people and planet

5
to be presented in two versions: a shorter version in the
printed report and a more complete version, containing
all indicators to date, published on the GEM Report
website (see footnote 1).
METHODOLOGICAL NOTES
While the statistical tables present data from multiple
sources, most of the education data included are still
provided by the UIS. The most recent data on pupils,
students, teachers and education expenditure presented
in the tables are for the school year or financial year
ending in 2014. 3 They are based on survey results
reported to and processed by the UIS before the end of
March 2016. A small number of countries 4 submitted data
for the school year ending in 2015, presented in bold in
the tables. These statistics refer to all formal education,
both public and private, by level of education.
The statistical tables list 209 countries and territories, all of
which are UNESCO member states or associate members.
Most of them report their data to the UIS using standard
questionnaires issued by the institute itself. For some
countries, however, education data are collected by the
UIS via surveys carried out jointly by the UIS, OECD and
the statistical office of the European Union through the
UIS/OECD/Eurostat (UOE) questionnaires. 5
POPULATION DATA USED AND ISCED
CLASSIFICATION
The population-related indicators used in the statistical
tables, including enrolment ratios, number of out-ofschool
children, adolescents and youth, and number
of youth and adults, are based on the 2015 revision of
population estimates produced by the UNPD. Because
of possible differences between national population
estimates and those of the United Nations, these
indicators may differ from those published by individual
countries or by other organizations. 6
In the 2015 revision, the UNPD does not provide
population data by single years of age for countries
with total population of less than 90,000, including
Andorra, Anguilla, Cayman Islands, Dominica, Monaco,
Montserrat, Saint Martin, Sint Maarten and Turks and
Caicos Islands. For Bermuda, Dominica, Marshall Islands
and Turks and Caicos Islands, the UIS decided to use
population data from the previous UNPD revision (2012).
Where no UNPD population estimates exist, national
population figures, when available, or UIS estimates
were used to calculate enrolment ratios. In the case of
Brazil, due to inconsistencies between UNPD estimates
and national enrolment data, the UIS has agreed with
the country to temporarily use its national population
estimates, derived from the PNAD household survey,
until a solution is found.
Education data reported to the UIS are in conformity
with the International Standard Classification of
Education (ISCED), revised in 2011. Countries may
have their own definitions of education levels that do
not correspond to ISCED 2011. Differences between
nationally and internationally reported education
statistics may be due to the use of nationally defined
education levels rather than the ISCED standard, in
addition to the population issue raised above.
LITERACY DATA
The literacy statistics presented in the statistical tables
are often based on a definition of literacy as the ability
to read and write, with understanding, a short simple
statement related to one’s daily life 7 and are largely
based on data sources that use self-declaration or
third party declaration methods, in which respondents
are asked whether they and the members of their
household are literate, as opposed to being asked a more
comprehensive question or to demonstrate the skill. 8
Some countries assume that anyone who completes a
certain level of education is literate. 9 As definitions and
methodologies used for data collection differ by country,
data need to be used with caution.
Literacy data presented in the statistical tables cover
adults aged 15 and over as well as youth aged 15 to
24. They are for the 2005–2014 reference period, and
include both national observed data from censuses
and household surveys, indicated with an asterisk (*)
and UIS estimates (**). The latter are for 2014 and are
based on the most recent national observed data. They
were produced using the Global Age-specific Literacy
Projections (GALP) model. 10 The reference years and
literacy definitions for each country are presented in the
table of metadata for literacy statistics posted on the
GEM Report website (see footnote 1).
ESTIMATES AND MISSING DATA
Regarding UIS statistics provided by the UIS itself, both
observed and estimated education data are presented
throughout the statistical tables. Wherever possible, the
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ANNEX | STATISTICAL TABLES