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Indicators for target 4.5

Technical Cooperation Group (TCG) meeting

12-13 May 2016

Washington, D. C

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Target 4.5

By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situations.

Goal 10: Reduce inequality within and among countries

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Many cooks in the equity data kitchen

Education 2030 Framework for Action

A range of new initiatives related to disaggregated data

… all countries should collect, analyse and use disaggregated data, broken down by the specific characteristics of given population groups, and ensure that indicators measure progress towards reducing inequality.

- Inter-Secretariat Working Group (UNSD)- International Household Survey Network (IHSN)- IAEG – SDGs working group (countries only)

Disaggregation required for all indicators by sex, location, wealth, persons with disabilities

Inter-Agency Expert Group on SDGs

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Indicators of Target 4.5

Parity indices (cross-cutting) – GLOBAL INDICATOR

18. Percentage of students in primary education whose first or home language is the language of instruction

19. Extent to which explicit formula-based policies reallocate education resources to disadvantaged populations

20. Education expenditure per student by level of education and source of funding

21. Percentage of total aid to education allocated to low-income countries

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Which indicators are being generated from household survey data by the UIS?

Entry: gross intake ratio, net intake rate Participation: over-age and under-age attendance, gross

attendance ratio, net attendance rate (adjusted, total), school life expectancy

Out-of-school children: out-of-school rate and type Progression: percentage of repeaters, repetition rate,

survival rate, drop-out rate, transition rate Completion: gross intake ratio to last grade Educational attainment: population by completed level

of education, mean years of schooling Literacy: self-reported and assessed literacy rate

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Where parity concepts/data are missing

No international

standard or data

source

There is an

internationally

robust data source

Pro

visi

on

Pro

visi

on

Equ

ity-

cro

ss t

arge

t

Pro

visi

on

Po

licy

Sup

po

rted

Indicator number 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 … 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43

Currently collected by UIS 0 0 1 1 1 1 1 0 0 0 1 1 1 1 0 0 1 … 0 0 0 0 0 1 0 0 0 0 0 0 0 1 0 0 0 0 0 1 1 1 1 0 1 0There is an internationally

standardized and unique source for

all countries (national average) 0 0 1 1 1 1 1 0 0 0 1 1 1 1 0 0 1 … 0 0 0 0 0 1 0 0 0 0 0 0 0 1 0 0 0 0 1 1 1 1 1 0 1 0

Need for disaggregated data

(equity) 1 0 1 1 1 1 0 1 1 1 1 0 1 1 1 1 1 … 1 0 0 0 1 1 1 0 1 1 0 0 1 1 1 1 1 0 0 1 0 1 0 0 0 0There is an internationally

standardized and unique source for

all countries (equity issue) 0 0 0 0 1 0 … 0 0 0 0 … 1 1 0 0 0 … 0 … … … 0 0 0 … 0 0 … … 0 0 0 0 … … … 0 … 0 … … … …

4.7 4.a 4.b 4.c4.1 4.2 4.3 4.4 4.5 4.6

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um

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Parity indices Definition: female/male, rural/urban, bottom/top wealth

quintile and others such as disability status and conflict-affected as data become available for all indicators on this list that can be disaggregated

The indicator is in Tier I. No need for placeholder

Data source and coverage: Administrative data or household survey data on enrolment; census and surveys of population. Good coverage from UIS data depending on indicator.

Alternative indicators include: (i) odds ratio; (ii) concentration index; or (iii) least advantaged group (e.g. poorest rural girls)

relative to the mean

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Limits of parity indices relative to absolute level of indicator

0.00

0.20

0.40

0.60

0.80

1.00

0 20 40 60 80 100Adjusted net enrolment rate – Primary

Gender Parity

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18. Percentage of students in primary education whose first or home language is the language of instruction

Definition: Measures of home language and language of instruction will be required to develop a global measurement tool

The indicator is in Tier 3. Placeholder needed

Data source and coverage: Potential of existing large-scale assessment initiatives (e.g., TERCE, PASEC)

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19. Extent to which explicit formula-based policies reallocate education resources to disadvantaged populations

Tier proposed for the indicator: 3

Placeholder indicator is needed, 2 new proposals

Existence of incentives to allocate teachers to schools in

disadvantaged areas

Percentage of household expenditure on education,

poorest quintile

Close to target but not widely available currently

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20. Education expenditure per student by level of education and source of funding

Definition: Total funding from government, private and international sources by level of education per student enrolled at that level in a given year. The results should be expressed (i) as a percentage of GDP per capita; and (ii) in PPP$ (constant). Considers funding for in public and private institutions together unless disaggregation needed

Tier proposed for the indicator: 1

No placeholder indicator is needed

The coverage of this indicator, especially for private education expenditure, needs to be expanded significantly

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21. Percentage of total aid to education allocated to low-income countries

Definition: Total net official development assistance (ODA) for education in low-income countries (including early childhood, primary, secondary and tertiary education, and scholarships and student costs in donor countries expressed as a percentage of total net official development assistance to education. Low-income countries are those defined by the World Bank. Only donor countries will be required to report this indicator (OECD-DAC).

Tier proposed for the indicator: 1

No placeholder indicator is needed

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Indicators and proposed tier levels

No. Indicator Tier level… Parity indices 1

18. Percentage of students in primary education whose first

or home language is the language of instruction3

19. Extent to which explicit formula-based policies

reallocate education resources to disadvantaged

populations

3

20. Education expenditure per student by source of funding 1

21. Percentage of total aid to education allocated to low

income countries1

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Indicators and placeholders

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Original indicators Potential

placeholders Proximity

to concept

Proximity to

target

Cross-

national

comparabili

ty

Country and

regional

coverage

Periodi

city

18. Percentage of students in

primary education whose

first or home language is

the language of instruction

New proposals

19. Extent to which explicit

formula-based policies

reallocate education

resources to disadvantaged

populations

Existence of

incentives to allocate

teachers to schools

in disadvantaged

areas

Percentage of

household

expenditure on

education, poorest

quintile

YES

YES

YES

YES

YES?

YES

POOR

POOR

could be

annual

3-5 years

20. Education expenditure per

student by level of

education and source of

funding

As original indicator

for sources of public

funding

YES YES YES GOOD annual

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Possible data sources and compilers

International survey programmes: DHS, LSMS, MICS

Regional survey programmes: ECLAC National income and expenditure

surveys, labour force surveys and other types of surveys

National population censuses: micro datasets (e.g., Brazil, Russia), IPUMS

Skills assessments – international: PIACC, citizen-led assessments

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Databases

UIS Data Centre

World Bank

UNICEF-MICS

LIS / LES

IHSN

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While there is progress since 2000, still need to:

o Reach consensus on:

o definitions of key indicators

o method to process education data from surveys

o what types of measures to use

o Discrepancies in estimates

o Potential data sources being under-utilized

Countries do not yet report sufficiently on disparities

in education by different population groups

Are we ready to monitor and report on Target 4.5?

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Questions

What further development work should be undertaken on indicators for Target 4.5?

Are the proposed placeholders useful?

Are there better, available placeholders for use in the short term?

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