Transcript Document

UIS
Data gathering mechanisms
Said Voffal
Kampala, 6 May 2008
Outline
• Surveys on education and timetable
• What are the major issues facing data
quality?
• UIS data processing
• Work with countries: essential issue to
improve data quality
• Sources of the discrepancies between
national and international data
How does UIS collect the education
data?
UIS compiles data from the Ministries of
Education (or sometimes the national
statistical offices) show the questionnaire.
Survey on
statistics of
education
OECD EUROSTAT
How does UIS collect literacy data?
• UIS Survey on Literacy Statistics completed by
national statistical offices
• Three potential sources a the national level:
1. National population and housing censues
2. National sample surveys
3. International sample surveys such as UNICEF’s
Multiple Indicator Cluster Surveys (MICS)
Data Timeliness :
improvements
• UIS publishes international education data for a
given school year between 15-20 months after the
end of that school.
 Data for the school year ending in 2006 published in
March 2008
 UIS is implemented a rolling data release: Data for each
will be disseminated as soon as they are ready
How does UIS ensure
comparability?
• ISCED to classify programmes
• Ensuring that the entire country, all
educational institutions and groups are
included in the data
• Population estimates from the United
Nations Population Division
• GDP and GNP estimates from the
World Bank
Quick overview of UIS procedures
related to the data processing
CLEANING
ESTIMATION
COUNTRIES AND
AGENCIES REVIEW
Cleaning process
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Review of data
Determining/footnoting the coverage of
the questionnaire
Adjusting for ISCED
Revision of error reports and correction
of mistakes
Feedback to country statisticians
Cleaning process (cont’d)
•
Comparison of data to available time series
and other sources of data (for example
national publications, household surveys)
•
Revision of resulting indicators by UIS and
countries
The cleaning process ends with the estimation of
missing data (only if necessary)…
Why do we estimate data?
•
To have a COMPLETE set of data both in terms of the
intended coverage of the questionnaire and the data
item concerned
•
To have COMPARABLE data across all countries
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To avoid too many footnotes
•
To produce regional and global indicators
How do we estimate?
I.
Encourage country to make an
estimate (best position)
II.
All publishable estimates are always
based on reported data (for the
previous years)
III. Standardized procedures to produce
the estimates
Validity and reliability: Countries
and agencies review
• Countries received a personalized data and
indicators report:
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Formula of calculating indicators included
Identify and resolve problems
Respond to our queries
Receive comments on our estimates
Inform the results before publishing
• Data are also sent to international agencies
(World Bank, UNSD, UNDP, Pole de Dakar)
Calendar of data dissemination for
SURVEY 2007
Preliminary
Provisional
Revised
Final
November 2007
Not for publication
For revision and comments
Countries
December 2008
For publication: WB-WDI
Incomplete: No WEI/OECD
March 2008
More complete
GED 2008, website and
agencies (example: MDG)
Sept/Oct 2008
Most complete data
Final web release including
all revisions and updates
Sources of discrepancies between
national and international indicators
•
Indicator 2.1: Total net primary enrolment
ratio:
Two main issues:
1. Different definition of primary education at national
and international level (like in Ethiopia, Kenya and
Malawi)
2. Difference in coverage: Both under and over
coverage (private education, geographic coverage)
Indicator 2.1: use of different
definition
• Some countries may use different
methodology than the one used
internationally to calculate the indicator.
 Children of the primary age but enrolled in
lower secondary education should be
included as well
Demographic data used to
calculate indicator 2.1
• Nationnally: national estimates
• Internationnally: UN Population Division
estimate
 Experience shows that there might be a
very significant difference between the two
sources
Indicator 2.2: Survival to primary
last grade
Sources of discrepancy (same as indicator 21.):
 Different definition of primary education at
national and international level (like in
Ethiopia, Kenya and Malawi)
2. Difference in coverage: Both under and over
coverage (private education, adult
education, geographic coverage)
Indicator 2.2: calculation method
• Internationally: the reconstructed cohort
method based flow rates (repetition, drop
out, promotion)
• Nationally: should be the same . UNESCO
has an Excel based template which
countries can use
Indicator 2.3: literacy rate of 1524 years old
No discrepancy is expected between
national and international data as both
refers to the same statistics.
 Any difference between data published at
national and international is only be due to
use of data from a different survey.
Data Dissemination
• Global Education Digest: flagship UIS publication on
Education
 CD-ROM: complete series for most of the data and
indicators produced by the UIS
• WEB site: http://www.uis.unesco.org
• Data requests
– International organizations, agencies, NGOs, universities,
researchers, media.
• Other thematic reports
– Out-of-School Children
– Teachers and Educational Quality: Monitoring Global
Needs for 2015
– Working papers