A new report shows how countries can measure the education progress of the most marginalized populations to ensure no one is left behind. Sustainable Development Goal 4 (SDG 4) calls for inclusive and equitable quality education for all, spanning not only gender parity in learning but also equitable educational opportunities for persons with disabilities, indigenous peoples, disadvantaged children and others who are at risk of exclusion from education. Yet today, these groups are extremely difficult to track because they are often invisible in education data. The new Handbook on Measuring Equity in Education, produced by the UNESCO Institute for Statistics (UIS), the FHI 360 Education Policy Data Centre, Oxford Policy Management and the Research for Equitable Access and Learning (REAL) Centre at the University of Cambridge, provides practical guidance on the calculation and interpretation of indicators designed to target the most disadvantaged groups. It is intended for anyone involved in the measurement and monitoring of equity in education, especially those concerned with national policymaking. It addresses the current knowledge gaps and provides a conceptual framework to measure equity in learning, drawing on examples of equity measurement across 75 national education systems. The handbook explains what it means to measure equity in learning, recognising that equity itself is a political issue and cannot be isolated from political choices. It focuses on two key principles û impartiality and equality of condition.

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