Posts tagged Data and Evidence
From Concept to Practice: Five Steps to Measure Education Equity

Measuring equity in education is complex and can be done in many different ways. This blog outlines the process developed by Equity Initiative members to link two commonly used approaches into one 5-step process. The full process can be found in the Handbook on Measuring Equity in Education, published by the UNESCO Institute for Statistics (UIS), 

Published: May 21, 2018

Author(s): Carina Omoeva, Wael Moussa and Rachel Hatch, FHI 360

Posted in: Data for Sustainable Development, UNESCO Institute for Statistics Blog

This blog was also published by the Global Partnership for Education (GPE)

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Module on Child Functioning

Worldwide, efforts to include children with disabilities have been hindered by a lack of reliable and relevant data on their lives. To address this gap, UNICEF has been working with the Washington Group on Disability Statistics – a UN city group established under the United Nations Statistical Commission – to develop a new way of collecting data on children with disabilities that is devoid of labels and diagnoses.

The new Module on Child Functioning, released in October 2016, covers children between 2 and 17 years of age and assesses functional difficulties in different domains including hearing, vision, communication/comprehension, learning, mobility and emotions. It focuses on the presence and extent of such difficulties rather than on body function and structure or conditions. The questions can be incorporated into existing data collection efforts and address the need for nationally comparable and internationally harmonized data. The module is now included into the current round of the UNICEF-supported Multiple Indicator Cluster Survey programme (MICS)  that will be implemented in more than 35 low-and middle-income countries over the next three years.

Year Published: 2016

Author(s): UNICEF

Fair Financing: Policy Compendium

To inform the literature review, a policy compendium spreadsheet was developed. This was done with the aim of collecting and organizing information on specific education finance policies in a simple, user-friendly format in order to better understand what education finance policies exist with intended outcomes of equity, who they are targeting, and what their impacts have been to date.

It is hoped that this policy compendium will help to inform the Education Equity Research Initiative’s future research and serve as the start of an evidence base on education finance policy for equity in order to help align resources with the needs of disadvantaged populations.