationalStudentAssessment #OrganisationforEconomicCooperationandDevelopment https://lnkd.in/dSmr3Gbi

📉 According to latest UCAS data, UK university applications are dropped third consecutive year. 😞 This drop is seen among UK school-leavers as well as international students, especially from key sectors. 💔 We must address this issue and support higher education! 🎓 #UKUniversities #HigherEducation #UCASData #EducationMatters #InternationalStudents #Decline #EducationCrisis #SupportEducation #FutureLeaders #EducationForAll #LetsFixThis #TogetherStronger