On January 31, UNESCO’s International Institute for Capacity Building in Africa and the African Union’s International Centre for Girls’ and Women’s Education in Africa jointly released the first Africa Teachers Report (conference edition) at an event organized by the Belgian Presidency of the Council of the European Union.
The report focuses on the need to invest in girls’ education and end child marriage, and the role of teachers and school leaders in doing so. It is part of a new series published with support from the European Union under its Regional Teachers Initiative for Africa.
The report relies on a wide range of datasets to make a simple policy argument, an approach likely relevant as UNESCO organizes this week the first Conference on Education Data and Statistics.
The conference aims to establish an international community of practice of education statisticians to reach consensus on measurement issues related to SDG 4 and improve the underlying data. Another objective is to discuss the potential impact of technology on a wide range of education statistics and data, including administrative, household survey, learning assessment, teacher and expenditure data.
Quality and timely data on education remain scarce in many African countries. But this does not mean that one cannot piece together policy arguments from the available data that often remain underused.
The first Africa Teachers Report is entitled “Educating Girls and Ending Child marriage in Africa: Investment Case and the Role of Teachers and School Leaders.” It relies on multiple household surveys, including Demographic and Health Surveys; student assessment data such as PASEC; national-level data such as the Changing Wealth of Nations; online surveys of teachers and school leaders, including surveys conducted for a diagnostic of professional standards and competencies for teachers in West Africa; administrative and policy data; and qualitative data from interviews.