Transcript THIS IS THE MAIN TITLE FOR YOUR PRESENTATION

Education Data and SDMX
Towards Implementation of SDMX
January 9 – 11, 2007, World Bank, Washington D.C.
www.uis.unesco.org
Introduction
 Part of a broad UNESCO Institute for Statistics (UIS) effort to improve
quality and timeliness
 UNESCO
•
Responsible agency for international education statistics
•
Responsible agency for International Standard Classification for
Education Statistics (ISCED).
 Scope of cooperative project on SDMX and Education
•
Administrative data collections (international data)
•
Shared processing among UNESCO, OECD, Eurostat
www.uis.unesco.org
Actors in the system of international education data
collections
 Who collects data: International agencies cooperating as data
requester
• UNESCO Institute for Statistics (UIS)
» Scope: All countries world wide (200+ countries)
• OECD
» OECD member states, partner countries (34 countries)
• EUROSTAT
» EU Member, EEA countries, Candidate countries, Western
Balkan countries (35 countries)
 Who provides data: National agencies nominated by country
» Ministries of Education (up to 3 different ministries!)
» National statistical offices
www.uis.unesco.org
Instruments used in the system of international education
data collections (I)
 The UNESCO-UIS / OECD / EUROSTAT (UOE) Data Collection on
Education Statistics
• EXCEL based questionnaire, organized in 31 work sheets
• 47 countries, 14,000+ data points
• Processing of countries split by organizations
 The World Education Indicators Project (WEI)
• Based on UOE Instruments, extended by 10 work sheets
• 16 countries , >15,000+ data points
• Processed by UIS
•
Examples at www.uis.unesco.org/publications/wei2006
 The UIS Survey
• Pdf based E-Questionnaire infrastructure, plus paper form
• All remaining countries, 5,000+ data points
• Processed by UIS
•
Examples at www.uis.unesco.org -> current surveys
www.uis.unesco.org
The world of international education data collections
www.uis.unesco.org
The world of international education data collections
 Each of the international organizations has its own data and indicator
release
• OECD
» Education at a Glance,
• EUROSTAT
» Key figures in Education, New Cronos
• UNESCO Institute for Statistics
» UIS Web dissemination
» Global Education Digest
» Distribution to third parties
– Education for all, MDGs, World bank WDI, Human
Development Index, ….
www.uis.unesco.org
Instruments used in the system of international education
data collections (II)
UOE
Can be
i ii
i
i
transformed
i
i
UIS
Can be
transformed
WEI
www.uis.unesco.org
The UOE - Collect together, disseminate separately
 The UOE data requester
•
design the questionnaire in cooperation
•
Co-ordinate the e-mail dissemination of instruments
 National agencies submit completed forms to a joint e-mail address,
that forwards data to the 3 data requester
 OECD processes OECD countries; EUROSTAT processes residual EUinterest countries; UIS processes residual countries
 The UOE data requester
•
exchange processed data
•
produce and review statistics separately
•
release results
www.uis.unesco.org
Collect together, disseminate separately
Calculation and
Dissemination
Data Processing
OECD
Country
EUROSTAT
E-mail hub
Processed
data
UIS
UIS
www.uis.unesco.org
Challenges
 Communication with countries
 Updates
• Countries submit updates to one or more organizations
• Version control
• Integration with already processed data
 Data Verification and quality assurance
• Different organizations focus on different sub-sets of data for their
publications: Data verification is inconsistent and of different intensity
for different sub-sets.
 Punctuality
• Different organizations work on different schedules: data are not readily
processed by one organization for punctual use by another
www.uis.unesco.org
Challenges
 IT
•
•
Handling of different and ever changing Instruments
Transformation of UOE data to UIS data
 Dissemination
• Different methodology in calculation of similar indicators
• Use of different economic or population data for identical statistics
www.uis.unesco.org
What would an SDMX solution look like?
 Why SDMX?
 Implications for stakeholders
•
The data provider
•
The international agency receiving and processing the data
•
The other two international agencies dependent upon the data
•
The consumer (international report, international agency)
www.uis.unesco.org
Impact on Data Providers
National
·
·
·
·
NSO, Education
Ministry, or
Responsible
Institute
EXCEL
(via email)
SDMX-ML
or
EXCEL
(via email)
·
·
International
Able to import/export data
from questionnaires;
Compare responses
across years;
Auto-generate complete or
partial responses;
Improve metadata
provision
International
IT components reusable
Agency
across domains
Etc.
Data Collection
and Verification
www.uis.unesco.org
Impact on International Org. receiving the data
National
NSO, Education
Ministry, or
Responsible
Institute
International
International
Questionnaire
Data
Questionnaire
(SDMX-ML)
Data
SDMX-ML
or
EXCEL
International
Data
Collection
Agency
and
Verification
Data Collection
and Cleaning
EXCEL from
other
agencies via
Email
Clean
Clean
DataData
(SDMX-ML)
SDMX
Repository
Respondent
------Data
Duplicate
Respondent
Data Data
SDMX
Repository
Final
------Data
Clean
FinalDuplicate
Data
Clean Data
Update
Message
(Software
EXCEL
to
actionable)
other
agencies via
Email
www.uis.unesco.org
Impact on International Orgs (2)
International
Final clean data from all 3 agencies
UOE data
SDMX
Repository
Duplicate
------- SDMX
&
Repository
Respondent
Possibly
------- SDMX
Data
Inconsistent
Repository
Respondent
Data
Data ------Respondent
Data
SDMX
Repository
Duplicate
SDMX
------Repository
&
Final
Possibly
------ SDMX
CleanInconsistent
Data
Final Repository
Clean
DataData -----Final
Clean Data
International
Agency
Dissemination
Production
Processing
UNESCO – to create world view
WEI data
UIS data
Final
Clean Data
Final
Clean Data
www.uis.unesco.org
Impact on the users of Statistics (external)
 No visible or obvious changes from a data management perspective;
 Data will have greater coherence across agencies;
 Metadata will be more available;
 Concepts and methods should be more harmonious;
 Data will be of a higher quality;
 Timeliness will be improved;
www.uis.unesco.org
The Data Structure Definition(s)
 All education questionnaires and education outputs are being looked at
and a conceptual data model is being developed;
 The objective is to create a single DSD for all international education
statistics (adhering to relevant standards);
www.uis.unesco.org
Is there a Business Case?
 Elimination of redundant and possibly inconsistent data
 Improvements to timeliness and quality;
 Efficiency gains – reallocation of resources to functions providing higher value
 IT investment costs will be somewhat offset by elimination of other ongoing
costs supporting the current environment; investment considered strategic
 Our role in the international statistical system imposes upon us the need to work
on a DSD for Education.
Risks
 The technical risks are low. The IT aspects have been done before with other
SDMX projects – and are generally not unique to SDMX.
 This is the first social statistics project for SDMX.
 The necessary changes to business processes may be difficult to effect.
www.uis.unesco.org
Future Plans?
 UNESCO dissemination via SDMX to key institutional stakeholders in
2008
 Transform the current dissemination model from a ‘push’ model to a
‘pull’ model.
www.uis.unesco.org
Thanks
Brian Buffett ([email protected])
&
Michael Bruneforth ([email protected])
www.uis.unesco.org