people and planet

9
offer policy-makers sufficient information to work
towards improving learning (Goldstein and Moss, 2014).
There is also the problem of deriving relevant and
informative policy information for a particular case or
country from cross-national statistics and patterns.
The challenge is how to make effective use of the kind of
information cross-national and comparative education
monitoring can provide. For example, an indicator on how
many children achieve a minimum level of proficiency
in mathematics based on a nationally representative
sample should highlight the plight of millions of
disadvantaged children, especially in poorer countries.
Such is the traditional use of statistics as tools for proof
and coordination (Desrosieres, 2010), and it is a far cry
from the generalized use of standardized tests that
assess each student and evaluate each teacher, as in
some high income countries. This report stands ready to
bring the best in comparative education measurement
while cautioning against the misuse of such information.
OUTLINE OF THE
MONITORING PART
The monitoring part of the 2016 GEM Report presents
the wide-ranging challenges and debates involving
monitoring for the Education 2030 agenda and how
countries and the international community can move
forward. It is organized into 15 chapters.
The next 10 (Chapters 10–19) look separately at each of
the 7 education targets and 3 means of implementation.
They identify the concepts that are explicitly or implicitly
embedded in the target formulation. Each chapter
discusses how the concepts are articulated within the
proposed global and thematic indicators. They focus
primarily on the extent to which the methodology of
the indicators is established, and on identifying tools
currently available to collect relevant data.
there is no dedicated SDG target, though the
Education 2030 Framework for Action gives a clear
set of recommendations. Using a framework provided
by national education accounts, the chapter discusses
prospects for better data on public spending, aid and
household expenditure. Chapter 21 reflects on the
fact that some proposed indicators are about neither
inputs nor outcomes but instead relate to growing
interest in the role of education systems. It provides
an overview of available mechanisms and the scope
for better coordination, especially at the regional
level. Chapter 22 looks at all targets under other
SDG goals, as well as the corresponding global indicators,
to identify those where education is mentioned directly
or indirectly.
The monitoring part of the GEM Report tries not to be
prescriptive but rather to make a timely contribution to
the debate on what should be monitored and how. The
state of global education monitoring is in flux. Many
initiatives are under way to respond to the challenges of
the proposed indicator frameworks.
This comprehensive overview of the global education
monitoring challenges offers insights, brings together
disparate pieces of information and identifies
stakeholders whose work needs recognition and
coordination. Given that implementing such an agenda
may be daunting and confusing, especially for countries,
the GEM Report’s monitoring part is meant to support
countries and partners as they discuss and determine
the best steps forward in achieving SDG 4. To conclude,
Chapter 23 draws attention to common themes and
missing pieces in this discussion – and identifies building
blocks and potential synergies for a more effective
and efficient global education monitoring agenda
over the next 15 years at the national, regional and
international levels.
To the extent that methodology is established and
information available for a sufficient number of
countries, indicative baseline information is presented.
Approaches for monitoring areas not yet covered by the
proposed indicators are also discussed. At the same time,
it is also too early to provide definitive data for 2015 at
the end of the EFA period.
Chapters 20 to 22 address cross-cutting issues.
Chapter 20 discusses education finance, for which
2016 • GLOBAL EDUCATION MONITORING REPORT 177