By Nadir Altinok (Associate Professor of Economics, Université de Lorraine, France) and Silvia Montoya, Director of the UNESCO Institute for Statistics (UIS)
This blog was originally published by the Global Partnership for Education (GPE)
The news that more than more than half – 617 million – children and adolescents of primary and lower secondary school age worldwide are not reaching minimum proficiency levels in reading and mathematics is a wake-up call for educators and for statisticians. Without such data, we would be unaware of the learning crisis that threatens progress towards the Sustainable Development Goals (SDGs) – a crisis that demands an urgent response from education ministries, most certainly, but also from the world’s data gatherers. Continue reading