1. UNESCO Structure, Governance and Finance
UNESCO Institute for Statistics
Montreal June 2011 1

2. Data Processing and Standards Unit UNESCO Institute for Statistics
About me
Andrew Barton
Data Processing and Standards Unit UNESCO Institute for Statistics
Bio:
Statistical Assistant in the Data Processing & Standards Unit at the UIS
Master’s in Economics from the University of Amsterdam
Bachelor’s in Economics from JMSB
Previous work as an adviser/analyst for a European finance and leasing industry, Department of Foreign Affairs and International Trade, and Catholic Community Services (NPO in Montreal)

3. Presentation Outline Overview: History, Mission & Priorities
UNESCO Structure & Governance
General Conference
Executive Board
Secretariat
Financing
Differences between IGO and NPO 3

4. Overview: History
1942: Conference of Allied Ministers of Education - CAME
European countries looking to reconstruct their systems of education in the post war era
1945: A proposal from CAME was made at a United Nations Conference for the establishment of an educational and cultural organization (London)
At the end of the conference, thirty-seven countries founded the United Nations Educational, Scientific and Cultural Organization (16 November)

5. Overview: Mission & Priorities
UNESCO’s mission is to contribute to the building of peace, the eradication of poverty, sustainable development and intercultural dialogue through education, the sciences, culture, communication and information.
UNESCO focuses on two global priorities:
Africa & Gender Equality
Refer to Peter and Lory
The broad goals and objectives of the international community – as set out in the internationally agreed development goals (Millennium Development Goals and Education for All) – underpin all UNESCO’s strategies and activities.

6. Overview: Mission & Priorities
The broad goals and objectives of the international community – as set out in the internationally agreed development goals (Millennium Development Goals and Education for All) – underpin all UNESCO’s strategies and activities.

7. Overview: Mission & Priorities
In fulfilling its mission, UNESCO will carry out for the international community five established functions:
laboratory of ideas, including foresight
standard-setter
clearing house
capacity-builder in Member States in UNESCO’s fields of competence
catalyst for international cooperation
Mention that we are not a funding organization like the World Bank Group and IMF

8. UNESCO Governance and Structure
UNESCO is a specialized agency of the UN (carries out prescribed mandate but independent)
Based in Paris, France
Director General: Ms. Irina Bokova
UNESCO is an Intergovernmental Organization - IGO
Goals and scope are outlined in a treaty or charter
Membership is limited to nation states / countries
Three levels of membership (193 members, 7 associate members & 2 observers)
Members are required to make yearly contributions
Members: all rights – must comply with budgeting decisions as agreed upon at the UN GA and UNESCO GA
Associate member: That Associate Members shall be subject to the same obligations
as Members, except that the difference in their status shall be taken
into account in determining the amount of their contribution to the
budget of the Organization;
That the contribution of Associate Members shall be assessed at
a proportion of the amount at which they would have been assessed
had they been full Members, subject to such limitations as the General
Conference may decide;
Observer: observer states are invited to GA by the executive board – DG invites NGO (no voting rights)
UNESCO is in official relations with over 350 Non-governmental organizations at a regional and national level (Amnesty International, Arab organization for Human Rights, World Water Council, etc)

9. UNESCO Governance and Structure
Governing Bodies
General Conference
Executive Board
Secretariat
2,000 employees of which 870 are located in 65 field offices around the world

10. UNESCO Governance and Structure
General Conference
Primary decision making body of UNESCO
Meets once every 2 years to determine the policies and main lines of work of the organization
1 country – 1 vote
Approves UNESCO’s biennial programmes and budget
Every 4 years, it appoints the Director General

11. UNESCO Governance and Structure
Executive Board
Composed of 58 member states who are elected at the General Conference every two years
Choice of representatives depends on diversity of cultures and geographic regions
Responsible for the execution of the programme adopted at the General Conference
Meets twice a year to examine the Organization’s programme and budget
It assures the overall management of UNESCO

12. UNESCO Governance and Structure
Secretariat
The Director General is the executive head of UNESCO
DG formulates proposals for appropriate action by the General Conference and Executive Board
DG prepares a draft biennial programme and budget
Staff implements the approved programme
Organizational Chart
Central Services
Programme Sectors
Support Sectors
Field Offices

13. UNESCO Financing Membership contributions Extra budgetary funding
Represents 58% of the budget
For : $653,000,000 USD
Extra budgetary funding
UNESCO becoming more reliant on extra budgetary funds
Represents 42% of the budget
For : $462,751,400 USD
Total Budget: $1,115,751,400 USD

14. UNESCO Financing Five major sources of extra budgetary funding:
Bilateral Government Donors
The United Nations Funds and Programmes
Multilateral Development Banks (WBG)
The European Commission
The Private Sector
Bilateral Government Donors: Voluntary funding from governments for specific projects (i.e. Italy funds the Convention Concerning the Protection of the Cultural and Natural Heritage $3,300,000)
Multilateral Development Banks: Multilateral Development Banks are institutions that provide financial support and professional advice for economic and social development activities in developing countries. The term Multilateral Development Banks (MDBs) typically refers to the World Bank Group and four Regional Development Banks:  
The African Development Bank   The Asian Development Bank   The European Bank for Reconstruction and Development   The Inter-American Development Bank Group These banks are characterized by a broad membership, including both borrowing developing countries and developed donor countries, and not limited to member countries from the region of a regional development bank.

15. UNESCO Financing
Biennial budget is submitted by the Director General as a resolution at the UNESCO General Conference for approval
Scale of Assessment – Set at the United Nations General Conference on a yearly basis
Assessment is based on a countries Gross National Income and a country’s capacity to pay
Contributions are to be paid partly in US dollars and partly in Euros (can pay in national currency)
Members
Contribution %
USA
22.000%
Japan
12.530%
Germany
8.018% UK
6.604%
France
6.123%
Italy
4.999%
Canada
3.207%
China
3.189%
Spain
3.177%
Mexico
2.356%
Others
27.797%
Gross national income (GNI) comprises the value within a country (i.e. its gross domestic product), together with its income received from other countries (notably interest and dividends), less similar payments made to other countries.[
The UN is financed from assessed and voluntary contributions from member states. The General Assembly approves the regular budget and determines the assessment for each member. This is broadly based on the relative capacity of each country to pay, as measured by their Gross National Income (GNI), with adjustments for external debt and low per capita income

16. IGO vs NPO Similarities: Differences: Both are not driven by profit
Funding sources are the same (public and private)
Differences:
NPO can represent both public and private interests
IGO represent public interests
Governance Structure (membership)
NPO structure depends on the type of organization
IGOs structure based on a charter or treaty between countries
Financing structure is different (i.e. UN scale assessment)

17. List of IGO’s in Montreal
UNESCO Institute for Statistics
ICAO – International Civil Aviation Organization
Secretariat on the Convention of Biodiversity
Multilateral Fund for the Implementation of the Montreal Protocol
Commission for Environmental Cooperation (Canada, Mexico & US only)
Cospas Sarsat (Canada, France, Russia, & US only)
Montreal protocol, funding for developing countries whose per capita ozone consumption and production is less than 0.3kg
Cospas Sarsat - The International Cospas-Sarsat Programme provides accurate, timely, and reliable distress alert and location data to help search and rescue authorities assist persons in distress
ICAO – civil aviation policy (airports)
CBD – Convention for sustaining life on earth

18. UIS - Education Team An Overview of the role of the UIS in Education Statistics

19. TITLE UNESCO Institute for Statistics
About me
Peter Wallet
TITLE UNESCO Institute for Statistics
Bio:
Worked for over 8 years at the UIS
Contributed to the overall analysis and monitoring of international education targets Education for All Global Monitoring Report team
Particularly contributed to the development and analysis of data on teachers

20. TITLE UNESCO Institute for Statistics
About me
Lory Ajamian
TITLE UNESCO Institute for Statistics
Bio:
Statistical Assistant at the UIS within the Education team
Worked on several UIS publications
Currently doing her Master’s in Statistics at McGill
Speaks 4 languages (French, English, Armenian and Chinese)

21. The UNESCO Institute for Statistics
The UIS founded as a semi-autonomous institute in 1999 in Paris, France
Moved to Montreal in 2001
Mandated to maintain international databases for:
Education
Science and technology
Culture and communications
Approximately 110 employees
from which about 20% are based
in various parts of the world.

22. Regional Presence of the UIS
Doha
New Delhi
Bamako
Bangkok
Dakar
Yaoundé
Apia
Nairobi
Dar-es-Salaam
Apia
Windhoek
Santiago

23. What is the role of UIS in education?
Collection of national data and subsequent conversion & dissemination of cross-nationally comparable data
Different countries, different primary education systems
5 years
9 years
Basic education
6 years
Education systems very different- different levels, curriculum, etc…
Difficult to compare international data.
Add value to data
4 years
Primary
Lower
secondary

24. Development of international classifications, e.g. ISCED
The 7 LEVELS of education are:
ISCED 0 = Pre-primary
ISCED 1 = Primary
ISCED 2 = Lower secondary
ISCED 3 = Upper secondary
ISCED 4 = Post-secondary non-tertiary
ISCED 5 = First stage of tertiary education
(not leading directly to an advanced research qualification)
ISCED 6 = Second stage of tertiary education
(leading to an advanced research qualification)
Orientation
General,
Tech/Voc
Destination A B C 24

25. 25

26. 26

27. ISCED 27

28. What is the role of UIS in education?
Technical projects to improve data collection towards the production and usage of internationally comparable data
Technical capacity building within countries (at least every 2 years, regional workshops)
Analysis of comparative data
Advocacy for statistics in relation to UNESCO’s areas of interest

29. What education topics does the UIS collect data on?
The following topics are covered in the UIS questionnaire
Access
Participation
Progression-internal efficiency
Student international mobility
Teachers
Investment in education

30. Core UIS data source: Administrative data
Administrative data come from official national ministries; national school censuses or EMIS system
UIS works cooperatively with governments to maintain country’s sense of ownership
Advantages of administrative data
Allow for regular and timely monitoring of education systems
Linked to education planning
Cost efficient
UIS estimates some missing data
UIS collects more than just participation data, which could be collected from household survey data, which allows for a more holistic view of national systems, e.g.. Finance data, teachers data etc…
It would not be possible to calculate indicators such as per pupil expenditure or pupil-teacher ratios without a clear correspondence between the coverage of data on pupils and information on education resources.
UIS works a lot with countries to help maintain country ownership . A lot of cooperation.

31. Major phases of the UIS education data production cycle
Reporting
data
Survey
design
Production of indicators
Data
collection and
processing

32. Data collection and processing
International statistics depend on…
Quality of raw data reported by countries
Quality of UIS data collection and processing
Quality of data reported by other international organisations, e.g. population and economic data.

33. Specific mandates related to international agreements
The UIS has the mandate to monitor progress towards Education for All (EFA) and education-related Millennium Development Goals (MDG).
The gender parity index (GPI), which is the ratio of female to male values of a given indicator, is used to measure:
EFA Goal 5:
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.
MDG Goal 3:
Promote gender equality and empower women.

34. Education for All (EFA)
In March 1990, delegates from 155 countries, as well as representatives from some 150 organizations agreed at the World Conference on Education for All in Jomtien (Thailand), to universalize primary education and massively reduce illiteracy before the end of the decade.
In April 2000, the World Education Forum in Dakar (Senegal) adopted the Dakar Framework for Action reaffirming the commitment to achieving the goals for Education for All by the year 2015.

35. Education for All (EFA)
Expand early childhood care and education
Provide free and compulsory primary education for all
Promote learning and life skills for young people and adults
Increase adult literacy by 50 per cent
Achieve gender parity by 2005, gender equality by 2015
Improve the quality of education

36. Millennium Development Goals (MDG)
The Millennium Development Goals are eight goals to be achieved by 2015 that respond to the world's main development challenges.
The MDGs are drawn from the actions and targets contained in the Millennium Declaration that was adopted by 189 nations and signed by 147 heads of state and governments during the UN Millennium Summit in September 2000.

37. Millennium Development Goals (MDG)
Poverty and Hunger
Eradicate extreme poverty and hunger
Education
Achieve universal primary education
Promote gender equality and empower women
Health
Reduce child mortality 
Improve maternal health
Combat HIV/AIDS, malaria and other diseases
Development
Ensure environmental sustainability
Develop a global partnership for development

38. Monitoring indicators: Goal 2: Target 2.A
“Ensure that, by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling”.
Participation
Progress
Outputs
Survival Rate to Last
Grade
Youth Literacy
Rate
Net Enrolment Rate

39. Monitoring indicators: Goal 3: Target 3.A
“Eliminating gender disparities by 2005 in primary
and secondary education, and at all levels no later than 2015’’
Equal participation
Gender Parity Index
of Gross Enrolment Ratio

40. Participation Net enrolment rate in primary education (NER)
Participation of children belonging to the official primary school age-population (SAP)
Gross enrolment ratio in primary education (GER)
The general level of participation in primary education.
The capacity of the primary education system to enrol children of the primary school age-population.

41. United Arab Emirates (2009)
Age
population
Enrolment in primary education 5
61,565
35,055 6
60,604
60,203 7
59,343
59,286 8
57,860
56,543 9
56,228
54,139 10
54,646
28,719 11
53,313
6,163 12
51,686
1,882 13
49,593
304 14
47,478 81
Total
302,375
Entrance age: 6 year old
Duration: 5 years
Official age group: 6-10

42. Out of school children (OOS)
Definition before 2005:
Children of primary school age are counted as out of school when they are not enrolled in primary education.

43. Goal 3 Promote gender equality and empower women
Target 3.A: Eliminating gender disparities by 2005 in primary and secondary education, and at all levels no later than 2015
Indicators: Gender parity index of GER in primary, secondary and tertiary education

44. Gender parity index of Gross enrolment ratio
Purpose:
The GPI measures progress towards gender parity in education participation available for women in relation to those available to men. It also reflects the level of women’s empowerment in society.

45. GPI: United Arab Emirates (2009)
Population
Enrolment in primary education
Age
Female
Male 5
29,944
31,621
17,676
17,379 6
29,453
31,151
29,210
30,993 7
28,815
30,528
28,475
30,811 8
28,066
29,794
27,091
29,452 9
27,243
28,985
25,873
28,266 10
26,395
28,251
13,661
15,058 11
25,572
27,741
2,724
3,439 12
24,749
26,937
830
1,052 13
23,937
25,656
141
163 14
23,210
24,268 26 55
Total
145,707
156,668

46. UIS Data Centre The main product of the UIS is its database
The data centre is an online vehicle for accessing all data and indicators produced by the UIS
Over 1000 data and indicators on education for more than 200 member states
Complete time series data from 1970 to the most recent year
Updated three times a year (January, April
and October)

47. Major publications using UIS education data
World Development Indicators (World Bank)
Global Education Digest (UIS)
The State of the World's Children Report (UNICEF)
EFA Global Monitoring Report (UNESCO)
Millennium Development Goals Report (UN)
Human Development Report (UNDP)

48. UNESCO Culture, S&T, Comm and Info
UNESCO Institute for Statistics
Montreal June 2011 48

49. Research Assistant, LAMP team UNESCO Institute for Statistics
About me
Maya Prince
Research Assistant, LAMP team
UNESCO Institute for Statistics
Bio:
Research Assistant with the Literacy Assessment and Monitoring Programme (LAMP) team at the UIS
Bachelor’s in Economics with honors
Master’s in Economics – both from Concordia University

50. What about children in school not learning?
Learning Outcomes
Enrolment
Repetition
Completion
Out of school
What about children in school not learning?

51. UIS & learning outcomes
04/26/2011
UIS & learning outcomes
UIS Mandate:
To collect data
& produce statistics on all dimensions of education,
with international comparability
UIS will now add indicators of student achievement to its databases
Observatory of
Learning Outcomes
Talk about UNESCO/UIS since 2005;
UIS since 2007
IIEP May 2011.xls 51

52. 04/26/2011
Components
1 GLOBAL DATABASE: develop and manage a database of student achievement indicators with full international comparability—an issue
2 CATALOGUE: develop and manage a database of student achievement indicators that countries have, internal or external source; comparability—not an issue
PASEC SACMEQ PERLS (MAP FROM PETER).
IIEP May 2011.xls 52

53. 04/26/2011
Other teams at UIS
Provide UNESCO member states and the international community with timely, reliable, relevant and cross-nationally comparable statistics
Culture
Science and technology
Communication and information
EXAMPLES:
Culture e.g. cinema admissions per capita
Education e.g. primary school enrolment and retention
Science and Technology e.g. R&D expenditure as % of GDP
Communication and Information e.g. % schools using computers
IIEP May 2011.xls 53

54. UN Literacy Decade (2003-2012) aimed at increasing literacy levels
UNESCO launched the Literacy Initiative for Empowerment (LIFE) in 2005 as a framework for achieving the Decade’s goals
LAMP
The Decade was established for three reasons:  
one in five adults cannot read nor write. According to the latest estimates, 776 million people are illiterate and two-thirds of these are women.
Literacy is a human right.
The Decade is an opportunity to make a sustained collective effort which will go beyond one-shot programmes or campaigns.
In response to these factors, efforts undertaken during the Decade are to target the poorest and most marginal social groups (including women) and to accompany initiatives to reduce poverty.
UNESCO’s Literacy Initiative for Empowerment (LIFE) is a global strategic framework for the implementation of the United Nations Literacy Decade ( ), in order to meet the Education for All (EFA) goals, with particular focus on adult literacy and out-of-school children.
It was created when it became apparent that existing literacy efforts would not be sufficient to achieve a 50 per cent improvement in levels of adult literacy by 2015.

55. Literacy Assessment and Monitoring Programme
04/26/2011
Literacy Assessment and Monitoring Programme
Objectives:
Methodological development
Sustainable data production
National capacities
Guiding principles:
Literacy assessment: necessity for sound policy-making
Literacy skill: levels (not binary)
Test questions reflect context
Objectives:
methodological devt: LAMP is intended to produce and validate an approach to measuring literacy skills across different languages and cultural settings
Devt of natl capacities: LAMP is achieved through collaboration with participant countries; UIS organizes efforts while relying on existing expertise and capacities
Sustainable production of data: The combo of 1) and 2) should lead to a sustainable dataset that is meaningful for the countries and would become part of UIS database
** Literacy tested in 5 levels by LAMP – in some countries collapsed to 3 levels during analysis of data **
Starting point: previous international studies:
the International Adult Literacy Survey: (IALS)
OECD, Statistics Canada
started second round last round 1998
Purpose: to find out how well adults used printed information to function in society
The world's first internationally comparative survey of adult skills.
the Adult Literacy and Life Skills Survey: (ALL)
OECD, NCES, Statistics Canada
Based on IALS
2003
Purpose: to measure adults’ skills in 4 domains: prose, documents (graphs, charts, etc.), numeracy and problem-solving.
Follow-up to IALS & ALL:
Programme for the International Assessment of Adult Competencies: (PIAAC)
OECD
Starting 2011
Purpose: to survey adults’ skills & competencies in literacy & numeracy
IIEP May 2011.xls 55

56. Countries that have participated in IALS/ALL or LAMP

57. Timed Parking

58. Textual and contextual knowledge
Q. ‘Is this a camel or a donkey?’
Not a camel or a donkey. It is a wild camel. [answer marked as wrong]
In Mongolian there are different terms for domestic (temee) and wild camel (khavtai). The respondent has not understood the conventions of textual authority.

59. Interviewer training

60. Maya?

61. Observation in Mongolia

62. Observation in Jordan

63. Literate environments

64. UIS impact on international policy
“subtle advocacy”, not “direct advocacy”
How?
our statistics
support to countries (training, providing guidelines and standards)
partnerships with IGOs/NGOs
our reports and publications
What are the Institute's objectives?
The Institute aims to:
- gather a wide range of quality statistical information to help Member States analyze the efficiency and effectiveness of their programmes and to inform their policy decisions;
- interpret and report on the global situation with regard to education, science and technology, culture and communication.
What does the Institute do?
The Institute's activities involve:
- collecting up-to-date statistics from across the world according to agreed quality procedures and disseminating them to the users in a form appropriate to their needs;
- developing the conceptual and methodological framework for the collection of internationally comparable data and indicators;
- working with Member States to improve their capacities to collect and analyse data of relevance to their policy initiatives; and
- analysing data in partnership with policy makers and researchers, and promoting wider and more informed use of data for policy purposes.
The UIS is a crucial link in an international network of experts and institutions dealing with statistics within UNESCO's fields of competence.

65. UNESCO Communications Strategy
UNESCO Institute for Statistics
June 15, 2011 65

66. Communications Unit UNESCO Institute for Statistics
About me
Shereen Joseph
Communications Unit UNESCO Institute for Statistics
Bio:
Worked in Communications for over 10 years – 2 of those at the international level within the UIS
Bachelor’s in Microbiology from the University of Alberta
Master’s in Journalism at Concordia starting in September
Freelance Consultant

67. Outline UIS Communications Strategy Shift in Strategy Who do we Serve?
Reaching a Broader Audience
GED 2010
UIS online database

68. Guiding principles of communications strategy
Better explain the work, mandate and products of the UIS.
Expand dissemination of UIS data.
Reinforce transparency, impartiality and accountability.
The UIS provide cross-nationally comparable data to a clear set of clients and stakeholders, which essentially consists of Member States, UNESCO and other UN organizations, donors, advocacy groups and academic communities. The UIS is not an advocacy organization per se. However, the Institute does advocate for the production and use of high-quality data in promoting evidence-based
policymaking.
The Institute would like to be viewed as a source of reliable indicators and
analysis that are used by other forums, organizations and governments to develop national policies, goals and initiatives.

69. Shift in Comm strategy Comm in the past: Importance of physical events
Success measured in terms of media reports
Current situation:
Demand for instant access to information
Success to be measured in qualitatitive and quantitative terms.
In the past, a successful communication strategy centred on physical events, such as a press conference to launch a report, and was measured in terms of the quantity and quality of print and broadcast media reports. Today, press conferences are often seen as a waste of time for journalists. Instead of events, they want access to information – via data, experts and analytical reports. The Internet is an especially important resource.

70. Who are our users?
UIS data are used by policymakers, decision-makers, academics, students, consultants, educators, journalists, advocacy groups, government and inter-governmental agency officials and other statisticians.
Three types of users:
Consumers
Cooks
Commentators
Consumers - use data for their own needs primarily by incorporating the information into their
work or studies. Examples include: governments ministries, other UN and non-governmental
organizations, educators, students, consultants and statistical authorities.
Cooks - rely heavily on statistical information to produce significant outputs that reach a wide
audience outside of their own institution. Examples include: feature-writers, academics, etc.
Commentators - can be a mix of the first two groups (cooks and consumers). However, their
outputs tend to be short and transient. Examples include: journalists, bloggers and advocacy
groups.
All of these audiences are united by a single common need: trust in the source. Trust ultimately entails transparency.

71. Effective dissemination of UIS data
Highlights the need to diversify the format of outputs via:
Redesign of website
Redesign of UIS Data Centre
Use of Social Media
Many potential data users do not have the skills or experience to fully access and use UIS data.
The UIS must therefore seek to reinforce available metadata and diversify the format of its outputs in order to reach these audiences more effectively.
The UIS website and social media networks should be used to more clearly communicate the concepts, definitions and procedures used by the UIS to develop methodologies and produce data.
Ultimately, this promotes more transparency, impartiality and accountability.

72. Challenges in the digital age
Information overload
Discovery is difficult
Preferences for multi-channel dissemination
Identifying and reaching new audiences
Time and the expectation of instantaneous results
Information overload: Internet users are often overwhelmed by the quantity and diversity
of web-based sources of information. The ‘trust factor’, in which users rely on regular
sources of information, will continue to intensify.
Discovery is difficult: Most users never look beyond the first page of search engine
results. Therefore, the competition for first page results is intensifying among those
‘selling’ statistical information or providing it free of charge, as in the case of the UIS.
Multi-channel dissemination: Users tend to value and return to portals that offer
information from many different organizations rather than a single source. Examples
include Google Data or UNdata, which are Internet-based data services that bring
together a wide range of databases (including core education indicators from the UIS)
through a single entry point.
New audiences: The UIS can potentially reach new audiences through the Internet. The
Institute is well known and respected within the international statistical community.
However, less-specialized groups are often unaware that the data they may have
accessed on another site actually originates from the UIS.
Time: Internet users have come to expect instantaneous results. In particular, people
who are unfamiliar with statistics are often unprepared and unwilling to dig for the
information they need. The current UIS Data Centre is very fast in terms of data
extraction. However, it is not user-friendly. The UIS will need to create new interfaces as
part of the project to improve the Data Centre. In addition, there needs to be a greater
effort to produce ready-made tables which are supported by metadata.

73. Overcoming obstacles Search Engine Optimization
Establishing cross-linkages with UNESCO site
UIS Document Library
Social Media
New Partnerships with Private Vendors
SEO protocols have been developed for each type of web page. One
of the main challenges will be to diversify the traffic to the new site. Currently, most search engine results lead to the UIS home page and end there. By adopting SEO protocols, the Institute should attract more traffic to its level 1 and level 2 pages.
In terms of search engine optimization, the UIS benefits considerably from its association (links)
with the UNESCO main website. The first step lies in using the same set of keywords to tag web pages in order to improve search results across both sites. And link web pages between both sites.
the new UIS website features a Document Library, which centralizes access
to all statistical reports produced by the UIS. It also highlights reports featuring UIS data but
produced by regional bureaus, National Commissions and other UN organizations. Notable
examples include the UN Millennium Development Goals Report or EFA-assessment reports
produced by regional bureaus.
UNESCO has not yet established a formal policy concerning professional and personal use of social media. However, UNESCO’s Department of Public Information intends to set up a policy committee to develop guidelines.
Partnerships with private vendors that offer free access to a selection of indicators as well as subscriptions to more specialized databases. Companies interested in offering subscribers access to UIS data. Moody’s Economic Services, Reuters, McNally Publishing, Haver Analytics and other companies offer similar types of services, which include a
mix of free and subscriber access to data.
Organizations such as Eurostat, OECD, the United Nations Statistics Division (UNSD) and the World Bank are already pursuing licensing agreements with these types of vendors.

74. GED purpose
The UIS data collection mechanism is designed to produce comparable data for over 200 countries and territories
The GED is part of a major UIS initiative to improve the availability of education data to monitor long-term progress globally and identify advances and setbacks of individual countries
Benchmark progress to EFA and MDGs
High-quality statistics must be timely, reliable and complete to be relevant to policymaking
They must be internationally comparable so countries can monitor and benchmark their progress towards development goals
internationally comparable data are not only a valuable resource for countries looking to learn from one another but they also help feed the debates around education reform

75. Between promise and progress
GED Gender Disparities in Education
Between promise and progress

76. GED 2010
2010 marks the 15th anniversary of Beijing +15 (the 4th World Conference on Women)
Reflects two of UNESCO’s top priorities: education and gender equality
Shortly after this landmark conference (Beijing +15), the international community pledged to eliminate gender disparities at all levels of education by 2015 as part of the Millennium Development Goals (MDGs)
GED 2010 is the first edition of the Global Education Digest prepared under the new Director-General of UNESCO. The first female DG.

77. Online database
This GED is complemented by an interactive database accessible online at
The database contains additional indicators and time series data that are not presented in the print version of the Digest
The database is updated regularly and provides access to the latest international education data available

78. MERCI THANK YOU 謝謝 GRACIAS شكراً Спасибо
04/26/2011
MERCI
THANK YOU 謝謝
GRACIAS
شكراً
Спасибо 78
IIEP May 2011.xls 78

79. Questions? Peter Wallet p.wallet@uis.unesco.org Lory Ajamian
Andrew Barton
Maya Prince
Shereen Joseph