Edited by Marcos Delprato, Instituto de Investigaciones Educativas (IIE), Universidad Nacional de Chilecito, Argentina and Daniel D. Shephard, NORRAG, Geneva Graduate Institute and Indiana University Bloomington, US

‘Whilst the SDG4 collects statistical data on a range of education issues, it has transformed the technical spaces of data production into venues of deliberation on future policy directions. However, what about what we do not know? This book’s chapters chart in detail the challenges and repercussions of dealing with missing data, missing vulnerable populations, missing national relevance and, ultimately, missing the goal of using data meaningfully to support impactful education policies on the ground. Based on empirical evidence and analysis, and written by education experts working in the field, the book is recommended thoroughly to all those, experts and policymakers alike, that strive so that the SDG4 is not another missed opportunity in the governance of global education.’

• Contents:1 Introduction to missing education data and theSDG 4 data regime 1Daniel Shephard and Marcos Delprato2 A conceptual framework to assess missing data for SDG 4 14Marcos Delprato3 Priorities for missing data and SDG 4: LatinAmerica and the Caribbean 32Alejandro Vera, Ernesto Yáñez and Martín Scasso4 Priorities for missing data and SDG 4 in the Asia region 49James Shoobridge5 Priorities for missing data on SDG 4 in the Arab Region 68Karma El Hassan6 Priorities for missing data and SDG 4 for countriesin Africa 85Angela Arnott7 Missing education data on internally displacedpeople (IDPs) 103Chiara Valenti and Louisa Yasukawa8 Indigenous data sovereignty and missing education data 120Jacob Prehn, Karen Martin and Gawaian Bodkin-Andrews9 Gender, missing data and SDG 4 138Helen Longlands, Rosie Peppin Vaughan andElaine Unterhalter10 Conclusions on missing education data and theSDG 4 data regime 156Marcos Delprato and Daniel ShephardIndex

Edited by Marcos Delprato, Instituto de Investigaciones Educativas (IIE), Universidad Nacional de Chilecito, Argentina and Daniel D. Shephard, NORRAG, Geneva Graduate Institute and Indiana University Bloomington, US

‘Whilst the SDG4 collects statistical data on a range of education issues, it has transformed the technical spaces of data production into venues of deliberation on future policy directions. However, what about what we do not know? This book’s chapters chart in detail the challenges and repercussions of dealing with missing data, missing vulnerable populations, missing national relevance and, ultimately, missing the goal of using data meaningfully to support impactful education policies on the ground. Based on empirical evidence and analysis, and written by education experts working in the field, the book is recommended thoroughly to all those, experts and policymakers alike, that strive so that the SDG4 is not another missed opportunity in the governance of global education.’

• Contents:1 Introduction to missing education data and theSDG 4 data regime 1Daniel Shephard and Marcos Delprato2 A conceptual framework to assess missing data for SDG 4 14Marcos Delprato3 Priorities for missing data and SDG 4: LatinAmerica and the Caribbean 32Alejandro Vera, Ernesto Yáñez and Martín Scasso4 Priorities for missing data and SDG 4 in the Asia region 49James Shoobridge5 Priorities for missing data on SDG 4 in the Arab Region 68Karma El Hassan6 Priorities for missing data and SDG 4 for countriesin Africa 85Angela Arnott7 Missing education data on internally displacedpeople (IDPs) 103Chiara Valenti and Louisa Yasukawa8 Indigenous data sovereignty and missing education data 120Jacob Prehn, Karen Martin and Gawaian Bodkin-Andrews9 Gender, missing data and SDG 4 138Helen Longlands, Rosie Peppin Vaughan andElaine Unterhalter10 Conclusions on missing education data and theSDG 4 data regime 156Marcos Delprato and Daniel ShephardIndex

Edited by Marcos Delprato, Instituto de Investigaciones Educativas (IIE), Universidad Nacional de Chilecito, Argentina and Daniel D. Shephard, NORRAG, Geneva Graduate Institute and Indiana University Bloomington, US

‘Whilst the SDG4 collects statistical data on a range of education issues, it has transformed the technical spaces of data production into venues of deliberation on future policy directions. However, what about what we do not know? This book’s chapters chart in detail the challenges and repercussions of dealing with missing data, missing vulnerable populations, missing national relevance and, ultimately, missing the goal of using data meaningfully to support impactful education policies on the ground. Based on empirical evidence and analysis, and written by education experts working in the field, the book is recommended thoroughly to all those, experts and policymakers alike, that strive so that the SDG4 is not another missed opportunity in the governance of global education.’

• Contents:1 Introduction to missing education data and theSDG 4 data regime 1Daniel Shephard and Marcos Delprato2 A conceptual framework to assess missing data for SDG 4 14Marcos Delprato3 Priorities for missing data and SDG 4: LatinAmerica and the Caribbean 32Alejandro Vera, Ernesto Yáñez and Martín Scasso4 Priorities for missing data and SDG 4 in the Asia region 49James Shoobridge5 Priorities for missing data on SDG 4 in the Arab Region 68Karma El Hassan6 Priorities for missing data and SDG 4 for countriesin Africa 85Angela Arnott7 Missing education data on internally displacedpeople (IDPs) 103Chiara Valenti and Louisa Yasukawa8 Indigenous data sovereignty and missing education data 120Jacob Prehn, Karen Martin and Gawaian Bodkin-Andrews9 Gender, missing data and SDG 4 138Helen Longlands, Rosie Peppin Vaughan andElaine Unterhalter10 Conclusions on missing education data and theSDG 4 data regime 156Marcos Delprato and Daniel ShephardIndex