UNESCOINSTITUTE for STATISTICS
New Initiatives and Challenges UIS Education Statistics Programme
Douglas Lynd, Senior Programme Coordinator
UNESCOINSTITUTE for STATISTICS
Framework for Education Indicators
Student background characteristics
Students: motivation, attitudes, behaviour
Distribution of knowledge and skills
Teacher background characteristics
Teaching and learning practices
Community and school characteristics
Learning environment at school
Institutional performance and quality of instruction
National context: educational; social;economic
System-wide policies: resource allocation; types of schools; organization
Overall quality: system performance
Individual learner
Instructional setting
Education service provider
Country/system level
Antecedents that constrain policy
Policy levers that shape outcomes
Outputs/ OutcomestcomesImpact of learning
UNESCOINSTITUTE for STATISTICS
Framework for Education Indicators
Outputs/ OutcomesImpact of learning
Policy levers that shape outcomes
Antecedents that constrain policy
Country/system level
Overall quality of system performance
System-wide policies: resource allocation; school organization
National context: educational; social;economic
Education service provider Institutional
performance and quality of instruction
Learning environment at school
Community and school characteristics
Instructional setting
Teaching and learning practices
Teacher background characteristics
Individual learner Distribution of knowledge and skills
Students: motivation, attitudes, behaviour
Student background characteristics
Literacy Assessment and Monitoring
Programme
UNESCOINSTITUTE for STATISTICS
Framework for Education Indicators
Outputs/ OutcomesImpact of learning
Policy levers that shape outcomes
Antecedents that constrain policy
Country/system level
Overall quality: system performance
System-wide policies: resource allocation; types of school; organization
National context: educational; social;economic
Education service provider Institutional
performance and quality of instruction
Learning environment at school
Community and school characteristics
Instructional setting
Teaching and learning practices
Teacher background characteristics
Individual learner Distribution of knowledge and skills
Students: motivation, attitudes, behaviour
Student background characteristics
WEI -
Survey of
Primary Schools
UNESCOINSTITUTE for STATISTICS
Framework for Education Indicators
Outputs/ OutcomesImpact of learning
Policy levers that shape outcomes
Antecedents that constrain policy
Country/system level
Overall quality of system performance
System-wide policies: resource allocation; school organization
National context: educational; social;economic
Education service provider Institutional
performance and quality of instruction
Learning environment at school
Community and school characteristics
Instructional setting
Teaching and learning practices
Teacher background characteristics
Individual learner Distribution of knowledge and skills
Students: motivation, attitudes, behaviour
Student background characteristics
Improving Data & Indicators
SCB
Indicator development
UNESCOINSTITUTE for STATISTICS
Literacy Assessment and Monitoring Programme (LAMP)
UNESCOINSTITUTE for STATISTICS
LAMP Objectives
To develop survey instruments and a survey methodology that will measure the literacy levels of adults in developing countries…….that will be readily adaptable in national contexts
….that will be reasonably inexpensive to administer….that will provide cross-nationally comparable data as well as local, sub-national and national data for developing evidence-based policies re: the development and delivery of literacy programmes
UNESCOINSTITUTE for STATISTICS
Why is LAMP needed?
Because literacy is essential to human and economic development…
…literacy is at the top of the development agenda (EFA, MDGs, HDI)…
…and we need to know how literacy is distributed in order to take actions…
…yet existing measures of literacy are inadequate.
UNESCOINSTITUTE for STATISTICS
Quality of current literacy data
Lack of comparability A wide range of definitions and measurements Self-declaration; education attainment as a proxy Some dubious data
Gaps in the data: Intercensal years No census, or no literacy question in the census 1 in 5 countries that have no data since 1975 Not always broken down by age group
UNESCOINSTITUTE for STATISTICS
LAMP Challenges
Defining literacies to be measured: reading; numeracy; oral comprehension; other
In what languages? Measurement of the lowest literacy levels Adapting items to cultural context Operations: length of interviews; willingness to
respond or let respond; etc. Ownership of the data Availability and quality of population data
UNESCOINSTITUTE for STATISTICS
LAMP status
Developing conceptual/analytical framework
Developing test instruments and survey methodology
Selecting pilot countries Preparing training materials Pilot testing Nov. 2003 – Nov. 2004
UNESCOINSTITUTE for STATISTICS
World Education Indicators (WEI)Survey of Primary Schools
UNESCOINSTITUTE for STATISTICS
World Education Indicators (WEI)
Project start - 1997 Objective – set of policy relevant
education indicators Composition
» Argentina, Brazil, Chile, Jamaica, Paraguay, Peru, Uruguay
» Egypt, Jordan, Russia, Tunisia, Zimbabwe» China, India, Indonesia, Malaysia, Philippines, Sri
Lanka, Thailand
UNESCOINSTITUTE for STATISTICS
Accomplishments
5 annual data collections Supplementary surveys
E.g. Decision-making, Teaching conditions, Hours of instruction
Special Projects Finance comparability study
Outputs Recent publications:
» Teachers for Tomorrow’s Schools; » Financing Education – Investments and Returns
UNESCOINSTITUTE for STATISTICS
Survey of Primary Schools (WEI-SPS)
Objective to obtain cross-national information from
teachers and administrators on the functioning of schools, including teaching and learning processes, in order to satisfy information needs related to equity and quality issues in education.
Schedule 2003 – develop content and methodology 2004 – conduct survey, analyze results
UNESCOINSTITUTE for STATISTICS
WEI-SPS
OECD/UIS leading developmental work with World Bank support
Steering Committee Country participation in planning Voluntary participation for conducting the
survey National modules allowed with approval
process
UNESCOINSTITUTE for STATISTICS
WEI-SPS Parameters
Survey Frame: primary schools with grade 4
Respondents: head teacher/principal grade 4 teachers
Proposed methodology Drop-off, pick-up
UNESCOINSTITUTE for STATISTICS
WEI-SPS Status
Questionnaire content: June 2003 – priority rating of analytical framework Sept 2003 – First draft of questionnaires Oct 2003 – Final questionnaire and country
adaptation; national modules for approval
Jan-June 2004 – Survey implementation
Sampling methodology Disproportionate stratified sample of schools (5
strata) May 2003 – distribution of schools by strata July 2003 – subdivisions for analysis, over-sampling
plans, sample size
UNESCOINSTITUTE for STATISTICS
Improving Education Data and Indicators
UNESCOINSTITUTE for STATISTICS
Challenges
Data quality Relevance Coverage of programmes Coverage of topics Accuracy Coherence Timeliness Use
UNESCOINSTITUTE for STATISTICS
Statistical Capacity Building: Our aim is to move countries up to the next level towards better data …
SELF-SELF-SUSTAININGSUSTAINING
BASICBASIC
INTERMEDIATEINTERMEDIATE
Lacking statistical infrastructure; Little government commitment and use of data; less need for internatl. comparable data
Basic data channels in place; some commitment to data use; data fragmented across ministries; coverage and relevance; regional comparisons
Stable information system, good links between users and producers of data, responsive to relevant policy issues, but the demands are more complex. Internatl comparisons used widely
UNESCOINSTITUTE for STATISTICS
Statistical Capacity Building
Technical assistance Data management Data interpretation and dissemination Data plans ISCED mapping Cross-national benchmarking and
assessment
UNESCOINSTITUTE for STATISTICS
National Policy
Data needs
Collection Processing
Analyses
International
Policy
Data needs Analyses
Collection Processing
Interpreting
Integrating
Int’l
Standards
Data plans
UNESCOINSTITUTE for STATISTICS
Indicator development
Primary completion rates Data collection Bilateral review Analytical review
Teacher data Assessment of current data to improve
cross-national comparability Additional data for supply projections