At a Center for Universal Education of the Brookings Institution event this month, members of the Learning Metrics Task Force (LMTF) presented their recommendations, which culminates an 18-month-long process to ensure all children and youth across the world are having better learning experiences. The primary recommendation and goal of the LMTF initiative is to make a global shift in focus and investment from universal access to "access plus learning." It also identifies basic learning competencies and recommends a small set of learning indicators to be tracked globally.
The seven recommendations outlined in the report Toward Universal Learning: Recommendations from the Learning Metrics Task Force are a result of a three-phase process that sought to address the following three questions:
1. What learning is important for children and youth?
2. How should learning outcomes be measured?
3. How can measurement of learning be implemented to improve education quality?
In the first phase, the task force agreed upon a Global Framework of Learning Domains, which is a broad set of global competencies from early childhood to early adolescence. Through the process of the second phase, the task force recommended a small number of learning indicators for global tracking, the prioritization and precise definition of which would need to be debated and established at the country level. Finally, the third phase examined how countries currently assess learning, what is measured, and how they use those results. They also looked at the specific needs of countries to measure learning and how assessments can improve the quality of learning.
The Global Framework of Learning Domains were designed to apply to a wide range of settings where "intentional learning" applies, which include formal, non-formal, and community education systems. One of the learning indicators includes "Breadth of Learning Opportunities" in order to track exposure to a variety of settings in which learning takes place across the global learning domains.
Although the task force has completed the third and final phase of its 18-month process, the next steps will focus upon supporting countries in strengthening their assessment systems toward improving learning levels, providing a technical stream of expertise, helping to build institutional capacity among stakeholders to carry out the recommendations, and to generate the political will to implement and invest in improved learning assessment and outcomes.
The Learning Metrics Task Force comprised 30 member organizations, 186 technical working group members, more than 1,700 consultation participants, and 118 countries. They participated in what is described as a highly inclusive, multi-stakeholder process among the global education community and were convened by the UNESCO Institute for Statistics and the Center for Universal Education at the Brookings Institution. The work of the task force was initiated to address a "global data gap on learning outcomes," which has held back progress on education quality. According to the 2012 EFA Global Monitoring Report, at least 250 million primary school-age children around the world, including those who have spent at least four years in school, do not have the basic literacy and numeracy skills to meet minimum learning standards. The work of the task force has been used to inform progress toward Education for All (EFA) and the second Millennium Development Goal of universal primary education. It is also informing education goals for the Post-2015 Development Agenda.
For more information:
Toward Universal Learning: Recommendations from the Learning Metrics Task Force (Full Report Download in English, French, Spanish, Russian)
Making Education a Priority in the Post-2015 Development Agenda (Full Report Download in English, French)
2012 EFA Global Monitoring Report (UNESCO)
About the Learning Metrics Task Force (Brookings Institute website)
Global News Archives
- Education Targeted in Conflict
- Mindfulness in Education
- World Economic Forum
- International Year of the Family
- Arts in Education
- Education for All
- Global Income Inequality
- A New Year’s Wish for 2014
- Nelson Mandela
- OECD Releases 2012 PISA Results
- Typhoon Haiyan: Supporting Vulnerable Children and Families
- Recommendations to Ensure Universal Learning
- Understanding Innovative Learning Environments
- Children and Education Highlights at UN Week
- Early Childhood Peace Consortium Launched
- Strengthen Family Care and Provide Appropriate Alternative Care
- “Culture Is the Soil in Which Education Must Grow”
- UN Call for Comment: Businesses and Education
- Is It Possible to Measure Learning Globally?
- New Comparative Resource for Education Policy Makers
- Impact of Attacks on Education on Children’s Future
- Barriers to Achieving Universal Primary Education
- Children are the Center of Sustainable Development
- Giving Children an Equal Chance
- The Right to Education Denied During Conflict
- Call to Action: Education for All
- See the Child Before the Disability
- Post-2015: Education’s Aims Are Wider
- Schooling Is Not Education!
- Total Reach, Total Learning: Education Beyond 2015
- Education for Sustainable Development
- Teachers for the 21st Century
- Trends Shaping Education 2013
- What Learning Is Important for All Children and Youth?
- Hope for Young Children Exposed to Violence
- Child Development as Cornerstone for All Development
- Human Rights: A Vision for the Human Future
- Six Innovative Education Models From Around the World
- Starting Well Report
- Celebrating International Education Exchanges
- Including Children Within the Political Process
- The Urgent Issue of Girls' Education
- International Survey: How to Support New Teachers
- Creating a Culture of Peace Through Education
- Education’s Impact on Economic Growth
- Finishing School. A Right for Children’s Development
- International Literacy Prizes Awarded
- Addressing Exclusion in Education
- Canadian Government Supports Play-based Learning
- Validating Non-formal and Informal Learning Outcomes
- Child Poverty in the World’s Wealthiest Nations
- Education and Sustainable Development
- Africa Committed to Quality Education
- Children's Rights and Business Principles
- Expanded ECCE Is Urgent for Disadvantaged Children
- Right to Education Law Ruled "Valid"
- Gender Discrimination in Education
- Urbanization and Meeting the Needs of Children
- Supporting Quality Education: Public-Private Partnerships
- Education to Prevent Conflict & Contribute to Peace
- Youth Perspectives on the Pursuit of Work
- “Crisis, Conflict and Disability: Ensuring Equality”
- New Approach to Measuring Education Inequality
- Global Fund for Education
- Technology in the Classroom
- EFA Key Goals in the Next Three Years
- Push To Ratify CRC Optional Protocol
- Mobile Telephone Access for Education
- Education as a Fundamental Right
- Human Rights Day, December 10
- ECD for Orphans and Vulnerable Children
- Global Partnership for Education Funding
- Global Education Conference
- World Innovation Summit in Education
- Closing the Gap Between Gender Equality and Development
- The World at 7 Billion
- Comparative Education Indicators in Eight Countries
- Global Demand for Teachers on the Rise
- Global Trends and Their Implications for Children
- Promising School-based Programs for Gender Equity
- Improving Teacher Training Programs
- The Human Rights Council Adopts CRC Complaints Mechanism
- United Nations ECOSOC Meets in Geneva
- UNESCO International Literacy Prizewinners 2011
- Social Policy Report Emphasizes Importance of ECD Quality
- A Global Compact on Learning
- Global Education Initiative Supports UN Mandate
- World Bank Launches New Education Strategy
- ‘How Far Behind’ Are Children Being Allowed To Fall?
- Addressing Teacher Absenteeism in Asia and Africa
- Impact of Poverty on Child Development
- Examining Learning Time Across Nations
- Conflict in the Middle East
- Assessing the Quality of Education
- Crisis in Japan
- Education Strategy 2020
- Children in Haiti: One Year After
Perspectives From Around the World
How are countries around the globe designing and implementing curriculum?