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

Data Processing and Standards Unit UNESCO Institute for Statistics About me Andrew Barton Data Processing and Standards Unit UNESCO Institute for Statistics a.barton@uis.unesco.org 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)

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

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)

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.

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.

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

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)

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

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

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

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

UNESCO Financing Membership contributions Extra budgetary funding Represents 58% of the 2010-2011 budget For 2010-2011: $653,000,000 USD Extra budgetary funding UNESCO becoming more reliant on extra budgetary funds Represents 42% of the 2010-2011 budget For 2010-2011: $462,751,400 USD Total Budget: $1,115,751,400 USD

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.

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

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)

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

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

TITLE UNESCO Institute for Statistics About me Peter Wallet TITLE UNESCO Institute for Statistics p.wallet@uis.unesco.org 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

TITLE UNESCO Institute for Statistics About me Lory Ajamian TITLE UNESCO Institute for Statistics l.ajamian@uis.unesco.org 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)

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.

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

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

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

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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

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

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.

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

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.

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.

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.

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

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.

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

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

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

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.

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

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.

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

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.

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

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)

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)

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

Research Assistant, LAMP team UNESCO Institute for Statistics About me Maya Prince Research Assistant, LAMP team UNESCO Institute for Statistics m.prince@uis.unesco.org 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

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

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 OLO @ UNESCO/UIS since 2005; Existed @ UIS since 2007 IIEP May 2011.xls 51

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

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

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 (2003-2012), 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.

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 1994 - second round 1996 - 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

Countries that have participated in IALS/ALL or LAMP

Timed Parking

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.

Interviewer training

Maya?

Observation in Mongolia

Observation in Jordan

Literate environments

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.

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

Communications Unit UNESCO Institute for Statistics About me Shereen Joseph Communications Unit UNESCO Institute for Statistics shereenjoseph@gmail.com 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

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

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.

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.

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.

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.

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.

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.

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

Between promise and progress GED 2010 - Gender Disparities in Education Between promise and progress

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.

Online database This GED is complemented by an interactive database accessible online at www.uis.unesco.org 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

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

Questions? Peter Wallet p.wallet@uis.unesco.org Lory Ajamian l.ajamian@uis.unesco.org Andrew Barton a.barton@uis.unesco.org Maya Prince m.prince@uis.unesco.org Shereen Joseph shereenjoseph@gmail.com