Learning, How We Would Have Missed (Measuring) You - Global Education Community Shows Support for Early Learning Indicator

Measuring progress in education is no simple matter. With the shift from the Millennium Development Goals (MDGs) to the Sustainable Development Goals (SDGs) in 2015, the global community put new emphasis on improving the quality of education rather than only tackling access to education. Accordingly, SDG 4 captures learning outcomes, including foundational literacy and numeracy.

Target 4.1 frames the overall goal:

Measuring and Explaining School Management with Public Data

Why do some students learn more in some schools than others? In the last two decades, standardized learning assessments such as PISA, ERCE, and TIMMS have helped us understand the state of student learning in education systems across the world, and have documented substantial variation both across and within countries. While there are many contributing factors at system, school, and household-level, one consideration receiving growing attention is school management—the processes and practices used by principals day-to-day as they run their schools.

The World Bank’s New Learning Poverty Measure is Welcome, But as a Means, Not an End

On Thursday the World Bank launched its new Learning Poverty measure, to serve as a rallying cry for improved learning. It is intended to be the learning equivalent of the $1/day poverty line, measuring the percent of children below a low learning threshold—those who cannot read a simple passage by age 10.

Achieving Learning for All Requires Measuring Basic Skills Early and Often; Proposed Changes to the SDG Indicators Would Make This Kind of Measurement Less Common

Proposed changes to the Sustainable Development Goals’ education indicators would shift the focus away from early mastery of basic skills. Learning in the early years is critical for achieving later learning—evidence is increasingly showing that children who fall behind in early primary school rarely catch up. To achieve SDG 4 of quality education for all, we must know what children are learning (or not) early in the primary cycle.