Isced-t 2021 unesco

32. 
Further responsibilities of the UIS include:
a. 
promoting the use of ISCED-T for cross-nationally comparable statistics on teacher 
training programmes;
b. 
providing documentation and support to enable the United Nations Committee 
of Experts on International Statistical Classifications (UNCEISC) to assess the 
classification and take it through the approval process for becoming a member of the 
Family of International Statistical Classifications;
c. 
providing effective mechanisms to advise countries on implementation, including 
guidance materials, training and technical support to ensure the effective 
implementation and utilization of the classification throughout the world; and
d. 
establishing monitoring mechanisms for proper feedback from ISCED-T users about 
problems in its use.
33. 
The UIS will maintain a database on its website of mappings of national teacher training 
programmes to ISCED-T. 

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23
 ISCED-T 2021
SECTION 7
RECOMMENDATIONS AND FUTURE 
CONSIDERATIONS 
Recommendations
34. 
ISCED-T is well positioned to benefit from, but also contribute to, possible revisions of 
ISCED. There has been significant progress over the last decade in the global approach to 
learning through the near ubiquitous use of learning outcomes. While there is still much to 
be done to allow for better scaffolding of these learning outcomes across the knowledge, 
skills, competencies and other domains, it will be important for ISCED-T to take these 
developments into account. 
35. 
Data interoperability standards should be considered to work towards more seamless and 
automated data collection through automated coding algorithms. ISCED-T is well positioned 
to take on board current developments in this area, which will contribute to more valid 
and reliable data, and in turn, allow for more dynamic data utilisation to the benefit of the 
teaching profession. 
36. 
ISCED-T focuses on a subset of dimensions that differentiate between teacher training 
programmes. Data collection should also, where feasible, consider the following 
characteristics of teacher training programmes: