Day 1
Day 2
Day 3
| Session 1b Opening of the TCG 7 |
| by Prof. Kazuhiro Yoshida, co-chair of SDG-Education 2030 Steering Committee and Professor at the Hiroshima University in Japan. |
| Enabling environment for action:Improving global education cooperation and coordination mechanism |
| by Maki Katsuno-Hayashikawa, Director of the Division for Education 2030 at UNESCO. |
| Update on 2020 Revision, Report on the TCG general progress and meeting objectives |
| by Silvia Montoya, Director of UNESCO Institute for Statistics, co-chair of the TCG and TCG Secretariat. |
| Session 2a Presentation and updates from TCG working groups |
| (Forthcoming) |
| Session 2b General methodology issues: coverage, population, regional/global averages |
| Regional aggregation of household data; Some issues for discussion |
| by Bilal Barakat, Senior Policy analyst at the Global Education Monitoring Reort ààGEMR) |
| Population data sources for SDG indicator calculations |
| by Manon Costinot, Statistician at the Innovation and Measuring Progress Division of the Directorate for Education Skills at the OECD |
| Population data for SDG indicator calculation |
| UIS methodology for regional global aggregates |
| Classification of teacher training programmes: ISCED-T |
| by Friedrich Huebler, Head of Education Methodology and Standards Section at the UNESCO Institute for Statistics (UIS) |
Day 2 Presentations
| Session 5a Impact of COVID-19 Crisis on Data Collection |
| Impact of COVID-19 on Data Collection, the LSMS Experience (SP, FR) |
| by Gero Carletto, Manager, Data Production and Methods, Development Data Group, the World Bank |
| Main impacts on UIS data collection on education survey planning units (SP, FR) |
| by Daniel Capistrano, social scientist, research fellow at the University College Dublin School of Education, consultant of the UNESCO Institute for Statistics |
| New initiatives to address data gaps (SP, FR) |
| by João Pedro Azevedo, Lead Economist at the World Bank’s Poverty and Equity Global Practice |
| PISA for Development: Out-of-school initiatives (OOSi) (SP, FR) |
| by Michael Ward, Senior Policy Analyst at the OECD Directorate for Education and Skills |
| Phone-based Learning Assessments: Early Data and Lessons (SP, FR) |
| by Noam Angrist, researcher and founder of Young 1ove, which is a grassroots, youth-led, evidence-based movement in Southern Africa |
| COVID-19. Education data Collection and Reporting (SP, FR) |
| by Mark Agranovich, Head of the Centre for Monitoring and Statistics of Education at the Federal Institute for Education Development of the Russian Federation |
| Background: The COVID-19 pandemic in Brazil (SP, FR) |
| by Juliana Marques da Silvia, Coordinator of International Comparative statistics at the National Institute for Educational Studies and Research in Brazil |
| Presentation on Impact of COVID crisis on data collection (SP, FR) |
| by Rahman Habibur, Director General of the Bangladesh Bureau of Educational Information and Statistics (BANBEIS) |
| Information and Data Management in a Crisis Context (SP, FR) |
| by Iman Assi, Director and Project Coordinator at the General Directorate of the Ministry of Education and Higher Education in Lebanon |
| Impact of COVID-19 Crisis on Data Collection (SP, FR) |
| by Coster Chibwe, Senior Planner -Monitoring and Evaluation at the Ministry of Higher Education in Zambia |
| Session 5b Impact of COVID-19 Crisis on Education |
| Measuring Learning Losses: key factors, challenges and other measurement issues (SP, FR) |
| by João Pedro Azevedo, Lead Economist at the World Bank’s Poverty and Equity Global Practice |
| Modelling Long-Term Lerning Losses From COVID-19 School Closures (SP, FR) |
| by Michelle Kaffenberger, Research Fellow with the Research on Improving Systems of Education (RISE) Programme and affiliated to the Blavatnik School of Government at the University of Oxford |
| Pandemic-Related Disruptions to Schooling and Possible Impacts on Learning Proficiency Indicators (SP, FR) |
| by Martin Gustafsson, Researcher with the Department of Economics at the Stellenbosch University in South Africa |
Day 3 Presentations
| Session 8 Revised Technical Proposal on Benchmarks |
| Combining the two 4.1 global indicators on completion and learning |
| By Manos Antoninis, GEMR |
| Benchmarks for SDG 4 indicators: Fulfilling a neglected commitment, proposing a basis for discussion |
| by Silvia Montoya, UIS |
| Session 9 Proposed Regional Processes on Benchmarking |
| Regional Benchmarking in Africa: an opportunity for accountability, and reporting achievements against Agenda 2030 and Agenda 2063 |
| by Noubatour Adoumtar, Director of the Pan-African Institute of Education for Development (IPED) |
| Shem Okore Bodo, Senior Programs Officer at the Association for the Development of Education in Africa (ADEA) |
| Process of Regional Benchmarks on SDG4 for the Arab States |
| by Hana Yoshimoto, Chief of section/Senior Programme Specialist at the UNESCO Office in Beirut and Regional Bureau for Education |
| Process of Regional Benchmarks on SDG4 Asia-Pacific |
| by Nyi Nyi Thang, Programme Specialist at the UNESCO Office in Bangkok and Regional Bureau for Education |
| Ethel Valenzuela, Director of the Secretariat, Southeast Asian Ministers of Education Organization |
| EU targets in education, from ET 2020 to European Education Area |
| by Bartek Lessaer, Analyst at the European Commission's Directorate General for Education and Culture |
| Monitoring SDG4-Education 2030 in Latin America and the Caribbean |
| by Alejandro Vera, Programme Specialist at the UNESCO Office in Santiago and Regional Bureau for Education |
| Carlos Staff Sanchez, Secretary of the Council of Ministers of Education and Ministers of Culture of the Central American Integration System (CECC) |