Framework for Education Indicators

UNESCOINSTITUTE for STATISTICS

New Initiatives and Challenges UIS Education Statistics Programme

Douglas Lynd, Senior Programme Coordinator


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



Outputs/ OutcomesImpact of learning




Overall quality of system performance

System-wide policies: resource allocation; school organization


Education service provider Institutional

performance and quality of instruction






Individual learner Distribution of knowledge and skills



Literacy Assessment and Monitoring

Programme







Overall quality: system performance

System-wide policies: resource allocation; types of school; organization












WEI -

Survey of

Primary Schools







Overall quality of system performance

System-wide policies: resource allocation; school organization












Improving Data & Indicators

SCB

Indicator development


Literacy Assessment and Monitoring Programme (LAMP)


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


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.


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


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


LAMP status

Developing conceptual/analytical framework

Developing test instruments and survey methodology

Selecting pilot countries Preparing training materials Pilot testing Nov. 2003 – Nov. 2004


World Education Indicators (WEI)Survey of Primary Schools


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


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


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


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


WEI-SPS Parameters

Survey Frame: primary schools with grade 4

Respondents: head teacher/principal grade 4 teachers

Proposed methodology Drop-off, pick-up


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


Improving Education Data and Indicators


Challenges

Data quality Relevance Coverage of programmes Coverage of topics Accuracy Coherence Timeliness Use


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


Statistical Capacity Building

Technical assistance Data management Data interpretation and dissemination Data plans ISCED mapping Cross-national benchmarking and

assessment


National Policy

Data needs

Collection Processing

Analyses

International

Policy

Data needs Analyses

Collection Processing

Interpreting

Integrating

Int’l

Standards

Data plans


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

Framework for Education Indicators

Documents

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