UNESCO Institute for Statistics
Role of Data Collection, Analysis
and Statistics
Hendrik van der Pol
Director
UNESCO Institute for Statistics
Overview
 Introduction
to international education
statistics

Why statistics, areas of statistics

Role of the UIS, principles and methods
 Examples
of international education statistics
by the UIS

Secondary education
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UNESCO Institute for Statistics
Why statistics?
 Advocacy in
order to mobilise support and
resources
 Monitoring e.g.
performance indicators,
EFA observatory
 Developing,
informing and amending
appropriate policies, ensuring decisions are
evidence-based
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UNESCO Institute for Statistics
Why international statistics?
Comparative data:
 allows
countries to learn from one another
and to benchmark
 provides
 is used
the global picture
for international accountability
 offers external view on
your system
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UNESCO Institute for Statistics
Founded in 1999 in Paris, France
Relocated to Montreal, Canada in 2001
Located on the campus of Université de Montréal
Has grown from 8 to 110 employees
Mandated to maintain international databases for:

UNESCO Institute for Statistics








Education
Science and technology
Culture
Communication and Information
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UNESCO Institute for Statistics
UIS mandate

Collection and dissemination of cross-nationally
comparable data

Analysis of comparative data

Development of international classifications

Technical capacity building within countries

Advocacy for statistics in relation to UNESCO’s areas
of interest
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UNESCO Institute for Statistics
Domains of education statistics

Administrative data and planning (UIS)


Student assessment & surveys



Enrolment, Graduation, Teacher, Expenditure
Testing: Achievement (mathematics, reading),
classroom processes, enabling conditions
Household surveys: family background
Literacy & Educational attainment (UIS)

Census data, household survey data
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UNESCO Institute for Statistics
UIS education survey data
 Advantages for
the countries:

Regular and timely monitoring of education systems

Cost efficient, capacity exists at MoE and NSO

Linked to education planning, consistent with
information used by MoE

Macro-level information only

Definitions and standards set by international
framework

Country appears in EFA and MDG publications
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UNESCO Institute for Statistics
Human Development Index
UNESCO Institute for Statistics
Gender Inequality Index
Education for All
Knowledge Index
Knowledge Economy Index
ICT Development Index
Global Gender Gap
Global Innovation Index
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UNESCO Institute for Statistics
Examples

Participation and completion of secondary education

Expenditure on education
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UNESCO Institute for Statistics
To what extent is participation in secondary
education associated with national wealth?
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What proportion of students complete
lower secondary education?
UNESCO Institute for Statistics
Gross graduation ratios for lower secondary education, all programmes, 2009
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Exploring disparities in educational
attainment of rural youth
UNESCO Institute for Statistics
Percentage of 15 to 24 year olds with less than
Lower secondary (ISCED 2), by gender, in rural areas

Household survey data reveals
extent of gender gaps in rural
areas:
 Female disadvantage
 Gender parity
 Male disadvantage
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Source: Household survey data analysis. Pg. 280-1, GMR 2012, UIS (2012a).
Poor, urban youth face disadvantages in
completing lower secondary
UNESCO Institute for Statistics
Percentage of 15 to 24 year olds with less than lower secondary (ISCED 2),
by location and household wealth

Household survey data reveals
education disparities :

Within urban areas: gap
between in rich and poor
urban youth

Within poorest households:
gap between urban and
rural youth
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Source: Household survey data analysis. Pg. 259, GMR 2012, UIS (2012a).
How has the gap between lower and
upper secondary participation changed?
UNESCO Institute for Statistics
Gross enrolment ratios for lower and upper secondary education by region
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What proportion of the population
completes upper secondary?
UNESCO Institute for Statistics
Gross graduation ratios for upper secondary education by programme type, 2009
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UNESCO Institute for Statistics
How do governments allocate
spending on education?
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UNESCO Institute for Statistics
Policy implications

Specific interventions aimed at improving the
demand and supply of secondary education needed
in sub-Saharan Africa.

Interventions designed to improve access to upper
secondary education in almost all regions should also
address the content of these programmes to meet
demands of the labour market.
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UNESCO Institute for Statistics
Thank you
www.uis.unesco.org
UIS: Data to make a difference
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