10th meeting of the TCG
The 10th meeting of the TCG was held virtually on 11 December 2023. It focused on the first session of the Conference on Education Data and Statistics (Paris, 7 - 9 February 2024).
The objectives of TCG 10 were to:
- update participants on the preparations for the Conference, including nominations of delegates by Member States and side events
- discuss the position papers and finalize them prior to the Conference
- present the findings and conclusions of the preparatory regional meetings that helped identify regional priorities and concerns
- discuss TCG organization, including rotation of members and define agenda forward.
The TCG 10 meeting was preceded by the Global Alliance to Monitor Learning (GAML) meeting held in-person on 6 and 7 December 2023 (see concept note). The focus of the 2023 GAML meeting was on SDG indicator 4.1.1, the global indicator measuring learning outcomes. The meeting presented the main challenges associated with producing reliable and internationally comparable learning outcomes data, while highlighting the significant developments made and lessons learned, and setting an agenda for the way forward. Apart from GAML, no other working group met ahead of TCG10 this year.
- Concept note
- Agenda
- EDS conference Rules of Procedures
- Governance EDS conference
- Proposed TCG TORs
- Decisions on teachers' indicator framework
- Regional consultations: Summary outcome document
Presentations of the TCG meeting
- Conference preparations
- UNESCO Conference on Education Data and Statistics: Position papers update
- Institutional rules
- TCG membership rotation
- SDG global framework: Development, revision and next steps
- Reporting indicator 4.1.1: Workplan to address coverage Indicator 4.1.1a
- Teachers’ Global Reference
- Use of population in calculating indicators
Position papers
- Implementation of the International Standard Classification of Education (ISCED):challenges and solutions forward
English - Spanish - Administrative education data: What are the challenges going forward?
English - Spanish - Teachers’ Indicators: What are the challenges going forward?
English - Spanish - Education Expenditure Indicators: What are the challenges going forward?
English - Spanish - Using household surveys to monitor SDG 4: What are the challenges going forward?
English - Spanish - Measuring and monitoring learning outcomes and skills: What are the challenges going forward?
English - Spanish - Setting and monitoring national SDG 4 benchmarks: What are the challenges going forward?
English - Spanish
Background documents
- El uso de las encuestas de hogares en la producción de indicadores sobre educación
Spanish - Using household surveys to monitor SDG4
English - Using labour force surveys to produce education indicators
English - Measuring and monitoring learning outcomes and skills: Where we are and what is missing in terms of SDG4 coverage?
English
Regional Consultations
Regional Consultations for the Pacific region | Summary | ||
Regional Consultations for the Arab States region | Summary | ||
Regional Consultations for Asia | Summary | ||
Regional Consultations for Latin America and the Caribbean | Summary | ||
Regional Consultations for Africa | Summary | ||
Regional Consultations for Northern America and Europe | Summary |
Summary of key issues raised in the regional preparatory meetings for the Conference
English | French | Spanish
- Concept note (English - French)
- Practical guide
- Agenda
Meeting documents
- Pacific Islands Literacy and Numeracy Assessment (PILNA) and Pacific Assessment of Lower Secondary (PALS)
- ERCE 2025: Comparative and explanatory regional study
- LaNA - IEA’s Literacy and Numeracy Assessment
- PISA in Focus
- The advantages of regional large-scale assessments: Evidence from the ERCE learning survey
- Experience of the Gambia with AMPL implementation
- Experience of Kenya With AMPL Implementation
- Experience of Lesotho with AMPL implementation
- Experience of Zambia With AMPL Implementation
- Reading and Mathematics Assessment Blueprint AMPL a and b
- Policy Linking for Measuring Global Learning Outcomes Toolkit (English – Arabic) 2023
- Pairwise Comparison Method Toolkit: A toolkit for countries to measure global learning outcomes
- Guidelines for reviewing and integrating education assessments into the evaluation of SDG4 indicators
- Eligibility criteria for reporting against SDG 4.1.1
Meeting presentations
Day 1
- Progress report on measuring and monitoring learning
- Monitoring and Developing Basic Education in the Region: Southeast Asia Primary Learning Metrics (SEA-PLM)
- Pacific Islands Literacy and Numeracy Assessment (PILNA) and Pacific Assessment of Lower Secondary (PALS)
- ERCE from UNESCO Santiago
- IEA advances to measure SDG 4.1.1
- PISA 2022 results
- The advantages of regional large-scale assessments: Evidence from the ERCE learning survey
- Assessments for Minimum Proficiency Levels a and b
- MPLa and assessment of decoding
- Conducting AMPLa: The Gambia Experience 2023
- Implementing AMPLab: The Kenya experience
- Lesotho’s experience with the Assessment of Minimum Proficiency Level
- Assessment of Minimum Proficiency Levels (AMPL): Experiences From Zambia
- India – Experience with Policy Linking and AMPL implementation
Day 2
- The status of learning in Somalia
- Situation des apprentissages et des évaluations standardisées en Côte d’Ivoire
- Situation de l'apprentissage et des évaluations au Burkina Faso
- Status of learning in Lithuania
- Policy Linking to Set Global Benchmarks and Track Student Progress Over Time
- The Pairwise Comparison Method
- ICAN & ICARe PAL Network's Common Assessment for Foundational Learning
- Using EGRA to Report on SDG 4.1.1a
- Strengthening MICS FLS Module to report on SDG 4.1.1a (FLM2.0)
- Evaluation des apprentissages : Début de scolarité vs fin de scolarité primaire
- Assessment blueprint
- Eligibility criteria for reporting SDG 4.1.1
- Quality Measures of Individually Administered Assessments for SDG 4.1.1a Reporting