UNESCO-ICHEI Attended 4th GAML Meeting in SpainDecember 4, 2017
From November 28 to 29, 2017, the Fourth Meeting of the Global Alliance to Monitor Learning (GAML) was held by the UNESCO Institute for Statistics (UIS) and Organization of Ibero-American States for Education, Science and Culture (OEI) at Madrid, Spain. UNESCO-ICHEI was invited to participate in the meeting as a GAML member.
Building on the discussions of GAML 3 Meeting (May 2017, Mexico City) and the work undertaken by the GAML Task Forces, the Fourth Global Alliance to Monitor Learning Meeting (GAML 4) aims to review and endorse the concrete measurement strategies for learning- and skill-related indicators up until the end of 2018.
The meeting was productive: a) Task Force adjusted the 2018 work plan according to the updates on UN and Education 2030 processes regarding development indicators; b) Discussed and endorsed GAML governance and priorities in organization and communication; c) Reviewed and endorsed measurement strategies for each of the learning- and skills- related indicators under the responsibility of GAML; d) Discussed and approved the conceptual, methodological and reporting frameworks for indicator 4.1.1; and e) Finalized the learning outcomes and skills-related inputs to be integrated in the report prepared by the Technical Cooperation Group on SDG 4–Education 2030 Indicators (TCG) to the Education 2030 Steering Committee with detailed “work plan for each targets together with an assessment of resources needed to fund the finalization of the conceptual, methodological and operational work on the global indicators”.
Task Force 4.4 reported the past progress and 2018 work plan. SDG4.4——By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship included two Indicators 4.4.1(Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill) and 4.4.2 (Percentage of youth/adults who have achieved at least a minimum level of proficiency in digital literacy skills) for monitoring learning outcomes.
Task Force 4.4 was led by UIS, Manos Antoninis, Director of UNESCO Global Education Monitoring Report, as the team leader, would work with the Centre for Information Technology in Education (CITE) at the University of Hongkong and other experts and institutes.
Task Force 4.4 reported that there is currently no globally agreed definition of “ICT and digital literacy skills”, although there are some competence and assessment frameworks like European Commission Digital Competence Framework for Citizens, OECD Programme for the International Assessment of Adult Competencies: Problem solving in technology rich environments (PIAAC), etc.
Therefore, UIS is commissioning a Global Competency Framework of Reference on Digital Literacy Skills and Catalogue of Assessments of ICT and Digital Literacy Skills in the coming years. Task Force will hold two work meetings at the University of Hongkong and UNESCO Headquarters during Mobile Learning Week in 2018.
During the meeting, Ms YANG Chaomei, Chief of General Affairs Office on behalf of UNESCO-ICHEI, talked with Dr. Silvia Montoya, Director of UIS, and Dr. Alison Kennedy, Programme Specialist of UIS to explore possible future cooperation.
The UNESCO Institute for Statistics (UIS) plays a critical role in the Education 2030 Agenda by producing cross-nationally-comparable education indicators and working with partners to develop new indicators, methodologies, statistical approaches and monitoring tools to better assess progress towards the international education targets. It has been designated as the lead agency for producing the indicators needed to track global progress towards Sustainable Development Goal (SDG) 4, while sharing responsibility for some targets with other agencies.
The Global Alliance to Monitor Learning (GAML) was convened by the UIS in early 2016 to provide concrete solutions to develop new indicators on learning needed to achieve SDG 4 and to set the standards for good practices on learning assessments by bringing together technical experts from around the world. Counting more than 250 members representing a wide range of stakeholders from Member States, academia, international organizations, NGOs, civil society and private sector, the Alliance is working to develop the standards and methodologies needed to measure learning globally, while helping countries to produce and use the information to achieve SDG 4.
SDG4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.
SDG4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.
SDG4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.
SDG4.6: By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy.
SDG4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.