TCG7 Presentations

Day 1 Presentations

Session 1b Opening of the TCG 7
Extraordinary Session of 2020 Global Education Meeting on Education  post COVID-19
  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, Director of the Center for Development Data, a Rome-based hub of the World Bank’s Development Data Group dedicated to fostering methodological innovation and strengthening capacity in household surveys in low- and middle-income countries.
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)