Education Indicators – Mechanisms to gather data from national sources

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

2. Brief course description Objective: 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 challenges

3. Background • 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, Ko-Chih Tung

4. 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. 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..

5. Our clients and partners • A wide range of data-users and audiences • International Organizations • National Statistical Offices, Education Ministries • Non-governmental organisations • Researchers (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

6. How are global data reported? World Development Indicators UIS Global Education Digest UIS DATA UIS/WEI Education Counts State of the World’s Children Human Development Report EFA Global Monitoring Report http://stats.uis.unesco.org/unesco/TableViewer/document.aspx?ReportId=143&IF_Language=eng

7. Monitoring the Developmental Goals at the global level

8. MDG Goals (Education)

9. Indicator 2.1: Adjusted Net enrolment ratio in primary education • 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. • 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.

10. 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 • Population data – United Nations Population Division

11. Calendar of data dissemination for UIS Education data Example: School reference year: ending in 2006 Group A Group B Data collection and release Questionnaires were sent to countries Deadline for returning the Questionnaires March Final dissemination for GED, EFA, UIS Data Centre and agencies Update UIS Data Centre First set of preliminary data to countries and agencies (not for publication) November October April December

12. Indicator 2.3: Literacy rate of 15–24 year-olds • 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

13. Issues on collecting, using the internationally comparative data • Comparability (Definitional issue) • Use of population data • Level of disaggregation • Availability of statistics • Multiple sources

14. Issues on collecting, using the internationally comparative data • Comparability (Definitional issue) • National definition vs. International definition • Theoretical definition vs. Operational definition • Different conceptual definitions

15. Issues on collecting, using the internationally comparative data • Use of population data • National estimates vs. UN estimates • Different sources at the national level • Different sources at the regional and global levels

16. Issues on collecting, using the internationally comparative data • Level of disaggregation • Availability of data by disaggregating • Reflecting true situation • Geographical break-down • Other social-economic break-down

17. 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)

18. 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