The MDGs and School Enrolment: An example of administrative data

1. The MDGs and School Enrolment: An example of administrative data Module B1, Session 9

2. Objectives From this session students will be able to: • Give examples • of the collection of administrative data • Identify the difference • between a census and a sample • Find a statement of the MDGs • and specify the goal for education • Give objectives of the schools census • in relation to the MDGs • and the needs of the country

3. Activities • Activity 1: This presentation • Activity 2: • The Millennium Development Goals (MDGs) • particularly the goals on education • The education census in Swaziland • A census of all schools • For administrative and statistical purposes • Activity 3 • Discussion • Primary education here • What do you do? • Is information easily available • Are you meeting the MDGs on education?

5. Activity 2: MDGs Note both the goals and the statistical presentations

6. Primary education Net enrolment ratio (NER) is one of the indicators What are other goals, and other indicators?

7. More on education than one indicator

8. Activity 2: MDGs - Indicators • What is an indicator? • Examples • Indicator 6

9. Activity 2: MDGs – Indicator problems • Possibly a slide to say ONLY an indicator • i.e. just an indication • nothing more • to study a problem in detail you often need more • as we see later

10. An education census • Forms sent to all schools in the country • before the 31st March of 2005 • to be completed on the last school day of March • The head teachers completes the staffing forms, • teachers qualification, sex, experience, etc • Each class teacher completes the class register slips. • name of pupil, age, whether a re-starter etc.

11. An education census • Response: • All 754 schools were sent the forms • to complete and sent back to the office. • After some initial non-response, • a follow-up was made • all schools in the country submitted their returns, • bringing the response rate to 100% • This was therefore a complete census • Useful for administration by Ministry of Education • And for statistical purposes by Dept of Statistics

12. A census • What is a census compared to a sample survey • Why is this a census? • What is this a census of? • Schools mainly – the whole population of schools • Therefore also a census of teachers • And a census of school pupils • It is complete – not a sample • But need to be precise on what is complete • In particular it is allschool children NOT all children

13. Administrative data • More than a census • Also for Educational records • Part of the routine administration • Get this in many fields • health workers, clinics • extension officers in agriculture • etc

14. Practical work • Work in groups of 4 • Work in pairs within these groups • Each pair looks further at one topic • Either the MDGs • Or the education census • You have about 30 minutes • To prepare a presentation for the other pair • Then 10 minutes for each presentation • Plus 5 minutes for each to collect key points • When we resume • We start with your key points

15. After the practical – Key points • They can be divided into categories for example: • statistical or substance • MDGs or education, or both

16. Indicators from Swaziland study

17. Calculating the NER for primary education Fom the Table on page iv of the report Indicator 6 in MDGs 100*184449/218837= 84.3

18. In each country • Three aspects • What are the figures – how is the country doing? • What is the routine to collect the data – the equivalent of the census in Swaziland • What is available and how easily • Also for indicators • What definitions are used • Are those definitions available? • Are they on local web sites or is there a link to international sites with the information

19. How might this information be used? • Monitoring internationally • could supply the figures for international use and comparison • Monitoring within the country • Need to get to a greater level of detail • To make a change

20. What else is needed? • This is a census • the WHOLE population • every school • every teacher • every school child • And in Swaziland the primary NER = 84% • It needs to get to 100% • What about the 16%? • They do not go to school • Why not? • Does this census give any information about the 16%? • If not, then what could be used instead?

21. A welfare survey? • To ask why children are taken out of school • And possibly how to change this • For example in Kenya • Survey explores the reasons children are not at school • See the next slide • This indicates ways that the work • From different activities in a statistical office • is interconnected

22. Example from poverty survey - Kenya

23. Objectives of this session • Can you now? • Give examples • of the collection of administrative data • Identify the difference • between a census and a sample • Find a statement of the MDGs • and specify the goal for education • Give objectives of the schools census • in relation to the MDGs • and the needs of the country