Other common metrics and indicators

A primary goal of the post-2015 development agenda in education is to be able to measure and monitor progress towards improved learning outcomes and educational equity across countries. The GEM Centre is working towards an improved approach to measuring common education indicators that will support stakeholders in understanding and monitoring factors that are important for learning, in order to improve educational quality and equity in all countries. 

In addition to work around the common learning metrics, the GEM Centre’s work involves the development of other common metrics and indicators in order to improve the measurement of key factors that are related to performance. More work needs to be undertaken to make current contextual frameworks and indicators more appropriate for education systems in low and middle-income contexts. Improving the quality of common metrics will enable stakeholders to better monitor progress towards shared education goals across education systems.

The GEM Centre is drawing upon its expertise in education development and large-scale assessments to do further work around the development of global indicators for education.

A common contextual framework

In particular, the GEM Centre is currently working to develop a common contextual framework for education systems in low and middle income contexts that will identify and suggest examples of comparable indicators for key constructs that are associated with learning outcomes.

Improved indicator of socioeconomic status

Given the importance of socioeconomic status (SES) of students and schools for learning outcomes, GEM is developing an improved indicator of SES which is more appropriate in low and middle income contexts. This work commenced in 2015 and includes:

  • Review of relevant literature in education, health, sociology and economics.
  • Review of relevant work undertaken with data of other assessment programmes such as SAQMEC, LLECE, PASEC, prePIRLS.
  • Analyses of variables aimed at measuring SES in previous assessments undertaken by the GEM Centre, for example MTEG in Afghanistan.