The UIS is working to close the data gaps and improve the indicators
While working with countries to improve the availability of data, we are also developing new methodological approaches to improve the comparability of indicators on teacher training and qualifications. We will present the latest developments in methodological work at the CIES on Thursday, April 18 (10:00-11:30 a.m.), during a session entitled Teacher Autonomy.
In the medium term, we aim to develop a new classification for teacher training programs and qualifications, similar to the International Standard Classification of Education (ISCED) that was developed to make education programs comparable across countries. However, the creation of a new classification for teacher training will take some time to develop and to gain traction at the national level.
To this end, we are also working with UNESCO’s Section for Teacher Development and the International Task Force on Teachers for Education 2030 to consult experts from countries and partner organizations to forge a consensus on what it means to be a qualified teacher. Taskforce partners, including the GPE, have made a call for action to “intensify efforts to develop robust definitions and classifications of qualitied teachers and strengthen cooperation and reporting mechanisms to ensure full monitoring of SDG target 4.c.”
We need to move fast: a review of all SDG 4 indicators in 2020 will demand that each one has a fully-developed methodology or it risks getting removed from the measurement framework.
As the go-to source for SDG 4 data, the UIS works closely with countries and partners to improve data on teachers and makes the case for greater investment in both data capacity and its use to inform policies and practice. We believe that robust data on the situation of teachers can help them to do their vital job for children and for societies.