What happens to the data after it’s reported?

Indicator 4.1.1 data is collected at the country-level and submitted to UNESCO for inclusion in the UIS global database and in global performance reports.

The global sharing of country-specific data can inform donor agendas and programs, and allow MOEs and their partners to determine, collaboratively and based on evidence, where to best allocate resources and support.

Why is the data shared publicly?

In order to make progress toward SDG Target 4.1 – “ensure that all girls and boys complete free, equitable, and quality primary and secondary education leading to relevant and effective learning outcomes.” – UN Member States, Ministries of Education and the donor community need to understand the global education landscape. The SDG 4.1.1 indicator data is a critical tool for this.

UNESCO, the World Bank, USAID, and other donor organizations, in particular, rely on the data to understand where to allocate resources and offer support to countries (through MOEs, national examination councils and assessment units) to improve the teaching and learning process, the school environment and the overall quality of education.

What if the data exposes weaknesses in an education system and opens it up to criticism?

SDG 4 is explicit in its goal to improve learning outcomes for all. The goal recognizes that many students are unable to access a quality education.

The data submitted for indicator 4.1.1 will allow MOE decision-makers, donors and other stakeholders to determine where to direct resources to support improved learning outcomes so that a greater percentage of students benefit from quality learning environments.

While there may be risks in revealing if a country’s learning performance does not align with expressed aspirations, the benefits of reporting accurate, complete data far outweigh the risks. These benefits include obtaining an accurate picture of the mathematics and reading performance of students compared to their peers in neighboring countries or even globally, and alerting the international community to the need to direct additional resources to the country or region. Transparency can engender positive change.

Finally, over time, reporting quality country-level reading and mathematics learning outcomes that are comparable can help decision makers identify learning trends. If the initial results are lower than expected or desired, the data can justify the need for systemic or policy changes and for additional resources to implement these changes. If future assessments reveal improvements in learning outcomes, the results can serve as a public acknowledgement of the progress made.

What are the benefits for officials, educators and students in sharing learning data publicly?

There are many benefits at every level of the education system. Being a part of the SDG 4.1.1 reporting process affords countries an unprecedented opportunity to examine local education systems in a regional and global context. This provides officials and educators with an accurate understanding of the strengths and weaknesses within their systems. 

Publicly available SDG 4.1.1 learning data also provides a rich trove of comparable assessment data from other countries that can provide insights into how to strengthen any aspect of an educational ecosystem. The lessons learned can be used not to “fix” or “overhaul” systems, but to help officials and educators be more effective in their efforts along any point in the education continuum, from policy-making to classroom interventions and everything in between.

Students are the primary beneficiaries of the learning assessment data. The data offers a broader context for the valuable learnings about their individual and collective learning performance and outcomes in the education system. The data on SDG 4.1.1 offers not only the national averages, but also disaggregated data by various social economic backgrounds. Such disaggregated statistics help to identify students by various social characteristics who are falling behind in the learning in order to develop appropriate targeted student learning support programs to improve the quality of learning.