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

2. 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. 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, Simon Ellis

4. 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. 1. The collection and maintenance of international statistics which reflect changing policy and are reliable, internationally comparable and robust, as well as feasible to collect; 2. the production and implementation of new statistical standards, classifications, methodologies, indicators and related documentation; 3. the development of the statistical and analytical capacities of Member States; and 4. the provision of analytical services within the context of the Institute’s mission..

5. 5 Our clients and partners l A wide range of data-users and audiences è International Organizations è National Statistical Offices, Education Ministries è Non-governmental organisations è Researchers (academic, business) …and many others l UIS data are widely “redistributed,” they are published in: è World Development Indicators, World Bank è Human Development Report, UNDP è State of the World’s Children, UNICEF è Global Education Database, USAID …and many others

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

7. 7 Monitoring the Developmental Goals at the global level

8. 8 MDG Goals (Education) Goal 2: Achieve universal primary educationGoal 3: Promote gender equality and empower women Target 3: Ensure that, by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling. Target 4: Eliminate gender disparity in primary and secondary education preferably by 2005 and in all levels of education no later than 2015 Indicator 2.1: Net enrolment ratio in primary education Indicator 3.1: Ratio of girls to boys in primary, secondary and tertiary education Indicator 2.2:The proportion of pupils starting grade 1 who reach last grade of primary Indicator 2.3: Literacy rate of 15–24 year-olds, women and men

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. 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 http://www.uis.unesco.org/ev.php?URL_ID=5750&URL_DO=DO_ TOPIC&URL_SECTION=201 Population data – United Nations Population Division

11. Adjusted Primary School NER for Central Asian Countries 2007 11

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.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. Youth literacy rate in Central Asia 2007 13

14. Calendar of data dissemination for UIS Education data Example: School reference year: ending in 2006 Group A Data collection and release Group B November March December October April 20052006 20072008 Questionnaires were sent to countries Deadline for returning the Questionnaires First set of preliminary data to countries and agencies (not for publication) Final dissemination for GED, EFA, UIS Data Centre and agencies Update UIS Data Centre

15. 15  Comparability (Definitional issue)  Use of population data  Level of disaggregation  Availability of statistics  Multiple sources Issues on collecting, using the internationally comparative data

16. 16  Comparability (Definitional issue)  National definition vs. International definition  Theoretical definition vs. Operational definition  Different conceptual definitions Issues on collecting, using the internationally comparative data

17. 17  Use of population data  National estimates vs. UN estimates  Different sources at the national level  Different sources at the regional and global levels Issues on collecting, using the internationally comparative data

18. 18  Level of disaggregation  Availability of data by disaggregating  Geographical break-down  Other social-economic break-down Issues on collecting, using the internationally comparative data

19. 19  Availability of statistics  Which indicators are available at the which level  Regional average  Global figures  Estimating methodology (Treating missing values) Issues on collecting, using the internationally comparative data

20. 20  Multiple sources  Different sources at the national level  Different sources at the regional and global levels  Population  Education Indicators  Surveys vs. EMIS Issues on collecting, using the internationally comparative data

21. Additional indicators? l UNESCO Education for All Goals è Agreed by all countries in 2000 è To be achieved by 2015 (like MDGs) è MDG Education goals = EFA goals 2 and 5 è Pre-primary to post-secondary education, non- formal, gender, education quality l Over 900 education indicators in public UIS database!! – www,uis,unesco.org http://stats.uis.unesco.org/unesco/TableViewer/document.aspx?ReportId=143&IF _Language=eng l What are national and regional priorities? 21

22. Gross Enrolment Rate in Pre-Primary Education 22 NOTE: Kazakhstan 2008 data

23. % of primary teachers qualified to national standards 2007 23

24. Gross Enrolment in Secondary Education 2007 24