Universal access to quality education: more and better learning data needed to track #GlobalGoals progress

Monitoring progress on the new Global Goal for access to education will require research to capture data on the most disadvantaged children, particularly those excluded from formal schooling. In today’s blog, Ben Alcott and Pauline Rose argue that better data makes better policy. For educational access, this means gathering more data, over longer time periods, and working to integrate it with existing administrative data to produce richer evidence-bases for policymakers. This post is part of the Africa at LSE, IGC and South Asia at LSE cross-blog series