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Education statistics in the Arab States

Education statistics in the Arab States. Hendrik van der Pol Director, UNESCO Institute for Statistics. UIS: who are we?. Founded in 1999; moved to the Montreal in 2001 Areas of UNESCO mandate: Education Science and technology Culture Communication and information

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Education statistics in the Arab States

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  1. Education statistics in the Arab States Hendrik van der Pol Director, UNESCO Institute for Statistics

  2. UIS: who are we? • Founded in 1999; moved to the Montreal in 2001 • Areas of UNESCO mandate: • Education • Science and technology • Culture • Communication and information • Presence in the field – including a cluster advisor based in Doha

  3. UIS: what do we do? • Collect and disseminate cross-nationally comparable data • Develop methodological approaches and maintain international classifications • Monitor progress towards international goals such as EFA and related MDG • Develop national technical capacity • Advocate for use of statistics as part of evidence-based policy-making

  4. Why comparable education statistics? • To inform on national development plans (e.g., skill development strategies) • Sector-wide planning • Benchmark performance with other education systems • Monitor progress towards national and international development goals • Advocate for resource mobilization

  5. Education statistics in the Arab States • Coverage problems by level • Pre-primary data (6 countries) • TVET data (7 countries) • Private schools enrolment (7 countries) • Higher education statistics (6 countries) According to UNESCO regional groupings, the Arab States comprises of 20 Member States.

  6. Data gaps in the Arab States region

  7. Data gaps in the Arab States region

  8. Institutional arrangements for educational provision • Education statistical system in the Arab States: • 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

  9. Outcome of institutional fragmentation • Lack of coherent statistics across the education system • Different data collection methodologies (unmatched underlying data, i.g. financial data) • Different reference periods • Scope of information is unclear • Scattered information reporting

  10. Recommendation • Countries should further develop sector-wide systems for education statistics • This can be achieved through: • Better coordination among all stakeholders • Appropriate legislative frameworks • Development of technical capacity

  11. Thank you شكراً لكم www.uis.unesco.org

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