Transcript Slide 1

Education statistics
in the Arab States
Hendrik van der Pol
Director, UNESCO Institute for Statistics
UIS: who are we?
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Founded in 1999; moved to the Montreal in 2001
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Areas of UNESCO mandate:
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Education
Science and technology
Culture
Communication and information
Presence in the field – including a cluster advisor
based in Doha
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UIS: what do we do?
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Collect and disseminate cross-nationally comparable
data
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Develop methodological approaches and maintain
international classifications
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Monitor progress towards international goals such as
EFA and related MDG
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Develop national technical capacity
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Advocate for use of statistics as part of evidencebased policy-making
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Why comparable education statistics?
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To inform on national development plans (e.g.,
skill development strategies)
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Sector-wide planning
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Benchmark performance with other education
systems
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Monitor progress towards national and
international development goals
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Advocate for resource mobilization
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Education statistics in the Arab States
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Coverage problems by level
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Pre-primary data (6 countries)
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TVET data (7 countries)
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Private schools enrolment (7 countries)
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Higher education statistics (6 countries)
According to UNESCO regional groupings, the
Arab States comprises of 20 Member States.
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Data gaps in the Arab States region
Availablility of data points by country, Arab States, 1999-2008
120
99
95
100
84
85
87
87
76
78
69
70
70
70
70
70
72
80
64
57
53
60
42
40
26
20
0
Libyan Arab
Jamahiriya
Saudi Arabia
Iraq
Yemen
Sudan
Egypt
Syrian Arab
Republic
Jordan
Djibouti
Bahrain
Algeria
Qatar
Oman
Mauritania
United Arab
Emirates
Tunisia
Lebanon
Morocco
Kuwait
Occupied
Palestinian Territory
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Data gaps in the Arab States region
Availablility of data points by indicator, Arab States, 1999-2008
Education expenditure as % of total gov. exp.
Survival rate to last grade in Primary
GPI, GER, tertiary
Technical/vocational as % of total enrolment in
Secondary
Pupil/teacher ratio at Primary
Adjusted net enrolment rate at primary (NER+)
Gross enrolment ratio at Pre-Primary
GPI, GER, secondary
Gross intake rate at the last grade of primary
GPI, GER, primary
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0
10
20
30
40
50
60
70
80
90
100
Institutional arrangements for
educational provision
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Education statistical system in the Arab
States:
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Central systems (Ministry of Education) covers
all level of education in only 6 countries
Separate higher education systems in 11
countries
Independent TVET systems in 7 countries
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Outcome of institutional fragmentation
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Lack of coherent statistics across the
education system
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Different data collection methodologies (unmatched
underlying data, i.g. financial data)
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Different reference periods
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Scope of information is unclear
Scattered information reporting
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Recommendation
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Countries should further develop sectorwide systems for education statistics
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This can be achieved through:
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Better coordination among all stakeholders
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Appropriate legislative frameworks
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Development of technical capacity
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Thank you
‫شكراً لكم‬
www.uis.unesco.org
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