Global Education Digest 2012 - International Reading Association

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READER’S GUIDE ii) UOE survey UNESCO, the OECD and Eurostat (UOE) have jointly administered this annual data collection since 1993. The UOE questionnaire compiles data from high- and middle-income countries that are generally members or partner countries of the OECD or the European Union. The UOE survey collects more detailed education statistics and allows for the production of a wider set of indicators, as presented in Statistical Tables 16-22. The countries that participate in the UOE data collection are listed in Annex C. iii) WEI programme The World Education Indicators (WEI) programme provides a platform for middle-income countries to develop a critical mass of policy-relevant indicators beyond the global core set of education statistics. This also allows for direct comparisons with countries participating in the UOE survey as the collection of data from WEI countries is based on a same common set of definitions, instructions and methods. Participating countries in the WEI data collection are: Argentina, China, Egypt, India, Indonesia, Jamaica, Jordan, Malaysia, Paraguay, Peru, the Philippines, Sri Lanka, Thailand, Tunisia and Uruguay. The UIS hosts the secretariat for the WEI programme. Literacy All literacy data are UIS estimates unless otherwise noted. Literacy statistics for youth aged 15 to 24 years and adults aged 15 years and older are obtained from national population censuses, household surveys, and estimates using the UIS Global Age-Specific Literacy Projections Model (GALP) http://www.uis.unesco.org/publications/GALP. The UIS literacy questionnaire can be downloaded at http://www.uis.unesco.org/UISQuestionnaires/Documents/UIS_LIT_2012_EN.pdf Data sources, reference years and national definitions are available in the literacy metadata table available in the UIS Data Centre http://stats.uis.unesco.org Educational attainment Statistics on educational attainment for the population aged 25 years and older are based on national population censuses or surveys. Population Population statistics for countries with at least 50,000 inhabitants are provided by the United Nations Population Division, based on the 2010 Revision of the World Population Prospects. For more information on UN Population Division estimates, please visit http://www.un.org/esa/population/unpop.htm For countries where UN Population Division data are not available, the UIS derives estimates by single-year of age from other sources, such as Eurostat (Demographic Statistics), the Secretariat of the Pacific Community (Statistics for Development Programme) and national statistical offices. Population-based indicators are listed as missing (…) when population data are not available or not considered reliable. In exceptional cases, the UIS uses national data when enrolment data collected by the UIS and population data produced by the UN Population Division are not consistent. Education indicators based on population estimates by age and sex for countries with a total population under 100,000 inhabitants should be interpreted with caution due to fluctuations in migration and other factors. 78
OPPORTUNITIES LOST: THE IMPACT OF GRADE REPETITION AND EARLY SCHOOL LEAVING Economic data Data on economic indicators such as gross domestic product (GDP) and purchasing power parity (PPP) are based on the World Bank’s World Development Indicators database of April 2012. For a small group of countries where World Bank estimates are not available, data are obtained from the United Nations Statistics Division (UNSD). Economic-based indicators are listed as missing (…) when economic data are not available or not considered reliable. TECHNICAL NOTES Education data and indicators Regional averages are based on publishable data, as well as imputed values for missing or unpublishable data for each country within a given region. Where the publishable data represent between 33% and 60% of the relevant population, the regional average is marked with the symbol **. Where the publishable data represent less than 33% of the regional population, the average is not published. Where the publishable data represent 60% or more of the original population, the average is considered as observed. Where data inconsistencies result in an indicator exceeding its theoretical maximum (e.g. 100% in the case of the net enrolment rate), it is “capped” in such a way as to maintain the same ratio between male and female values (see Annex A). Due to rounding, gender parity indices (GPI) may differ from those based directly on the published values of indicators. Similarly, totals may not always be the sum of their component parts. The percentage of females (% F) is included to provide information on the proportion of women in a given population (e.g. enrolment, graduates or teachers). For assessing gender parity, a more relevant measure is the GPI. Education finance Expenditure on pre-primary education or from international sources – both of which are often comparatively small – have been treated as negligible in cases where data were in fact missing. In these cases, total education expenditure may be underestimated. Educational attainment Data on educational attainment are presented by ISCED level. In addition to the categories related to completed education levels, three other columns are presented in Table 15: •• “No schooling” refers to the percentage of the population without any formal schooling; •• “Incomplete primary” refers to the percentage of the population that has attended primary education but not completed the level; and •• “Unknown” refers to the percentage of the population for which the educational level could not be determined. 79
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Global education diGest 2012 INSTIT
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GLOBAL EDUCATION DIGEST 2012 Opport
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FOREWORD Each year the UNESCO Insti
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CONTENTS Foreword 3 Acknowledgement
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OPPORTUNITIES LOST: THE IMPACT OF G
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SECTION 1 / Policy design and imple
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SECTION 2 / Learning achievement: D
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Page 36 and 37: SECTION 3 / Early school leaving: L
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Page 62 and 63: REFERENCES Belfield, Clive (2008).
Page 64 and 65: A N N E X A4 DEFINITIONS Adjusted n
Page 66 and 67: DEFINITIONS Educational institution
Page 68 and 69: DEFINITIONS Social science, busines
Page 70 and 71: DEFINITIONS Net flow ratio of mobil
Page 72 and 73: DEFINITIONS Part-time students. Stu
Page 74 and 75: A N N E X B INTERNATIONAL STANDARD
Page 76 and 77: A N N E X C REGIONS ARAB STATES (20
Page 78 and 79: A N N E X D ELECTRONIC RESOURCES UI
Page 82 and 83: READER’S GUIDE Population issues:
Page 84 and 85: A N N E X F STATISTICAL TABLES The
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Global Education Digest 2012 - International Reading Association

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