| "(…) Everyone has a role to play in improving education. This starts with citizens, supported by civil Society organisations and research institutions, who point out gaps in quality, equitable education. In a number of countries, student movements have often swayed policies on equitable and affordable education, highlighting the power that we all share and must exercise to advance SDG 4. International organisations have been in the lead also in shaping new goals and targets in line with the complex challenges of our times. The Report shows also that not all accountability methods are currently helping us achieve SDG 4. In some parts of the world, it is becoming more common, for instance, for teachers and schools to be sanctioned for poor test results, in the name of purported attempts to improve quality instruction and learning. The Report concludes this must be approached with great caution to avoid having unintended, contrary consequences. There is extensive evidence showing that high-stakes tests based on narrow performance measurescan encourage efforts to ‘game the system,’ negatively impacting on learning and disproportionately punishing the marginalised. It is vital to collect data on learning outcomes, to shed light on factors that drive inequality in education. But drawing precise conclusions requires time, resources and skills that few countries have, and drawing the wrong conclusions can be all too easy. (…)" |
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Global Education Monitoring (GEM) - UNESCO