UNESCO’s Education 2030 Agenda, framed within Sustainable Development Goal 4 - Education, places major emphasis on education quality, inclusivity and equity, together with promoting lifelong learning opportunities for all. In accordance with the Education 2030 Framework for Action, solid monitoring, evaluation and information tools are part of SDG-4 and specifically targets 1 and 6. They are vital for Education 2030 to succeed and form the groundwork for UNESCO’s tasks around the world.
In Latin America, the Latin American Laboratory for Assessment of the Quality of Education (LLECE) has set out since its beginnings to promote the use of results to formulate education policies within each country. It is currently the region’s principal monitoring and follow-up mechanism for the Education 2030 Agenda, incorporating 19 countries that cooperate in a horizontal structure with regard to education quality measurement systems.
There is therefore a need to discuss the type of public policies that could help the region’s education systems achieve stronger learning outcomes, with a particular emphasis on what quality monitoring and follow-up mechanisms are appropriate. Therefore, education quality monitoring requires a multi-dimensional approach, taking in system design, content items, processes and results, seeing education systems from a holistic perspective that is not limited solely to evaluating basic learning outcomes.
Furthermore, one of Education 2030’s strategic core items of particular relevance to the Laboratory’s work is the focus on learning and quality, establishing specific measures to improve the quality and relevance of education and learning. It also indicates that learning outcomes must be defined in cognitive and non-cognitive areas, and continually assessed as an integral part of the teaching and learning process. 
The direct link that Education 2030 establishes between teaching and learning is rooted in prior discussions on challenges in the field of education , where the role of teachers in improving the quality of learning is seen as essential. Thus, Education 2030’s monitoring mechanisms face the dual challenge of encompassing the entire process of teaching and learning, while also generating timely and relevant information that can underpin decision making in countries.
Education systems need to find a balance between accountability and the development of monitoring and assessment systems functions. Many of the region’s countries are at a stage in which the assessment of learning outcomes has now permeated education systems, facing challenges relating to the transformation of all of the information acquired in international and national operations into the information needed for education policy decision making.
In the field of education policy, one of the region’s underlying questions relates to how monitoring systems can help to achieve Education 2030’s objectives and strategic goals.
In the future, regional bodies responsible for monitoring education quality must focus on teachers’ work, assessing what goes on in classrooms. This is to be achieved by considering schools to be learning communities, where every action taken must lead to real-world positive influences on classroom actions.
In this way, key aspects of SDG 4 will be addressed, such as those related to effective and relevant learning; curriculum and teachers; and learning assessment.
Thus, the Laboratory is positioning itself as the main regional entity focused on the monitoring and evaluation of E2030 in the region.
By Atilio Pizarro
Section Chief for Planning, Management, Monitoring and Evaluation
 Education 2030 Framework for Action: Towards inclusive and equitable quality education and lifelong learning for all, page 10.
 UNESCO. 2014. Teaching and learning: Achieving quality for all. EFA Global Monitoring Report 2013-2014. Paris, UNESCO.
 UNESCO International Symposium on Education Policies for 2030. UNESCO Headquarters in Paris - January 18-20, 2016.