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Status of SDG4 indicators and regional monitoring mechanism
South Asia regional workshop on education expenditure data collection and processing
20 - 24 May 2016Bangkok, Thailand
Shailendra SigdelStatistical Advisor for South Asia
UNESCO Institute for Statistics UNESCO New Delhi
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122.2
756.6
32.6
386.3
26.7
51.1
0
10
20
30
40
50
60
0
100
200
300
400
500
600
700
800
Number of OOSC Number of illiterate
World South and West Asia South and West Asia (%)
Number of Out-of-School Children and adult illiterate number
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207.5
105.9
38.1
17.5
18.4 %
16.6%
15.5
16.0
16.5
17.0
17.5
18.0
18.5
0
50
100
150
200
Number of higher education student Number of higher Female student
World South and West Asia South and West Asia (%)
Number of tertiary education student in world and South and West Asia (in Million)
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7759
2204
299 57
3.9
2.6
0.0
0.5
1.0
1.5
2.0
2.5
3.0
3.5
4.0
4.5
0
1000
2000
3000
4000
5000
6000
7000
8000
9000
Number of researchers (FTE, in 000) Number of female researchers (in 000)
World South and West Asia South and West Asia (%)
Number and proportion of researchers by region
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47
359
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50
100
150
200
250
300
350
400
Inbound (enrolled, 000) Outbound (going, 000)
Inbound and outbound foreign student at tertiary level (in thousand)
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Education expenditure as % of GDP by country
4.8
2.0
5.9
3.8
3.0
5.2
4.7
2.5
1.6
0.0
1.0
2.0
3.0
4.0
5.0
6.0
AfghanistanBangladesh Bhutan India Iran Maldives Nepal Pakistan Sri Lanka
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Proposed levels of monitoring (UNSG*)
*UN Secretary General’s Synthesis Report, December 2014
NationalLink to national plan; consult national stake-holders; recognise context and address inclusion and broader learning goals
Global Focused set of globally comparable indicators based on clear criteria (10-15 indicators)
Thematic Broader set of indicators covers the range of sectoral priorities (43 indicators)
Regional Indicators to monitor frameworks validated by regional groupings (AU Education decades, EU2020)
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Monitoring and evaluation (M&E) at South and West Asia level
• All countries have clear M&E framework with measurable indicators and targets included in the plan
• Sub-sector included in the framework: Country wise
Sub-sectors included in the framework Countries under each sub-sector
1. Early Childhood care and education including pre-primary education Bhutan, Maldives, Pakistan, Nepal
2. Primary education Bhutan, Maldives, Sri Lanka, Pakistan Nepal, Afghanistan, India
3. Secondary education Bhutan, Maldives, Sri Lanka, Pakistan Nepal, Afghanistan
4. Higher education Bhutan, Maldives, India, Pakistan,
5. Technical and vocational education India, Maldives, Pakistan Nepal, Afghanistan
6. Non formal and informal education Bhutan, Sri Lanka, Pakistan, Nepal, Afghanistan
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Challenges for integration of the Education 2030 targets in national education sector planning and monitoring
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Challenges for integration of the Education 2030 targets in national education sector planning and monitoring
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Country Challenges What needs to be done to overcome these challenges
Afghanistan Insecurity in the country Lack of technical capacity at the decentralized level, Lack of required budget and resources,Instability in terms of political and economical
Provision of security all over the country, Provision of technical supports particularly at sub national level and National commitment and responsiveness at different levelsProvision of sustainable international funding, Stable national political and economic situation
Bhutan Financial Resource and Human ResourceIran There is no challenge. There are many similarities between Iranian
National Development Documents and Education 2030 Targets
Nepal Co-ordination with the line-ministries to prepare a holistic plan and monitoring (especially: ECCE, Non-formal education and TEVT related programme)
Eliminating the duplication in planning, resourcing and implementation by establishing the efficient co-ordination and one-door system of the resource allocation.
Maldives Co-ordination with the line-ministries to prepare a holistic plan and monitoring (especially: ECCE, Non-formal education and TEVT related programme)
Recently different modalities for conducting courses, to continue education, were introduced: e.g. block mode and e-learning
Pakistan Capacity Building of EMIS Technical Staff and Education Mangers on SDGs, Strengthening of overall implementation and monitoring mechanism among Federal and Provincial Governments
Sri Lanka Defining the national goals and set the targets Conduct Sector diagnosis covering all targets
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Data on sub-sectors of Education
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All countries have system to collect data on primary and secondary education.
All countries except Afghanistan have system to collect data on Early Childhood care and education including pre-primary education
All countries except for Maldives have system to collect data on higher education and non-formal and informal education.
Afghanistan, India, Pakistan, Nepal and Sri Lanka have system to collect data on Technical and vocational education.
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Technical and Financial Resources
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Nepal
Afghanistan, Pakistan, Sri
Lanka
Bhutan,
Maldives
yes no don’t know
Iran
Afghanistan, Pakistan, Nepal
Bhutan, Maldives
yes no don’t know
Are the financial resources in place involved in the data production are sufficient to cover /meet the country needs in terms of monitoring the SDG's Goals?
Are the technical resources in place involved in the data production are sufficient to cover /meet the country needs in terms of monitoring the SDG's Goals?
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Latest Household survey and Population census which has sufficient data /information on education conducted
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Country Latest Household survey and Population census which has sufficient data /information on education conducted
Year of the survey
Afghanistan MICS 2013Bhutan Population census/ DHS 2005/2013Iran Population census 2011Maldives Population census 2015Nepal 1. Population census
2. MICS20112014
Pakistan DHSSri Lanka 1. DHS
2. Population Census2006
2012India NSSO Education Round 2014
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Indicators for which data is collected by the countries
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83
61
83
61
83 83 83 83 8383
57
69
61
81
34
58
75
30
38
2831
36
59
29
52
43
16
0
10
20
30
40
50
60
70
80
90
Afghanistan Bangladesh Bhutan India Iran Maldives Nepal Pakistan Sri Lanka
Num
ber o
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Countries
Total number of indicators Number of indicators for which responses are given
Number of indicators for which data is collected
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Concept/ Indicator wise classification of countries(in %)
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41
89
53
30 3239
4
61
7
57
7968
43
86
30
30
1971
50 39
54
16
79
4314
21
50
1429
11 17
51
2918 21
43
2214
7 11 7
0
20
40
60
80
100
120
% o
f cou
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Concepts/indicators
% of countries that did not respond
% of countries who either did not collect data or donot know if they collect
% of countries which collect data for these indicators
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Which of these Targets would need more explanations ?
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6 6 65
6 6
3
5
3
5
1 1 12
1 1
4
2
4
2
0
1
2
3
4
5
6
7
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Target1 Target2 Target3 Target4 Target5 Target6 Target7 MTarget1 MTarget2 MTarget3
Coun
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Targets
Fully understood More explanations are needed
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To what extent have countries understood the targets of SDG4?
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5
4
6 6 6 6 6
4 4
6 6
5
6
5
4
5
6 6 6
5
6
5
6
5
2
3 3 3 3
6 6 6
4
3
6
4
5 5 5 5 5
4
5
2
3
1 1 1 1 1
3 3
1 1
2
1
2
3
2
1 1 1
2
1
2
1
1
4
3 3 3 3
1 1 1
3
4
1
3
2 2 2 2 2
3
2
1 1 1
0
1
2
3
4
5
6
7
8
4.1 4.1 4.1 4.1 4.1 4.1 4.1 4.2 4.2 4.2 4.2 4.2 4.3 4.3 4.3 4.4 4.4 4.5 4.5 4.5 4.5 4.6 4.6 4.6 4.7 4.7 4.7 4.7 4.7 4.a 4.a 4.a 4.a 4.a 4.b 4.b 4.c 4.c 4.c 4.c 4.c 4.c 4.c
Coun
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Targets
Fully understood More explanation required Not clear at all
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SDG Coordination mechanism at country level
Ministry of foreign Affaire – Maldives and India
Separate ministry – Sri Lanka Planning commission – Nepal In terms of indicators : with the respective
ministries inputs – Social Statistical division (India)
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SAARC regional monitoring mechanism
New Delhi Agreement emphasizes a regional monitoring mechanism among SAARC countries South-Asian comparable learning assessment
Kathmandu workshop endorsed SAARC framework of collaboration
The October/Nov ministerial meeting will endorse SAARC FRAMEWORK FOR ACTION: EDUCATION 2030 including regional monitoring mechanism
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How it will work ?
Short run the monitoring of Education 2030 could rely on existing UIS data collection to compile and publish factsheets.
Long run, it will start collecting data based on the SAARC countries priority indicators out of the 43 thematic indicators by utilizing UIS revised questionnaire and tools.
Will also publish more disaggregated analysis and lesson learned / case studies/ successful programmeinterventions/ strategies etc.
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