Transcript The UNESCO Institute for Statistics NN

Library statistics and their relevance for education and
culture
Simon Ellis
Head of Science Culture and Communications Statistics
www.uis.unesco.org
LIBRARIES AND EDUCATION
 Literacy
 Textbook supply
 Higher Education
 Continuing Education
 Training
 Information literacy
A Bangalore Primary School
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International demand for information literacy
statistics
 Millennium Development Goals
• Indicator framework; Youth literacy levels an indicator of the
sustainable benefits of primary education
 World Summit on the Information Society
• Access to public information
• Indicator framework; Partnership for Measurement of ICTs for
Development – UNESCO, ITU, UNCTAD, OECD, EU, UN
 Education For All
• Literacies important for all goals especially
• Goal 4 ‘ achieving a 50% improvement in levels of adult literacy by
2015’
• Indicator framework; UNESCO Global EFA Monitoring Report
includes ‘literate environment’ = information literacy
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Measuring literacy
 Dichotomous measure – ‘literate’ v. ‘illiterate’
 Problems;
» Up to 30% ‘proxy’ response by head of household
» Self declaration
» Single sentence
 Literacy rates on this measure have been rising in all regions
 The global number of illiterates is expected to fall from 692 million in
2005 to 657 million in 2015,
• half of these illiterates will be in south and west Asia
while
• in Sub Saharan Africa the number of illiterates is expected to rise
by over 13 million adults between 2005 and 2015
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LAMP
 Definition stemming from OECD/Statistics Canada International Adult
Literacy Survey (IALS)
 Sees literac(ies) as a continuum of skills
 Locator test divides people in those who are ‘literate’ and those with
lesser skills levels
 Those with lower levels take tests on ‘components’ such as
• Recognising the alphabet
• Reading short ‘nonsense’ words
• Simple sentence comprehension
 LAMP background questionnaire also asks about access to media in
the home; time spent reading, accessing a computer, listening to
TV/radio.
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Types of Skills
 Basic skills
•
literacy
•
numeracy
 Generic skills
•
team working,
•
communications
•
access to information
 Information literacy skills
•
Recognise information needs
•
Locate and evaluate the quality of information
•
Store and retrieve information
•
Make effective use of information
•
Apply information to create and communicate knowledge
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Higher Education
 UIS collects enrolment and graduation data for all countries on an
annual basis (OECD and EU provide data using common UOE
questionnaire)
» ISCED 5; ‘first degree’, ISCED 6; doctorate & research
 The data is organised by broad categories of Field of Study
» ….. 21 Arts, 22 Humanities….38 Law, 42 Life sciences
 Much interest in higher education mobility
» Student mobility; ‘foreign’ or non-resident students
» UOE (UNESCO/OECD/EU) Science study on careers of
doctorate holders
– motivations, university > industry, unemployment
 UIS Education survey does NOT collect data on higher education
libraries
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LIBRARIES AND CULTURE
 Preservation and archiving
 Tangible and intangible heritage
 Transmission of cultural values
 Languages; translation,endangered,
oral/written
 Performance and recording; video,
music, dance, theatre
 Expression of cultural diversity
Books of Timboktou
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UNESCO Framework for Cultural Statistics
Why update from 1986?
 Globalisation of culture including digital production and dissemination
 Need for a holistic view of culture incorporating heritage assets,
especially intangible heritage
 Need to fully reflect cultural products and practices from different
countries/regions (cf Africa & NZealand on intangible)
 New UNESCO conventions on heritage and diversity
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Principals of implementation
 There are NO resources for culture statistics in developing countries so
we must start with what does exist, in the population census, the
labour force survey, and economic data, using existing statistical
frameworks > ISIC and ISCO, with CPC
 Pragmatic; start with what data is available to create demand
 Flexible; choice of sectors must to some degree be left to countries to
reflects cultural realities ie sports.
 Extensible; where there is demand for cultural statistics in more depth
the Framework should guide countries in how to go beyond the
‘minimal’ ie participation surveys
 Europe is the region with the most experience in cultural statistics
(Latin America 2nd). Europe will be able to refine definitions and
produce statistics to lead the way
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The creative chain
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Suggested structure
RELATED
DOMAINS
CORE CULTURAL DOMAINS
A. CULTURAL
& NATURAL
HERITAGE
B.
PERFORMANCE
& CELEBRATION
C. VISUAL
ARTS,
CRAFTS &
DESIGN
D. BOOKS &
PRESS
E. AUDIOVISUAL &
DIGITAL
MEDIA
F. TOURISM,
SPORT &
LEISURE
TRADITIONAL & LOCAL KNOWLEDGE
Including INTANGIBLE HERITAGE (oral traditions and expressions, rituals, languages, social practices)
2. EXPANDED
2. EXPANDED
- Musical instruments
- Sound, light etc.
- Equipment and
materials
2. EXPANDED
- Architecture
- Advertising
- Equipment and
materials
2. EXPANDED
- Equipment and
materials
2. EXPANDED
- Software / interactive
media
- Radios and television
receivers, cinemas etc.
- Dubbing services
- Equipment and
materials
2. EXPANDED
- Gambling
- Toys and games
- Equipment and
materials
- Hotels, apartments,
etc.
- Stadiums, grounds
etc.
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‘Transversal dimensions’
 Will be placed across all domains in preceding figure
 Education;
• transmission of culture between generations
• development (critique) of cultural values
 Traditional and local knowledge (is there a better name?)
• includes elements of intangible heritage
• Definition based on biodiversity convention and UN Forum of Indigenous
people
 Archiving and preserving;
• maintaining the ‘reservoir’ of cultural masterpieces and reference points
• inspiring new creative talent to build on earlier traditions (or break from it!)
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Proposed way forward 2008-2010
 Autumn 2008 further regional meetings in Africa, Asia and LAmerica
 Dec 2008 preparation of final draft reflecting comments
 Jan-Feb 2009 final expert meeting
 April 2009 UNESCO Executive Board
 November 2009 UNESCO General Conference
 2010 Formation of Working Groups according to country interests
• Traditional knowledge
• ??
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