Learning Outcomes 

“Lifelong learning for all” is not just a slogan but a commitment undertaken by the international community with Sustainable Development Goal 4. To transform this promise into action, governments and donors will need robust data and tools to improve the learning outcomes of all and monitor progress globally.

Data to improve learning outcomes for all

 

Learning goes beyond the ability to read and perform simple arithmetic; it entails a range of cognitive, social and emotional skills needed to lead productive and healthy lives. Today, there are many different types of assessments designed to address different purposes. Yet despite the importance – and controversy – attached to these tests, there is little information available to help countries make informed decisions in this area and use the data to better address the needs of their children and youth. Through close coordination with a wide range of stakeholders, the UIS is building on the work of the Learning Metrics Task Force (LMTF) to foster consensus around learning indicators while reinforcing the capacities of countries to produce and use relevant, reliable and valid data that can be compared internationally.The Institute’s has a range of services and products to better meet the needs of countries while promoting good practices in the measurement of learning outcomes.

 

Catalogue of Learning Assessments: UIS has developed the Catalogue of Learning Assessments, which is uniquely designed to help Member States make informed decisions about a new or existing assessment while learning from the experience of others. In addition, the Database on Learning Assessments is the only open data source to provide standardized, comparable information about national and international assessments, as well as public examinations undertaken around the world. Regularly updated, the Catalogue and Database provide governments and donors with information on different types of large-scale assessments and inform discussions concerning the global monitoring of learning outcomes.

 

Oral reading assessments: UIS is working closely with oral reading assessments implementers, practitioners and donors to produce a collaborative publication which identifies, develops and promotes good practices in this area. This initiative encourages stakeholders to learn from each other in ways that will enhance capacity, ownership, and cultural sensitivity, while fostering international collaboration.

 

Global Metrics for Learning: This programme will lead to a set of cross-nationally comparable learning indicators to help countries better identify and improve the learning levels of their children and track progress towards the global education goals and targets. Based on a gradual approach, this programme will require several years to develop and will be based on extensive dialogue with all stakeholders. The UIS is currently consulting with Member States to gain their insight on the most feasible approach to regularly track learning outcomes globally. It is essential to ensure that future investments in a global monitoring mechanism are based on the needs, priorities and capacities of countries at different stages of development. Share your views through the UIS survey.

 

Read the blogs by Silvia Montoya, UIS Director, on learning assessments and outcomes:

• Why media reports about learning assessment data make me cringe (May 2015, GPE Blog)

• A universal learning scale: ‘Fit for purpose’ instead of the ‘perfect fit’ (May 2015, GPE Blog)

• Out-of-school numbers on the rise as aid to education falls short of 2010 levels (July 2015, GPE Blog)

• Do Teacher Incentives Improve Learning Outcomes? (July 2015, norrag)

• International Literacy Day of reckoning (September 2015, GPE Blog)

• Laying the foundation to monitor learning globally (September 2015, GPE Blog)

• Connecting educational agendas (September 2015, Centre for Public Impact)

• World Teachers' Day: 'Governments must take urgent action to address chronic teacher shortages' (October 2015, TES)