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New Initiatives and Challenges UIS Education Statistics Programme Douglas Lynd, Senior Programme Coordinator. Framework for Education Indicators. Outputs/ Outcomes tcomes Impact of learning. Policy levers that shape outcomes. Antecedents that constrain policy. Country/system level.

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New Initiatives and Challenges UIS Education Statistics ProgrammeDouglas Lynd, Senior Programme Coordinator

framework for education indicators
Framework for Education Indicators

Outputs/ Outcomestcomes

Impact of learning

Policy levers that shape outcomes

Antecedents that constrain policy

Country/system level

Overall quality: system performance

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

National context: educational; social;

economic

Education service provider

Institutional performance and quality of instruction

Learning environment at school

Community and school characteristics

Instructional setting

Teaching and learning practices

Teacher background characteristics

Individual learner

Distribution of knowledge and skills

Students: motivation, attitudes, behaviour

Student background characteristics

framework for education indicators1
Framework for Education Indicators

Literacy Assessment and Monitoring Programme

framework for education indicators2
Framework for Education Indicators

WEI -

Survey of

Primary Schools

framework for education indicators3
Framework for Education Indicators

Improving Data & Indicators

SCB

Indicator development

lamp objectives
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
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
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
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
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
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
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
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
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
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
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
challenges
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
Statistical Capacity Building: Our aim is to move countries up to the next level towards better data …

SELF-SUSTAINING

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

INTERMEDIATE

Basic data channels in place; some commitment to data use; data fragmented across ministries; coverage and relevance; regional comparisons

BASIC

Lacking statistical infrastructure; Little government commitment and use of data; less need for internatl. comparable data

statistical capacity building
Statistical Capacity Building
  • Technical assistance
    • Data management
    • Data interpretation and dissemination
    • Data plans
    • ISCED mapping
    • Cross-national benchmarking and assessment
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Interpreting

Integrating

National Policy

International

Policy

Data needs

Analyses

Data needs

Analyses

Int’l

Standards

Data plans

Collection

Processing

Collection

Processing

indicator development
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
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