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Role of Data Collection, Analysis and Statistics

Role of Data Collection, Analysis and Statistics. Hendrik van der Pol Director. Overview. Introduction to international education statistics Why statistics, areas of statistics Role of the UIS, principles and methods Examples of international education statistics by the UIS

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Role of Data Collection, Analysis and Statistics

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  1. Role of Data Collection, Analysis and Statistics Hendrik van der Pol Director

  2. Overview • Introduction to international education statistics • Why statistics, areas of statistics • Role of the UIS, principles and methods • Examples of international education statistics by the UIS • Secondary education 2

  3. Why statistics? • Advocacy in order to mobilise support and resources • Monitoring e.g. performance indicators, EFA observatory • Developing, informing and amending appropriate policies, ensuring decisions are evidence-based 3

  4. Why international statistics? Comparative data: • allows countries to learn from one another and to benchmark • provides the global picture • is used for international accountability • offers external view on your system 4

  5. UNESCO Institute for Statistics • Founded in 1999 in Paris, France • Relocated to Montreal, Canada in 2001 • Located on the campus of Université de Montréal • Has grown from 8 to 110 employees • Mandated to maintain international databases for: • Education • Science and technology • Culture • Communication and Information

  6. UIS mandate • Collection and dissemination of cross-nationally comparable data • Analysis of comparative data • Development of international classifications • Technical capacity building within countries • Advocacy for statistics in relation to UNESCO’s areas of interest

  7. Domains of education statistics • Administrative data and planning (UIS) • Enrolment, Graduation, Teacher, Expenditure • Student assessment & surveys • Testing: Achievement (mathematics, reading), classroom processes, enabling conditions • Household surveys: family background • Literacy & Educational attainment (UIS) • Census data, household survey data 7

  8. UISeducation survey data • Advantages for the countries: • Regular and timely monitoring of education systems • Cost efficient, capacity exists at MoE and NSO • Linked to education planning, consistent with information used by MoE • Macro-level information only • Definitions and standards set by international framework • Country appears in EFA and MDG publications 8

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  11. Examples • Participation and completion of secondary education • Expenditure on education 11

  12. To what extent is participation in secondary education associated with national wealth?

  13. What proportion of students complete lower secondary education? Gross graduation ratios for lower secondary education, all programmes, 2009

  14. Exploring disparities in educational attainment of rural youth Percentage of 15 to 24 year olds with less than Lower secondary (ISCED 2), by gender, in rural areas • Household survey data reveals extent of gender gaps in rural areas: • Female disadvantage • Gender parity • Male disadvantage Source: Household survey data analysis. Pg. 280-1, GMR 2012, UIS (2012a).

  15. Poor, urban youth face disadvantages in completing lower secondary Percentage of 15 to 24 year olds with less than lower secondary (ISCED 2), by location and household wealth • Household survey data reveals education disparities : • Within urban areas: gap between in rich and poor urban youth • Within poorest households: gap between urban and rural youth Source: Household survey data analysis. Pg. 259, GMR 2012, UIS (2012a).

  16. How has the gap between lower and upper secondary participation changed? Gross enrolment ratios for lower and upper secondary education by region

  17. What proportion of the population completes upper secondary? Gross graduation ratios for upper secondary education by programme type, 2009

  18. How do governments allocate spending on education? 18

  19. Policy implications • Specific interventions aimed at improving the demand and supply of secondary education needed in sub-Saharan Africa. • Interventions designed to improve access to upper secondary education in almost all regions should also address the content of these programmes to meet demands of the labour market.

  20. Thank you www.uis.unesco.org UIS: Data to make a difference

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