Chapter 3: Priorities for missing data and SDG 4: Latin America and the Caribbean
Open access

The SDG 4/Education 2030 Agenda brought new demands for information to countries and the need to focus attention on excluded groups to inform policies and plans for long-term educational outcomes. However, a lack of data in Latin America and the Caribbean limits national capacities to move towards quality education for all. This chapter discusses the challenges in bridging the gaps between available national and cross-national education data in the region. It focuses on people on the move and those with disabilities, two issues of particular importance that clearly exemplify common problems in collecting data on vulnerable individuals. In addition to these groups affected by missing education data, the chapter highlights priority education data gaps in terms of early childhood education, youth and adult skills development, and disaster risks. Finally, the chapter assesses the gap between data production and use.

  • Abdul-Hamid, H., Saraogi, N., & Mintz, S. (2017). Lessons learned from World Bank education management information system operations: Portfolio review, 1998–2014 (SABER Case Study). World Bank Group.

  • Arias Ortiz, E., Eusebio, J., Pérez Alfaro, M., Vásquez, M., & Zoido, P. (2019). From paper to the cloud. Guiding the digital transformation of Education Management and Information Systems (SIGEDs) (IDB Technical Note 1660). Inter-American Development Bank.

  • Brito, A. (2019). Información y transparencia: Cuadros de indicadores de las escuelas en América Latina. Instituto Internacional de Planeamiento de la Educación de la UNESCO.

  • Duryea, S., Salazar Salamanca, J., & Pinzón Caicedo, M. (2019). Somos todos: Inclusión de las personas con discapacidad en América Latina y el Caribe. Inter-American Development Bank.

  • Global Education Monitoring Report, Laboratory of Education Research and Innovation for Latin America and the Caribbean & UNESCO/OREALC. (2020). Global education monitoring report, 2020, Latin America and the Caribbean: Inclusion and education: all means all. UNESCO.

  • Mattioli, M. (2019). Los servicios de atención y educación de la primera infancia en América Latina. IIPE UNESCO Oficina para América Latina.

  • OECD. (2020). PISA 2018 results (Volume VI): Are students ready to thrive in an interconnected world? (PISA). OECD.

  • Powell, M. (2006). Rethinking Education Management Information Systems: Lessons from and options for less developed countries. InfoDev’s working papers series, 6.

  • Subosa, M., & West, M. (2018). Re-orienting Education Management Information Systems (EMIS) towards inclusive and equitable quality education and lifelong learning. UNESCO Institute for Statistics.

  • The World Bank. (2021). Acting now to protect the human capital of our children (Report). World Bank.

  • UNESCO. (2021). Re-imagining the future of Education Management Information Systems “Beyond head counts: Leveraging data systems to support inclusive and effective learning for all”. UNESCO.

  • UNESCO & Global Partnership for Education. (2020). The role of education management information systems in supporting progress towards SDG 4: Recent trends and international experiences. UNESCO.

  • UNESCO Institute for Statistics. (2017). The quality factor: Strengthening national data to monitor Sustainable Development Goal 4; SDG 4 data digest 2017. UNESCO Institute for Statistics.

  • UNESCO Institute for Statistics. (2020a). Data innovation for producing SDG 4 indicators: A global analytical report (UIS Information Paper, 65 [39], Issue 65). UNESCO Institute for Statistics.

  • UNESCO Institute for Statistics. (2020b). SDG 4 data digest 2020: Using household survey data to monitor SDG 4 (SDG 4 Data Digest). UNESCO Institute for Statistics.

  • UNESCO/OREALC. (2020a). Diagnóstico rápido sobre la disponibilidad de información sobre estudiantes en situación de movilidad en los sistemas de información educativa. OREALC/UNESCO Santiago.

  • UNESCO/OREALC. (2020b). Qué se espera que aprendan los estudiantes de América Latina y el Caribe? Análisis curricular del Estudio Regional Comparativo y Explicativo (ERCE 2019). OREALC/UNESCO Santiago.

  • UNICEF. (2020). Importancia del desarrollo de habilidades transferibles en América Latina y el Caribe. Documento de discusión. Fondo de las Naciones Unidas para la Infancia – Oficina Regional para América Latina y el Caribe.

  • Washington Group (2020). An Introduction to the Washington Group on Disability Statistics Question Sets.

  • Yáñez, E. (2022). Disponibilidad de información sobre estudiantes con discapacidad en países de América Latina: sistematización de resultados de encuesta a nueve países de la región. Documento encargado por la Oficina Regional de Educación para América Latina y el Caribe. OREALC/UNESCO Santiago.