Global Education Digest 2012 - International Reading Association

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READER’S GUIDE Population issues: Country Notes Azerbaijan:.Education data do not cover the region of Nagorno-Karabakh, whereas UN Population Division data do. Therefore, the population data used for the calculation of indicators were provided by Eurostat and exclude Nagorno-Karabakh. Cyprus:.Education data do not cover the population living outside the government-controlled area, whereas the UN Population Division data do. The population data used for the calculation of indicators were provided by Eurostat and only cover the population living in the government-controlled area. Republic of Moldova:.Education data do not cover the region of Transnistria, whereas the UN Population Division data do. The population data used for the calculation of indicators were provided by Eurostat and exclude Transnistria. Serbia:.Education data do not cover Kosovo, whereas the UN Population Division data do. The population data used for the calculation of indicators were provided by Eurostat and exclude Kosovo. Palestine:.Education data do not cover East Jerusalem, whereas the UN Population Division data do. Therefore, indicators should be interpreted with caution. United Republic of Tanzania:.Education data do not include Zanzibar, whereas the UN Population Division data do. Therefore, indicators should be interpreted with caution.The population of Zanzibar is approximately 3% of the total population of Tanzania. Student mobility International/mobile students are defined as foreign students who have crossed a national border and moved to another country with the objective to study. This group is commonly categorised by two operational definitions: i) a student’s country of permanent or usual residence; or ii) their country of prior education. The Institute only accepts country of citizenship as a proxy for countries/territories where residence or prior education are not available, as in the cases of: Austria, Cameroon, Chile, the Czech Republic, Finland, France, Greece, Hungary, India, Indonesia, Italy, Japan, Jordan, Kuwait, Madagascar, Malaysia, Malta, Oman, the Philippines, Poland, Qatar, the Republic of Korea, Romania, the Russian Federation, Saudi Arabia, South Africa, the former Yugoslav Republic of Macedonia and Turkey. In order to improve the coverage of data on international/mobile students, the UIS includes partial data for some host countries. Partial data (Statistical Table 9) are included for the following host countries: Canada, Costa Rica, Kuwait, the Netherlands and South Africa (public institutions only), and Germany and the Russian Federation (ISCED 5 only). Data on international/mobile students are reported by host countries. However, not all countries report such data regularly. In order to estimate the number of students from a given country who are studying abroad, the outbound mobility ratio (Statistical Table 10) as well as regional totals (Statistical Table 9) for the most recent year since 1999 are used to impute for missing data. It is worth noting that substantial numbers of students from countries with limited provision of higher education enrol in tertiary programmes outside their country of origin. The outbound mobility ratio (Statistical Table 10) shows the magnitude of this phenomenon. 80
OPPORTUNITIES LOST: THE IMPACT OF GRADE REPETITION AND EARLY SCHOOL LEAVING Technical and vocational education and training (TVET) data Technical and vocational enrolment data are not comparable between countries participating in the UIS survey and those participating in the UOE survey or WEI programme, because the content of technical and vocational enrolment is different between these two groups of countries. Technical and vocational enrolment includes the following data: •• Countries responding to the UIS survey: Data reflect vocational enrolment only (not including enrolment in pre-vocational and/or adult education programmes). •• Countries responding to UOE/WEI surveys: Data reflect the sum of pre-vocational and vocational enrolment. Enrolment in adult education programme is included in some countries. While enrolment in technical and vocational programmes as a percentage of total enrolment in secondary education (ISCED 2 and 3) is presented in the Digest, in many countries the category of technical and vocational programmes is not applicable at the level of ISCED 2. Ideally this indicator should be reported by separate ISCED level. UOE/WEI data (Statistical Tables 16-22) Statistical Tables 16-22 provide an additional set of indicators based on the UOE and WEI questionnaires. Results are presented for participating countries only, and indicators are calculated by the UIS based on national data submissions. For OECD countries and partner countries, indicators and data used in Statistical Tables 19-21 are a subset of those presented in the 2012 edition of OECD’s Education at a Glance (EAG), available at http://www.oecd.org/edu/eag2012 81
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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 32 and 33: SECTION 2 / Learning achievement: D
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Page 36 and 37: SECTION 3 / Early school leaving: L
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Page 54 and 55: SECTION 5 THE COSTS OF SCHOOL FAILU
Page 56 and 57: SECTION 5 / The costs of school fai
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 80 and 81: READER’S GUIDE ii) UOE survey UNE
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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