UNESCO Headquarters in Paris, France, became the focal point for global discourse on education data and statistics during the 2024 Conference on Education Data and Statistics, held from 7 to 9 February 2024. The event, graced by the esteemed presence of Professor James Heckman, the Nobel Laureate, underscored the pivotal role data plays in informing effective education policies and tracking progress towards Sustainable Development Goal 4 (SDG 4).

Immersed in a wealth of insights and new knowledge curated by the UNESCO Institute for Statistics (UIS), I gleaned numerous ideas applicable to my work in evaluation and assessment. Throughout the three-day event, delegates delved into critical priorities, including education data governance, the International Standard Classification of Education (ISCED¹), and national SDG 4 benchmarks.

A primary objective of the conference was to foster an international community of practice among education statisticians tasked with guiding the Technical Cooperation Group (TCG) on SDG 4 Indicators. Engagements with UNESCO Assistant Director- General for Education, Ms Stefania Giannini, provided a platform to explore the impact of technology on education statistics, particularly within the Southeast Asian context. With UNESCO's inaugural global Conference on Education Data and Statistics underway, attention was drawn to the sobering reality that over half a billion children's learning levels remain unknown, underscoring persistent data gaps despite strides made by Member Countries.

DR KAMALESWARAN JAYARAJAH

Research, Evaluation and
Assessment Specialist

SEAMEO Secretariat

For the SEAMEO Secretariat, dedicated to advancing technology in education to promote inclusivity, equity, and accessibility across Southeast Asia, dialogues with Ministries of Education representatives held significant importance. Interactions with officials from Brunei Darussalam, Cambodia, Indonesia, Malaysia, Lao PDR, Thailand, and Timor-Leste were instrumental in enhancing education outcomes, aligning data with policy imperatives, and harnessing emerging technologies such as artificial intelligence (AI) and data analytics to benefit all learners in the region.

Reflecting on the conference proceedings, the SEAMEO Secretariat reaffirmed the importance of econometrics modelling and data-driven approaches in enhancing learning outcomes and unlocking the transformative potential of AI in educational settings. With the future of education evolving rapidly, collective action is imperative to shape optimal learning environments for students across Southeast Asia.

For the SEAMEO Secretariat, dedicated to advancing technology in education to promote inclusivity, equity, and accessibility across Southeast Asia, dialogues with Ministries of Education representatives held significant importance. Interactions with officials from Brunei Darussalam, Cambodia, Indonesia, Malaysia, Lao PDR, Thailand, and Timor-Leste were instrumental in enhancing education outcomes, aligning data with policy imperatives, and harnessing emerging technologies such as artificial intelligence (AI) and data analytics to benefit all learners in the region.

Reflecting on the conference proceedings, the SEAMEO Secretariat reaffirmed the importance of econometrics modeling and data-driven approaches in enhancing learning outcomes and unlocking the transformative potential of AI in educational settings. With the future of education evolving rapidly, collective action is imperative to shape optimal learning environments for students across Southeast Asia.

DR KAMALESWARAN JAYARAJAH

Research, Evaluation and
Assessment Specialist

SEAMEO Secretariat

¹ ISCED is a widely-used global reference classification for education systems that is maintained and periodically revised by the UIS in consultation with Member States and other international and regional organisations.