Goals and Indicators for Education and Development: Consolidating the Architectures

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Autor/in	Lewin, Keith M.
Institution	Open Society Foundations (OSF)
Titel	Goals and Indicators for Education and Development: Consolidating the Architectures
Quelle	(2015), (56 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Indicators; Educational Objectives; Goal Orientation; Preschool Education; Child Development; Elementary Education; Access to Education; Secondary Education; Educational Needs; At Risk Persons; Poverty; Literacy Education; Gender Bias; Disproportionate Representation; Cultural Differences; Educational Quality; Developing Nations; Nutrition; Child Health; Postsecondary Education; Educational Resources; Teacher Qualifications; Adult Literacy; Numeracy; Social Bias; Socioeconomic Status; Educational Finance; Disabilities; Academic Achievement; Illiteracy; Adults; Academic Standards; Accountability; Data Collection; Data Use; Foreign Countries; Enrollment; Data Analysis; Age Differences; Gender Differences; Error of Measurement; Sustainable Development; Africa; Europe; North America; South America; New Zealand; Australia; Asia + Suchen Sie Ihr Suchwort? Educational indicato; Bildungsindikator; Educational objective; Bildungsziel; Erziehungsziel; Zielorientierung; Zielvorstellung; Pre-school education; Vorschulerziehung; Kindesentwicklung; Elementarunterricht; Education; Access; Bildung; Zugang; Bildungszugang; Sekundarbereich; Educational need; Bildungsbedarf; Risikogruppe; Armut; Geschlechterstereotyp; Kultureller Unterschied; Quality of education; Bildungsqualität; Developing country; Developing countries; Entwicklungsland; Ernährung; Post-secondary education; Tertiäre Bildung; Bildungsmittel; Lehrqualifikation; Rechenkompetenz; Socio-economic status; Sozioökonomischer Status; Bildungsfonds; Handicap; Behinderung; Schulleistung; Analphabetismus; Verantwortung; Data capture; Datensammlung; Ausland; Einschulung; Auswertung; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Messfehler; Nachhaltige Entwicklung; Afrika; Europa; Nordamerika; Südamerika; Neuseeland; Australien; Asien
Abstract	The purpose of this paper is to review recent developments related to the development of indicators of educational progress in the context of the Post 2015 deliberations to generate a new international architecture for educational investment through to 2030. There have been a plethora of suggestions and several parallel consultation processes since 2012 to revise and replace the goals for education and development agreed at the World Education Forum in Dakar (UNESCO, 2000) and enshrined in the Millennium Development Goals (United Nations, 2000). This process is now converging on the two frameworks that are the subject of this analysis. Specifically, there are now seven goals that the Education for All Steering Committee has developed which were consolidated in the May 2014 Muscat Agreement (UNESCO, 2014); and the ten goals produced by the Open Working Group on Sustainable Development of the U.N. General Assembly (UN General Assembly, 2014). These goal statements overlap and are largely consistent with each other but contain some significant differences. This paper reconciles the differences and develops sets of possible indicators building on the work of the Indicators Technical Advisory Group (TAG-EFA, 2014) and the UN Statistical Commission (UNSC, 2014). The paper is organized in six parts. Part 1 analyses the strengths and weaknesses of the existing goals and targets for education and development to frame subsequent discussion in the context of the evolution of Education for All since 1990. Part 2 offers a necessary clarification of the relationship between goals and objectives, and targets and indicators. Part 3 reviews and discusses the process of developing indicators that are fit for purpose. Part 4 highlights characteristics of different types of indicator. Part 5 develops a list of preferred goal statements from the Muscat Agreement and OWG goals, links these to a discussion of existing and proposed indicators, and consolidates promising indicators that could be used to assess progress. The last part of the paper collects together forward looking conclusions that profile key issues that will shape how new indicators are devised to monitor the sustainable development goals for education. (ERIC).
Anmerkungen	Open Society Foundations. 224 West 57th Street, New York, NY 10019. Tel: 212-548-0600; Fax: 212-548-4600; Web site: https://www.opensocietyfoundations.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01