To better meet the rising demand for data, the UIS works with regional partners to develop new indicators and data collections designed to support programme design and policy making to improve the quality of education. These specialized data collections enable participating countries to benchmark progress towards regional education goals by focusing on issues not covered by the regular UIS annual education survey.
Children out of school, or at school but still not learning?
The link to a defective school environment (SDG4a) in Africa
The presentation highlights the serious shortcomings encountered by African schools as monitored by the indicators in the SDG4– Education 2030 framework, and links it with the lack of access to education as well as insufficient learning
The set of SDG 4a indicators on school environment measure students’ access to key basic services, environmental factors that have an undeniable impact on schooling, and students‘ health, learning and performance. These indicators are related precisely to the availability of the sanitation facilities, drinking water, hand washing water, electricity, computer and internet, and frequency of bullying in schools. The SDG 4a various indicators want to track the way to go, help provide tangible data, and shape policies towards ensuring the target of a “safe, non-violent, inclusive and effective” environment for all students.
What are then the issues, where and how serious?
The presentation shows some key results and trends in the region but also suggests that a precise diagnostic of the school environment issues, through new and additional data of better quality, are still necessary to track progress, and design efficient policies in order to ultimately improve schooling, quality education and learning outcomes.
Sustainable Development Goal (SDG 4) has pledged to “ensure inclusive and equitable quality education and promote lifelong opportunities learning opportunities for all.”