Transcript Education Indicators – Mechanisms to gather data from national sources Workshop on MDG Monitoring Bangkok, THAILAND 10- 12 December 2008

Education Indicators – Mechanisms to gather data
from national sources
Workshop on MDG Monitoring
Bangkok, THAILAND
10- 12 December 2008
Brief course description
Objective: Better understanding on international
comparative data in monitoring
developmental goals
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Key players in producing international comparative
data in education
Mechanism of collecting and producing of these
data
Key issues and challenges
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Background
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Established in 1999
Formerly, UNESCO Division of Statistics
In September 2001, the UIS moved to its new place at
University of Montreal, Quebec, CANADA
30 November 2001 - Director-General inaugurates
the UNESCO Institute for Statistics in Montreal
Director, Mr. Hendrik VAN DER POL
Asia-Pacific Regional Advisor, Simon Ellis
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UIS Mission
to foster a culture of evidence-based policy, both nationally and
internationally, through the collection and use of high-quality,
timely data in education, science and technology, culture and
communication.
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2.
3.
4.
The collection and maintenance of international statistics
which reflect changing policy and are reliable, internationally
comparable and robust, as well as feasible to collect;
the production and implementation of new statistical
standards, classifications, methodologies, indicators and
related documentation;
the development of the statistical and analytical capacities of
Member States; and
the provision of analytical services within the context of the
Institute’s mission..
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Our clients and partners
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A wide range of data-users and audiences
è International Organizations
è National Statistical Offices, Education Ministries
è Non-governmental organisations
è Researchers (academic, business)
…and many others
UIS data are widely “redistributed,” they are published in:
è World Development Indicators, World Bank
è Human Development Report, UNDP
è State of the World’s Children, UNICEF
è Global Education Database, USAID
…and many others
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How are global data reported?
UIS Global Education Digest
UIS DATA
World Development Indicators
UIS/WEI Education Counts
EFA Global Monitoring Report
Human Development Report
State of the World’s Children
http://stats.uis.unesco.org/unesco/TableViewer/document.aspx?ReportId=143&IF_Language=eng
Monitoring the Developmental Goals at the
global level
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MDG Goals (Education)
Goal 2: Achieve universal primary education
Goal 3: Promote gender equality and
empower women
Target 3: Ensure that, by 2015, children
Target 4: Eliminate gender disparity in
everywhere, boys and girls alike, will be able to primary and secondary education
complete a full course of primary schooling.
preferably by 2005 and in all levels of
education no later than 2015
Indicator 2.1: Net enrolment ratio in primary
education
Indicator 3.1: Ratio of girls to boys in
primary, secondary and tertiary
education
Indicator 2.2:The proportion of pupils starting
grade 1 who reach last grade of primary
Indicator 2.3: Literacy rate of 15–24 year-olds ,
women and men
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Indicator 2.1: Adjusted Net enrolment
ratio in primary education
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Classical definition of NER in primary education:
Number of pupils in the theoretical age group for a
primary level of education enrolled in that level
expressed as a percentage of the total population in
that group.
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Adjusted primary NER: number of children of
primary (ISCED 1) age enrolled either in primary
(ISCED 1) or lower secondary (ISCED 2) expressed
as % of primary school-age population.
What are the data sources to produce
NER
Source:
• Enrolment data – National authority (Ministry of
Education and National Statistic Office) through
UIS Data collection
•
http://www.uis.unesco.org/ev.php?URL_ID=5750&URL_DO=DO_
TOPIC&URL_SECTION=201
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Population data – United Nations Population
Division
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Adjusted Primary School NER for
Central Asian Countries 2007
Female
100
Male
NOTE: Kazakhstan 2008 data
Total
99.0
93.9
95.4
94.5
97.6
97.5
93.6
92.4
95.2
60
40
20
Central Asia
Uzbekistan
Turkmenistan
Tajikistan
Mongolia
Kyrgyzstan
Kazakhstan, 1
Georgia
Azerbaijan
0
Armenia
Adjusted primary NER
80
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Indicator 2.3: Literacy rate of 15–24 yearolds
• Literacy rate of 15–24 year-olds, or the youth literacy
rate, is the percentage of the population ages 15–24
years-old who can both read and write with
understanding a short simple statement on everyday life.
Source:
• Literacy data – population censuses, household surveys
and literacy surveys through UIS Literacy Questionnaires
http://www.uis.unesco.org/ev_en.php?ID=6862_201&ID2=DO_TOPIC
• Population data – United Nations Population Division
99.9
Uzbekistan
99.6
Turkmenistan
99.8
Tajikistan
Male
Mongolia
Female
Kyrgyzstan
100.0
Kazakhstan
Georgia
99.8
Azerbaijan
100
Armenia
Youth literacy rate
Youth literacy rate in Central Asia 2007
Total
95.4
99.8
80
60
40
20
0
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Calendar of data dissemination for UIS
Education data
Example: School reference year: ending in 2006
Group A
Group B
2005
2006
Data collection and release
Questionnaires
were sent to
countries
November
2006
2007
2008
Deadline for
returning the
Questionnaires
March
First set of
preliminary data
to countries and
agencies (not for
publication)
December
Final dissemination
for GED, EFA, UIS
Data Centre and
agencies
April
Update UIS
Data Centre
October
Issues on collecting, using the internationally
comparative data
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Comparability (Definitional issue)
Use of population data
Level of disaggregation
Availability of statistics
Multiple sources
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Issues on collecting, using the internationally
comparative data
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Comparability (Definitional issue)
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National definition vs. International definition
Theoretical definition vs. Operational
definition
Different conceptual definitions
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Issues on collecting, using the internationally
comparative data
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Use of population data
 National estimates vs. UN estimates
 Different sources at the national level
 Different sources at the regional and global
levels
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Issues on collecting, using the internationally
comparative data
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Level of disaggregation
 Availability of data by disaggregating
 Geographical break-down
 Other social-economic break-down
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Issues on collecting, using the internationally
comparative data

Availability of statistics
 Which indicators are available at the which
level
 Regional average
 Global figures
 Estimating methodology (Treating missing
values)
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Issues on collecting, using the internationally
comparative data

Multiple sources
 Different sources at the national level
 Different sources at the regional and global
levels
 Population
 Education Indicators
 Surveys vs. EMIS
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Additional indicators?
UNESCO Education for All Goals
Agreed by all countries in 2000
To be achieved by 2015 (like MDGs)
MDG Education goals = EFA goals 2 and 5
Pre-primary to post-secondary education, nonformal, gender, education quality
Over 900 education indicators in public UIS
database!! – www,uis,unesco.org
http://stats.uis.unesco.org/unesco/TableViewer/document.aspx?ReportId=143&IF
_Language=eng
What are national and regional priorities?
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Gross Enrolment Rate in Pre-Primary
Education
2000
NOTE: Kazakhstan 2008 data
2007
70
60
57.2
50
40
39.4
37.3
29.8
30
26.5
20
15.6
9.0
10
Uzbekistan
Turkmenistan
Tajikistan
Mongolia
Kyrgyzstan
Kazakhstan
Georgia
Azerbaijan
0
Armenia
Pre-primary GER
53.9
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Uzbekistan
Turkmenistan
Tajikistan
Male
Mongolia
Female
Kyrgyzstan
Kazakhstan
Georgia
Azerbaijan
Armenia
% trained teachers
% of primary teachers qualified to
national standards 2007
Total
100
80
60
40
20
0
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Gross Enrolment in Secondary
Education 2007
Lower secondary
Upper secondary
Secondary, total
NOTE: Kazakhstan 2008 data
120
102.4
100
89.0
88.8
90.2
92.2
91.7
86.4
83.6
60
40
20
Uzbekistan
Turkmenistan
Tajikistan
Mongolia
Kyrgyzstan
Kazakhstan, 1
Georgia
Azerbaijan
0
Armenia
GER
80
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