GAML Task Forces have been established to address technical issues and provide practical guidance for countries on how to monitor progress towards SDG 4.
The Task Forces make recommendations to the Alliance and are specifically responsible for:
- The framework for all global and thematic indicators related to learning and skills acquisition for Targets 4.1.1. 4.2.1, 4.4.2, 4.6.1, 4.7.4 and 4.7.5;
- Tools to align national and cross-national assessments into a universal reporting scale for comparability;
- Mechanisms to validate assessment data to ensure quality and comparability;
- Standards, guidelines and tools to guide countries in implementing and evaluating the quality of their learning assessments;
- Capacity-development tools and resources to complement existing ones and support countries in collecting, analysing and using learning assessment data; and
- Guidelines and templates to help countries develop their own strategies to monitor learning.
All GAML outputs are developed through a fully transparent and participatory process and are based on global consensus using the best methodological approaches and practices.
With guidance from the UIS Secretariat, GAML Task Forces address technical approaches to measure learning. Each Task Force includes a diverse range of stakeholders and experts, who provide input on the design and implementation of universal learning indicators.
The SDG 4 targets and indicators related to learning outcomes include:
|4.1. By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes||Yes||4.1.1||Proportion of children and young people (a) in Grade 2 or 3; (b) at the end of primary education; and (c) at the end of lower secondary education achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex|
|4.1.2||Administration of a nationally-representative learning assessment (a) in Grade 2 or 3; (b) at the end of primary education; and (c) at the end of lower secondary education|
|4.2. By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education||Yes||4.2.1||Proportion of children under 5 years of age who are developmentally on track in health, learning and psychosocial well-being, by sex|
|4.4. By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship||4.4.2||Percentage of youth/adults who have achieved at least a minimum level of proficiency in digital literacy skills|
|4.6. By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy||Yes||4.6.1||Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex|
|4.7. By 2030, ensure all learners acquire knowledge and skills needed to promote sustainable development, including among others through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity and of culture’s contribution to sustainable development||4.7.4||Percentage of students by age group (or education level) showing adequate understanding of issues relating to global citizenship and sustainability|
|4.7.5||Percentage of 15-year-old students showing proficiency in knowledge of environmental science and geoscience|
Six Task Forces
GAML has established six Task Forces to address the technical issues related to:
Minimum proficiency levels in reading and mathematics
The definition of “developmentally on track”
ICT and digital literacy skills
Functional literacy and numeracy
Data Quality Assurance Framework
The Secretariat works with the chairpersons of each Task Force to support development of the measurement strategy, log-frame, products and timeline for each SDG 4 target. The Strategic Planning Committee provides guidance and sets the priorities for the overall work of the Task Forces. The Secretariat collects papers from technical partners and will distribute to plenary members with discussion of technical papers on reporting scale, the development of validation process and capacity building tools.