Training Course on “Training of Trainers from the Greater Mekong Sub-

Region on Decentralized Education Planning in the Context of Public Sector Management Reform”

International Comparative Datain Education

Mekong Institute & UNESCO Regional Office-Bangkok

23 February – 6 March 2009; Khon Kaen, Thailand

Prepared by the Education Policy and Reform UnitUNESCO Bangkok

February 2009

Module E4

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Brief session descriptionObjective: Better understanding on international comparative data in monitoring developmental goals

Key players in producing international comparative data in education

Mechanism of collecting and producing of these data

Key issues and challengesISCED97 (International Standard

Classification of Education)

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Agenda and Timetable (1)Session 1What are the purposes of having

International Comparative data?Who is responsible for collecting,

maintaining and disseminating such data?Where can we find such data?How do they collect such data?

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Session 2How diverse should the range of data from

different countries be to have international comparison?Presentation on the International Standard

Classification of Education 97(ISCED97) Hands-on exercises in ISCED application

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Agenda and Timetable (2)

Session 3What are the issues, challenges in using the

internationally comparative data at the country level and how to resolve them

Session 4What are the necessary conditions to have

good data at national level as well as international level

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Agenda and Timetable (3)

What are the purposes of having International Comparative data?

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Monitoring the Developmental Goals at the Global Level

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Education for All Goals (1)In March, 1990At Jomtien, ThailandLeaders from 155 countries

Proclaim the following World Declaration on Education for All:

Meeting Basic Learning Needs.

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Education for All Goals (2)Expanding and improving comprehensive

early childhood care and education, especially for the most vulnerable and disadvantaged children.

Ensuring that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to and complete free and compulsory primary education of good quality.

Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life skills programmes

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Achieving a 50 per cent improvement in levels of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults.

Eliminating gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girls' full and equal access to and achievement in basic education of good quality.

Improving all aspects of the quality of education and ensuring excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills.

Education for All Goals (3)

EFA 18 core indicators (1)Indicator 1: Gross enrolment in early

childhood development programmes, including public, private, and community programmes, expressed as a percentage of the official age-group concerned, if any, otherwise the age-group 3 to 5.

Indicator 2: Percentage of new entrants to primary grade 1 who have attended some form of organized early childhood development programme.

Indicator 3: Apparent (gross) intake rate: new entrants in primary grade 1 as a percentage of the population of official entry age.

Indicator 4: Net intake rate: new entrants to primary grade 1 who are of the official primary school-entrance age as a percentage of the corresponding population.

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EFA 18 core indicators (2)Indicator 5: Gross enrolment ratio.Indicator 6: Net enrolment ratio.Indicator 7: Public current expenditure on

primary education a) as a percentage of GNP; and b) per pupil, as a percentage of GNP per capita.

Indicator 8: Public expenditure on primary education as a percentage of total public expenditure on education.

Indicator 9: Percentage of primary school teachers having the required academic qualifications.

Indicator 10: Percentage of primary school teachers who are certified to teach according to national standards.

Indicator 11: Pupil-teacher ratio.Indicator 12: Repetition rates by grade.

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EFA 18 core indicators (3)Indicator 13: Survival rate to grade 5

(percentage of a pupil cohort actually reaching grade 5).

Indicator 14: Coefficient of efficiency (ideal number of pupil years needed for a cohort to complete the primary cycle, expressed as a percentage of the actual number of pupil-years).

Indicator 15: Percentage of pupils having reached at least grade 4 of primary schooling who master a set of nationally defined basic learning competencies.

Indicator 16: Literacy rate of 15-24 year olds.

Indicator 17: Adult literacy rate: percentage of the population aged 15+ that is literate.

Indicator 18: Literacy Gender Parity Index: ratio of female to male literacy rates.

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The Millennium Development Goals (MDG)

Goal 1: Eradicate extreme poverty and hunger Goal 2: Achieve universal primary education Goal 3: Promote gender equality and empower women Goal 4: Reduce child mortality Goal 5: Improve maternal health Goal 6: Combat HIV/AIDS, malaria and other diseases Goal 7: Ensure environmental sustainability Goal 8: Develop a Global Partnership for Development

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48 selected indicators, aggregated at global and regional levels.

Goal 2: Achieve Universal Primary EducationTarget 3: Ensure that, by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling.

Indicator 6: Net enrolment ratio in primary education

Indicator 7A: The proportion of pupils starting grade 1 who reach grade 5 (Survival rate to Grade 5)

Indicator 7B: Primary Completion Rate

Indicator 8: Literacy rate of 15–24 year-olds

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MDG Goals: Education (1)

Goal 3: Promote Gender Equality and Empower Women Target 4: Eliminate gender disparity in primary and secondary education preferably by 2005 and in all levels of education no later than 2015

Indicator 9: Ratio of girls to boys in primary, secondary and tertiary education

Indicator 10: The ratio of literate women to men 15–24 years old (Gender Parity Index in Literacy)

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MDG Goals: Education (2)

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Who is responsible for collecting, maintaining and disseminating such data?

Provide timely, reliable policy-relevant analytical information on regular and ad-hoc basis

Regular monitoring on global EFA statusResearch projects on statistics in UNESCO

concerned areasStrengthen the statistical capacity in the

Member StatesRegional and in-country statistical capacity

building and development of statistical management information system

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UNESCO Institute for Statistics (UIS) - Mission

UNESCO INSTITUTE for STATISTICS

Collection and dissemination of cross national data

Global EFA MonitoringStatistical capacity buildingStatistical methodology and standard setting

in UNESCO’s fields of competencePolicy relevant publications

“the Institute aims to ensure that policy making is informed by evidence. Monitoring the implementation of policies should also be based on reliable up-to-date statistical data,..”

Denise Lievesley

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UIS Main Programme Areas (1)

LAMP (Literacy Assessment and Monitoring Programme) – content focus

World Education Indicators (WEI) – focus on group of countries at a similar level of development

Technical Assistance (TA) – country focusLess in-depth than SCBIdentify problems, ways of addressingCountries on own to implement

Statistical Capacity Building (SCB) – country focusSupport to countries to implement improvements

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UIS Main Programme Areas (2)Cross-cutting and taking many forms…

Collection and dissemination of cross national

dataGlobal EFA MonitoringStatistical capacity buildingStatistical methodology and standard setting

in UNESCO’s fields of competencePolicy relevant publications

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UIS Main Programme Areas (3)

A wide range of data-users and audiencesInternational OrganizationsNational Statistical Offices, Education MinistriesNon-governmental organisationsResearchers (academic, business)…and many others

UIS data are widely “redistributed,” they are published in:World Development Indicators, World Bank Human Development Report, UNDP State of the World’s Children, UNICEF Global Education Database, USAID…and many others

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UIS Clients and Partners

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How do we collect the data?

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Data Collection MechanismRegarding the International Comparative Data

for EducationUIS is the main source for the developing countriesOECD is for the developed countriesThe World Bank

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Data Compilation and Dissemination Mechanism on Education Statistics

National Statistics Office

EMIS, MOEEMIS,

MOEEMIS, MOEEMIS,

MOENationa

l Statistics Office

EMIS, MOEEMIS,

MOEEMIS, MOEEMIS,

MOE

OECD countries Developing countries

Statistics Division and Population Division

UIS Website

The World Bank

The Regional

BanksOther UN agencies

Other research

Institutions and

Individuals

Various UIS Publication

s

Data dissemination channel

Data collection channel

Data collected for 2004/05 school year as part of the current survey

Current data release refers to the 2003/2004 school-year

Example Schedule:For 2004/05 data (Academic year ending 2005)Distribute the questionnaire October 2005Request to submit to the UIS 31 March 2006Mid-March07 – 1st web releaseApril 07– Global Education Digest releaseSeptember/October 07 - 2nd web releaseNovember 07 – EFA Global Monitoring report release

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Annual Education Data Release Cycle

PopulationUnited Nation Population DivisionThe World BankOther population research institutes

Other socio-economic dataThe World BankUnited Nations Specialized Agencies (FAO,

ILO, WHO)Other IGO and NGO institutions

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Where to Find these Data… (1)

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Where to Find these Data… (2) OECD EuroStat UNSD UNESCAP UNICEF The World Bank Global EFA Monitoring Reports UNDP Human Development Reports Nations Statmaster List of National Statistical Agencies

Thank You

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