Showing posts with label statistics. Show all posts
Showing posts with label statistics. Show all posts

Global Education Digest 2011

Cover of the Global Education Digest 2010The UNESCO Institute for Statistics (UIS) announced the publication of the Global Education Digest 2011. The focus of this year's edition of the GED is on secondary education.

Growing enrolment in primary education over past decades - partly due to the emphasis on universal primary education by the Millennium Development Goals and Education for All - has led to increased demand for secondary education. The Global Education Digest 2011describes trends in participation in and completion of lower and uppersecondary education from 1970 to the present, as well as disparities inaccess to education of children of secondary school age. The GED alsocontains analysis of data on educational attainment, technical andvocational education and training, secondary school teachers, andeducation finance.

The analytical chapter is accompanied by 200pages of statistical tables on pre-primary, primary, secondary andtertiary education. The GED 2011 introduces several new tables that didnot appear in previous editions. Table 5 lists national, regional and global estimates of the number and percentof children of primary and lower secondary school age out of school.Table 19 introduces a new indicator of educational attainment, thepercentage of the population 25 years and older with at least completedprimary, lower secondary, upper secondary, post-secondary, or tertiaryeducation. All data from the statistical annex will also be availablein the UIS Data Centre.

Reference
  • UNESCO Institute for Statistics (UIS). 2011. Global education digest 2011: Comparing education statistics across the world. Montreal: UIS. (Download in PDF format, 7.5 MB)
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Friedrich Huebler, 30 October 2011 (edited 31 October 2011), Creative Commons License
Permanent URL: http://huebler.blogspot.com/2011/10/ged.html

Adult and youth literacy in 2009

8 September was International Literacy Day. On this occasion, the UNESCO Institute for Statistics (UIS) released a fact sheet with estimates of adult and youth literacy in 2009, the most recent year with data.

Theglobal adult literacy rate, for the population 15 years and older, was83.7% in 2009, compared to 83.4% in 2008. The adult illiteratepopulation fell from 796.2 million in 2008 to 793.1 million in 2009.64.1% of the adult illiterate population were women. Adult literacyrates are lowest in sub-Saharan African and in South and WestAsia (see Figure 1). In 11 countries, less than half of the adultpopulation were able to read and write: Benin, Burkina Faso, Chad,Ethiopia, Gambia, Guinea, Haiti, Mali, Niger, Senegal and Sierra Leone.

Figure 1: Adult literacy rate, 2009
World map with adult literacy rates in 2009
Source: UNESCO Institute for Statistics, 2011

Youth literacy rates - for the population 15 to 24 years - aregenerally higher than adult literacy rates, due to increased school attendance rates amongyounger generations. The global youth literacy rate was 89.3% in 2009,compared to 89.0% in 2008. The youth illiterate population fell from130.6 million in 2008 to 127.3 million in 2009. Youth literacy rates are lowest in sub-Saharan Africa(see Figure 2) and the five countries worldwide with youth literacy rates below 50%are from this region: Burkina Faso, Chad, Ethiopia, Mali and Niger.

Figure 2: Youth literacy rate, 2009
World map with youth literacy rates in 2009
Source: UNESCO Institute for Statistics, 2011

Reference
  • UNESCO Institute for Statistics (UIS). 2011. Adult and youth literacy. UIS fact sheet no. 16, September. Montreal: UIS. (Download in PDF format, 350 KB)
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Friedrich Huebler, 30 September 2011, Creative Commons License
Permanent URL: http://huebler.blogspot.com/2011/09/literacy.html

School attendance by grade and age in Liberia

The article "Overage pupils in primary and secondary education" of June 2011 summarized data on school attendance from 36 countries and found that overage school attendance is common in sub-Saharan Africa. The countries with the highest share of overage pupils in the sample were Haiti, Liberia, Uganda, Rwanda, Cambodia, Ethiopia, Ghana, Madagascar, and Malawi. In Liberia, 93% of all pupils in primary and secondary education are at least one year overage for their grade and 84% are at least two years overage. This article takes a closer look at Liberia by analyzing data from the same Demographic and Health Survey (DHS) from 2007 that was analyzed for the earlier article.

The official primary school age in Liberia, as defined by the International Standard Classification of Education (ISCED), is 6 to 11 years. The official secondary school age is 12 to 17 years. Given these school ages, a 6-year-old in grade 1 and a 7-year-old in grade 2 are in the right grade for their age. A 7-year-old in grade 1 would be one year overage and an 8-year-old in grade 1 would be two years overage. A 5-year-old in grade 1 would be one year underage.

The graph below shows the age distribution of pupils in primary and secondary education in Liberia. Pupils who are in the right grade for their age or underage are in a small minority. In the first twelve grades, their share never exceeds 9%. By contrast, as many as 98% of all pupils in a single grade are overage. The degree of overage attendance is astounding: 5% of all first graders are 9 or more years overage, meaning that they start primary school at age 15 or later. 19% of all first graders are at least 7 years overage and 44% are at least 5 years overage. In grade 8, 18% of all pupils are 9 or more years overage; while the official age for eighth graders is 13 years, one in five pupils in that grade in Liberia is 22 years or older.

Age distribution of pupils in primary and secondary education in Liberia, 2007
Graph with data on overage and underage pupils in primary and secondary education in Liberia
Source: Demographic and Health Survey (DHS) 2007.

What are the reasons for this high prevalence of overage school attendance? In Liberia, as in other countries of sub-Saharan Africa, many pupils enter school late for a variety of reasons that include poverty, a scarcity of educational facilities, and lack of enforcement of the official school ages. High repetition rates further exacerbate the problem of overage school attendance. Among the consequences of this age structure in school are a higher probability of dropout and reduced lifetime earnings caused by incomplete education or late entry into the labor market.

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Friedrich Huebler, 31 July 2011, Creative Commons License
Permanent URL: http://huebler.blogspot.com/2011/07/liberia.html

Overage pupils in primary and secondary education

Pupils can be overage for their grade for two reasons: late entry and repetition. Take for example a country where children are expected to enter primary school at 6 years of age. If a child enters grade 1 at age 7, he or she is one year overage for the grade. A child who enters grade 1 at age 8 and repeats the grade will be three years overage for the grade; two of the three years are due to late entry and the third year is due to repetition.

Children who are many years overage are less likely to complete their education. If they stay in school, they graduate later than pupils who entered school at the official starting age. These overage graduates enter the labor market late and often with lower educational attainment. As a consequence, they are likely to have lower cumulative earnings over their lifetime than persons who graduated and entered the labor market at a younger age and with higher educational attainment. For the country as a whole this in turn means reduced national income and slower economic growth.

Overage school attendance is common in sub-Saharan Africa but also occurs in other regions. The figure below shows data from 36 nationally representative household surveys that were conducted between 2004 and 2009. 34 of these surveys were Demographic and Health Surveys (DHS) and the remaining two surveys, those for Bangladesh and Kyrgyzstan, were Multiple Indicator Cluster Surveys (MICS). For each country, the graph shows the share of children in primary and secondary education who are at least one or two years overage for their grade. The entrance ages and durations of primary and secondary education used in this study are those specified by the International Standard Classification of Education (ISCED).

Percentage of children in primary and secondary education who are at least 1 or 2 years overage for their grade
Graph with data on overage children in primary and secondary education
Source: Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS), 2004-2009.

In the sample of 36 countries, the share of children who are at least one year overage for their grade ranges from 5 percent in Armenia to 95 percent in Haiti. Other countries where at least three out of four pupils in primary or secondary education are overage include Liberia (93%), Uganda (86%), Rwanda (83%), Cambodia (78%), Mozambique (76%), and Ethiopia (75%). In addition to Armenia, the percentage of pupils who are at least one year overage is below 10 percent in Moldova and Egypt (8%).

The share of children in primary and secondary education who are at least two years overage for their grade ranges from 1 percent in Armenia to 85 percent in Haiti. In addition to Haiti, at least half of all pupils are two or more years overage in Liberia (84%), Uganda (67%), Rwanda (65%), Ethiopia (59%), Cambodia (55%), Malawi (51%), and Madagascar (50%). On average, the share of children who are at least two years overage is 19 percent less than the share of children who are at least one year overage.

However, there are exceptions. In Albania and the Ukraine, 43 and 26 percent respectively of all children in primary and secondary education are at least one year overage. By contrast, only 5 and 2 percent respectively are at least two years overage. This means that in these two countries, a relatively large number of children enter school one year late or repeat one grade, but hardly any children enter school two years late or repeat more than one grade. Late entry and repetition are therefore less likely to have negative consequences on lifetime earnings and national income in Albania and the Ukraine than in other countries.

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Friedrich Huebler, 30 June 2011, Creative Commons License
Permanent URL: http://huebler.blogspot.com/2011/06/age.html

Education finance in sub-Saharan Africa

Cover of the UIS education finance reportA new report by the UNESCO Institute for Statistics, Financing education in sub-Saharan Africa, presents comprehensive data for the past decade for 45 African countries.

The number of children enrolled in primary school in sub-Saharan Africa grew from 87 million in 2000 to 129 million in 2008, an increase of 48 percent. Over the 1999-2009 decade, real public expenditure on education, adjusted for inflation, grew on average by 6.1 percent per year, based on data from 26 countries. The highest annual growth rates of education spending in sub-Saharan Africa, over 12 percent, were observed in Mozambique and Burundi. Of the countries with data, only the Central African Republic experienced a decline in public expenditure on education.

The countries of sub-Saharan Africa combined spend 5.0 percent of their GDP on education, the second highest value of the eight EFA regions, after North America and Western Europe, where 5.3 percent of the regional GDP is spent on the education sector.

The figure below shows data on education expenditure in 28 countries in sub-Saharan Africa. The horizontal axis indicates a country's total public expenditure as a percentage of gross domestic product (GDP). The vertical axis indicates a country's total public expenditure on education as a percentage of total public expenditure. Total public expenditure on education as a percentage of GDP can be calculated as the product of the two values plotted along the vertical and horizontal axes.

Public education expenditure / GDP =
(Public education expenditure / Total public expenditure) × (Total public expenditure / GDP)

The three curves in the graph indicate where total public expenditure on education is equal to 2, 5 or 10 percent of GDP. Countries with higher expenditures on education as a percentage of GDP are found near the upper right corner of the graph, countries with lower expenditures near the lower left corner. For the countries in the graph, public expenditure on education as a percentage of GDP ranges from 1.3 percent in the Central Africal Republic to 12.4 percent in Lesotho.

Total public expenditure on education as a percentage of total public expenditure in relation to total public expenditure as a percentage of GDP
Scatter plot with education finance data for 28 countries in sub-Saharan Africa
Source: UIS 2011, page 30, Figure 11

Reference
  • UNESCO Institute for Statistics (UIS). 2011. Financing education in sub-Saharan Africa: Meeting the challenges of expansion, equity and quality. Montreal: UIS. (Download in PDF format, 8.7 MB)
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Friedrich Huebler, 31 May 2011 (edited 1 June 2011), Creative Commons License
Permanent URL: http://huebler.blogspot.com/2011/05/ssa.html

EFA Global Monitoring Report 2011

Cover of the EFA Global Monitoring Report 2011The Education for All Global Monitoring Report 2011 was released by UNESCO on 1 March 2011. This year's edition of this annual report has the title The hidden crisis: Armed conflict and education. The report documents the impact of violent conflict on education and the long-lasting negative effects on educational attainment and literacy.

Today, 28 million or over 40 percent of all children out of school (67 million worldwide) live in countries affected by conflict, although these countries are home to only 116 million or 18 percent of the global population of primary school age (653 million) (see Figure 1). (Only out-of-school children in low and lower-middle income conflict-affected countries were counted to arrive at the total of 28 million. In addition, for large countries like India, Indonesia, Nigeria and Pakistan, only children living in conflict-affected areas were included in the 28 million children affected by conflict.) In conflict areas, the out-of-school rate is around 24 percent, compared to 7 percent in other parts of the world. Children affected by armed conflict are thus more than three times as likely to be out of school as other children.

Conflict-affected countries also have some of the lowest levels of literacy. In these countries, only 79 percent of youth between 15 and 24 years and 69 percent of adults are literate, compared to 93 percent of youth and 85 percent of adults in other countries.

War does not only destroy lives and schools, it also diverts resources from education to military spending. The Global Monitoring Report documents how lack of access to education or exposure to the wrong kind of education can contribute to persistent inequality, prejudice and renewed armed conflict, a vicious cycle that is difficult to break.

Lastly, the Global Monitoring Report 2011 examines the role of development assistance in conflict-affected countries and argues for increased and more effective aid for the education sector.

Figure 1: Population of primary school age and children out of school in countries affected and not affected by armed conflict, 2008
Pie chart with data on children in conflict and non-conflict countries
Source: UNESCO 2011, pages 132, 308, 309; author's calculations.

Reference
  • UNESCO. 2011. EFA Global Monitoring Report 2011: The hidden crisis: Armed conflict and education. Paris: UNESCO. (Download in PDF format, 6.4 MB)
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Friedrich Huebler, 6 March 2011 (edited 26 March 2011), Creative Commons License
Permanent URL: http://huebler.blogspot.com/2011/03/gmr.html

UIS time series with education data since 1970

The UNESCO Institute for Statistics (UIS) has released new time series with education data for the years since 1970. Until this release, most indicators in the UIS Data Centre only had data for 1999 and later years, except for literacy, for which the UIS offered data for the period since 1975. The historical data are compliant with the International Standard Classification of Education (ISCED) of 1997 and therefore comparable with existing post-1998 data in the UIS Data Centre.

With the new release, the UIS now offers data for the past 40 years for the following indicators:
  • Entry age and duration of pre-primary, primary and secondary education
  • School age population of pre-primary, primary, secondary and tertiary age
  • Enrolment in pre-primary, primary, secondary and tertiary education
  • Gross enrolment ratio (GER) for pre-primary, primary, secondary and tertiary education
  • Net enrolment rate (NER) for primary education
  • New entrants to primary education
  • Gross intake ratio for primary education
  • Repeaters in primary and secondary education
  • Gross intake rate to the last grade of primary education
  • School life expectancy
  • Teaching staff in pre-primary, primary, secondary and tertiary education
  • Pupil/teacher ratio in pre-primary, primary and secondary education
As an example for the expanded coverage, Figure 1 shows the gross enrolment ratio in primary education for China, India, Indonesia, Nigeria and the United States, the five countries with the largest population of primary school age in 2010, for the period 1970-2009. Figure 2 shows how school life expectancy evolved in these countries over the same period.

Figure 1: Gross enrolment ratio (GER) in primary education, 1970-2009
Graph with primary GER for selected countries from 1970 to 2009
Source: UIS Data Centre, February 2011

Figure 2: School life expectancy, primary to tertiary education, 1970-2009
Graph
Source: UIS Data Centre, February 2011

The time series can be retrieved from the UIS Data Centre, under "Predefined Tables" and "Education". Data for the years 1970 to 1998 are in Tables 21 to 26, and data for 1999 and following years are in Tables 1 to 20H.

As an example, the primary GER in Figure 1 is available in Tables 5 (for 1970-1998) and 23 (for 1999-2009). To create a complete time series for 1970-2009, the data from Tables 5 and 23 must be merged after download from the Data Centre. Data on school life expectancy are in Tables 8 and 22.

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Friedrich Huebler, 27 February 2011, Creative Commons License
Permanent URL: http://huebler.blogspot.com/2011/02/hist.html

Educational attainment in the United States, 1940-2009

In the United States, the level of education of the adult population has increased steadily since the middle of the 20th century. The share of the population 25 years and over who attended college increased from 10 percent in 1940 to 56 percent in 2009. 30 percent of the population in this age group had completed 4 or more years of college in 2009. The share of the population with only elementary education or no formal schooling fell from 60 percent in 1940 to 6 percent in 2009. High school reached its peak as the most common level of education in the 1970s and 1980s, with a share around 50 percent, but younger cohorts are more likely to continue their education at the post-secondary level.

This increase in educational attainment of the work force has contributed to a strengthening of U.S. competitiveness in the global economy. At the same time, the increased demand for highly skilled workers emphasizes the importance of secondary and higher education for individuals in search of employment.

The trends in years of schooling of the adult U.S. population from 1940 to 2009 are visualized in the figure below. The table that follows lists data for selected years. The data on educational attainment were collected with the Current Population Survey (CPS), a joint survey by the Bureau of Labor Statistics and the Census Bureau that has been conducted since 1940.

Years of school completed by population 25 years and over, 1940-2009
Graph with trends in educational attainment in the United States from 1940 to 2009
Source: U.S. Census Bureau, September 2010

Years of school completed by population 25 years and over, 1940-2009
Years of school Percent of population
1940 1950 1960 1970 1980 1990 2000 2009
0 to 4 years elementary school 13.5 10.8 8.3 5.3 3.4 2.4 1.6 1.4
5 to 8 years elementary school 46.0 36.1 31.4 22.4 14.1 8.8 5.4 4.1
1 to 3 years high school 15.0 16.9 19.2 17.1 13.9 11.2 8.9 7.9
4 years high school 14.1 20.1 24.6 34.0 36.8 38.4 33.1 31.1
1 to 3 years college 5.4 7.1 8.8 10.2 14.9 17.9 25.4 26.1
4 or more years college 4.6 6.0 7.7 11.0 17.0 21.3 25.6 29.5
Source: U.S. Census Bureau, September 2010

Data source
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Friedrich Huebler, 3 January 2011, Creative Commons License
Permanent URL: http://huebler.blogspot.com/2011/01/usa.html

Children out of school: Global trend 1999-2008

68 million children of primary school age were out of school in 2008 according to estimates by the UNESCO Institute for Statistics (UIS). Compared to 1999, when 106 million children were out of school, this is a decrease of over 38 million (see Figure 1). However, in spite of the observed progress over the last decade, the Millennium Development Goal of universal primary education by 2015 will not be reached if current trends continue unchanged.

Figure 1: Children of primary school age out of school, 1999-2008
Bar chart with global number of children out of school from 1999 to 2008
Source: UNESCO Institute for Statistics, Data Centre, November 2010.

The UIS also publishes data on the regional distribution of children out of school, but complete data are only available until 2007. 43 percent - 30.4 million - of all children out of school in 2007 lived in sub-Saharan Africa (see Figure 2). A further 25 percent - 17.7 million - lived in South and West Asia. These two regions combined accounted for two thirds of the global out-of-school population. The shares of the remaining regions were as follows: 13 percent of all children out of school lived in East Asia and the Pacific, 9 percent in the Arab States, 4 percent in Latin America and the Caribbean, 3 percent in North America and Western Europe, 2 percent in Central and Eastern Europe, and less than 1 percent in Central Asia.

Figure 2: Regional distribution of children out of school, 2007
Pie chart with regional distribution of children out of school in 2007
Source: UNESCO Institute for Statistics, Data Centre, November 2010.

Regional and global estimates of the number of children out of school can be obtained from the UIS Data Centre. On the main Data Centre page at stats.uis.unesco.org, click on Predefined Tables and then Education. Table 20H, "Regional sum of primary school age children out of school", lists the total, male and female number of children of primary school age out of school for the period 1999 to 2008.

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Friedrich Huebler, 30 November 2010 (edited 17 December 2010), Creative Commons License
Permanent URL: http://huebler.blogspot.com/2010/11/oos.html

Global Education Digest 2010

Cover of the Global Education Digest 2010On 17 September, the UNESCO Institute for Statistics (UIS) announced the publication of the Global Education Digest 2010. This year's edition of the GED focuses on gender and education.

The Millennium Development Goals (MDGs) call for the elimination of gender disparity at all levels of education by 2015 but according to the GED, only 85 of 157 countries with data will have reached gender parity in primary and secondary education by 2015, if current trends continue. 23 countries are unlikely to reach the goal at the primary level and 63 countries are unlikely to do so at the secondary level.

Gender disparities in access to education are greatest in sub-Saharan Africa, South and West Asia, and to a lesser extent in the Arab States. In these regions, fewer girls than boys are enrolled in primary, secondary and tertiary education. The opposite - gender disparity in favor of girls - can be observed in tertiary education in Central and Eastern Europe, Central Asia, Latin America and the Caribbean, and North America and Western Europe.

Other topics discussed in the Global Education Digest 2010 include: the differences between boys and girls in terms of progression through and completion of primary and secondary education; the interaction between gender, socio-economic status, geographic location, ethnicity and other factors as determinants of participation in education; differences in learning achievement of boys and girls; trends in adult literacy; women's choice of field of study at the tertiary level of education; and national education policies.

The statistical tables in the GED were updated with data up to 2008 for most indicators. All data are also available at the UIS Data Centre.

Reference
  • UNESCO Institute for Statistics (UIS). 2010. Global education digest 2010: Comparing education statistics across the world. Montreal: UIS. (Download in PDF format, 8 MB)
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Friedrich Huebler, 19 September 2010 (edited 20 September 2010), Creative Commons License
Permanent URL: http://huebler.blogspot.com/2010/09/ged.html

Trends in adult literacy, 1990-2008

8 September is International Literacy Day, which was first celebrated in 1966. New estimates of adult and youth literacy by the UNESCO Institute for Statistics (UIS) show that the percentage of literate persons continues to grow worldwide. Even so, in 2008, 796 million adults aged 15 years or older - 17% of all adults worldwide - still lacked basic reading and writing skills and 64% of them were women (see UIS fact sheet on adult and youth literacy). By comparison, 24% of all adults were illiterate in 1990.

Figure 1 displays how the adult literacy rate and the associated gender parity index (GPI) have evolved between 1990 and 2008 for the 10 Millennium Development Goal regions and for the world as a whole. The gender parity index is the ratio of the female over the male literacy rate. For example, the female and male literacy rate in 2008 - 78.9% and 88.2%, respectively - yield a GPI of 0.9 (see Table 1). A GPI between 0.97 and 1.03 is usually considered gender parity. At GPI values below 1, women are disadvantaged and at GPI values above 1, men are disadvantaged. If a country or region reaches universal literacy, with male and female literacy rates of 100%, the GPI must be 1 by definition. This can be seen in the developed regions and in the countries of the Commonwealth of Independent States (CIS), both of which are near universal literacy with a GPI of 1.

Figure 1: Adult literacy rate and gender parity, 1990-2008
Graph with trends in adult literacy and gender parity from 1990 to 2008
Data source: UNESCO Institute for Statistics, Data Centre, September 2010.

At the global level, both the adult literacy rate and gender parity improved over the past 20 years. The literacy rate grew from 76% in 1990 to 83% in 2008 and the GPI from 0.84 to 0.90 (see Table 1). Progress was especially strong in Northern Africa, where the adult literacy rate increased by 20%, and in Eastern and Southern Asia, which saw an increase of 15%. In Northern Africa and Southern Asia less than half of all adults were literate in 1990, less than in any other region. In 2008, the lowest literacy rates were observed in Southern Asia and sub-Saharan Africa, with 62% and 63%, respectively. However, even sub-Saharan Africa managed to increase the share of adults with basic reading and writing skills by 9% between 1990 and 2008. In the remaining regions, the increase in the adult literacy rate over the past two decades was as follows: Western Asia 11%; South-Eastern Asia, and Latin America and the Caribbean 7%; Oceania 4%; CIS 1%; and the developed regions 0.3%. The rate of increase in the developed regions and in the CIS countries was neglible because both regions had already reached near-universal adult literacy in 1990. Literacy rates are also high in Eastern Asia, South-Eastern Asia, and Latin America and the Caribbean; in all three regions more than 9 out of 10 adults are able to read and write.

Gender parity also improved in all MDG regions, with Northern Africa again showing the biggest increase, from 0.57 in 1990 to 0.76 in 2008, followed by Eastern Asia and Southern Asia, where the GPI increased by 0.14 over the same period. In spite of this increase, Southern Asia continues to exhibit relatively high gender disparity in adult literacy, with a GPI of 0.70. The UIS reports similar disparities for sub-Saharan Africa (0.75) and Northern Africa (0.76). In the other regions the GPI for adult literacy was as follows in 2008: Western Asia 0.84, Oceania 0.89, Eastern Asia 0.94, South-Eastern Asia 0.95, and CIS and the developed regions 1.00.

Table 1: Adult literacy rate and gender parity, 1990-2008
MDG region Year Adult literacy rate (%)
Total Male Female GPI
Developed regions 1990 98.7 99.0 98.4 0.99

2008 99.0 99.2 98.9 1.00
Commonwealth of Independent States 1990 98.1 99.4 97.1 0.98

2008 99.5 99.7 99.4 1.00
Eastern Asia 1990 78.9 87.7 69.7 0.80

2008 93.8 96.8 90.7 0.94
South-Eastern Asia 1990 84.8 90.0 80.0 0.89

2008 91.9 94.5 89.5 0.95
Southern Asia 1990 47.3 60.1 33.5 0.56

2008 61.9 73.2 50.9 0.70
Western Asia 1990 73.8 84.2 62.6 0.74

2008 84.5 91.5 76.9 0.84
Northern Africa 1990 47.8 60.8 34.6 0.57

2008 67.3 76.7 58.1 0.76
Sub-Saharan Africa 1990 53.1 63.7 43.1 0.68

2008 62.5 71.6 53.6 0.75
Latin America and the Caribbean 1990 84.4 85.9 82.8 0.96

2008 91.0 91.9 90.3 0.98
Oceania 1990 62.9 68.9 56.5 0.82

2008 66.4 70.2 62.6 0.89
World 1990 75.7 82.2 69.2 0.84

2008 83.4 88.2 78.9 0.90
Data source: UNESCO Institute for Statistics, Data Centre, September 2010.

National and regional literacy rates can be obtained from the UIS Data Centre. From the main Data Centre page at stats.uis.unesco.org, click on Predefined Tables and then Literacy. National literacy rates are available for the years 1975 to 2008. Regional and global literacy rates are presented by census decade, from 1985-1994 to 2005-2008.

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Friedrich Huebler, 8 September 2010, Creative Commons License
Permanent URL: http://huebler.blogspot.com/2010/09/lit.html

Review of the International Standard Classification of Education (ISCED)

The International Standard Classification of Education (ISCED) was developed by UNESCO in the 1970s as a framework for the international comparison of national education statistics and indicators. The current version of ISCED was adopted in 1997. The text of the classification is available on the website of the UNESCO Institute for Statistics (UIS) in the six official UN languages.

Figure 1: Cover of ISCED 1997 in English, French, Spanish, Russian, Arabic and Chinese
Cover of ISCED 1997

Table 1 lists the seven levels of education defined in ISCED 1997: pre-primary (level 0), primary (level 1), lower secondary (level 2), upper secondary (level 3), post-secondary non-tertiary (level 4), first stage of tertiary (level 5), and second stage of tertiary (level 6).

Table 1: Levels of education in ISCED 1997
ISCED level
Description
0 Pre-primary education
Initial stage of organized instruction, designed primarily to introduce very young children to a school-type environment.
1 Primary education
Normally designed to give pupils a sound basic education in reading, writing and mathematics.
2 Lower secondary education
The lower secondary level of education generally continues the basic programmes of the primary level, although teaching is typically more subject-focused, often employing more specialised teachers who conduct classes in their field of specialisation.
3 Upper secondary education
The final stage of secondary education in most countries. Instruction is often more organised along subject-matter lines than at ISCED level 2 and teachers typically need to have a higher level, or more subject-specific, qualification than at ISCED 2.
4 Post-secondary non-tertiary education
These programmes straddle the boundary between upper secondary and postsecondary education from an international point of view, even though they might clearly be considered as upper secondary or post-secondary programmes in a national context. They are often not significantly more advanced than programmes at ISCED 3 but they serve to broaden the knowledge of participants who have already completed a programme at level 3. The students are typically older than those in ISCED 3 programmes. ISCED 4 programmes typically have a duration of 6 months to 2 years.
5 First stage of tertiary education
ISCED 5 programmes have an educational content more advanced than those offered at levels 3 and 4. ISCED 5A programmes are largely theoretically based and are intended to provide sufficient qualifications for gaining entry into advanced research programmes and professions with high skills requirements. ISCED 5B programmes are generally more practical/technical/occupationally specific than ISCED 5A programmes.
6 Second stage of tertiary educationThis level is reserved for tertiary programmes that lead to the award of an advanced research qualification. The programmes are devoted to advanced study and original research.
Source: UIS, 2009, Global education digest 2009, Annex C

To assign national education programmes to internationally comparable ISCED levels, ISCED mappings are produced by the UIS in collaboration with national authorities in UNESCO member states. As an example, Figure 2 shows the ISCED mapping for Mozambique. The columns on the left half of the table list national education programmes, and the right half of the table lists the corresponding ISCED levels, from pre-primary to tertiary education. The information on ISCED levels is used to generate internationally comparable data on primary or secondary school enrolment and other indicators. For example, UIS estimates on the number of children out of school are produced by referring to primary and lower secondary school ages defined by ISCED.

Figure 2: ISCED mapping for Mozambique
ISCED mapping of Mozambique
Source: ISCED mappings, UIS, July 2010

Changes in national education systems since the adoption of ISCED 1997, as well as problems with its implementation, made it necessary to review the existing classification. At the UNESCO General Conference in October 2007, the UIS was appointed to lead such a review. In 2009 and 2010, an international panel of experts discussed the current classification and drafted a new ISCED. The most important areas under review were the classification of post-secondary and tertiary education, criteria to define the orientation (general or vocational) and destination (labour market or further education) of secondary education, the coverage of early childhood care and education (ECCE) and of technical and vocational education and training (TVET), the definition of educational attainment, and the classification of non-formal education.

A global consultation on ISCED began in June 2010, with the distribution of the draft of a new ISCED to national statistical offices, education ministries, policy makers, and experts working in the field of statistical classifications. The feedback from this consultation will be incorporated into the final recommendations that will be submitted for approval to the UNESCO General Conference in 2011.

More information on ISCED and on the current review is available on the ISCED web page of the UIS. The page offers background documents on the review and reports from meetings that took place between 2009 and 2010.

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Friedrich Huebler, 30 July 2010, Creative Commons License
Permanent URL: http://huebler.blogspot.com/2010/07/isced.html

UNESCO releases data from 2008 education survey

The UNESCO Institute for Statistics (UIS) has announced its main education data release for 2008. The UIS Data Centre is updated three times per year, in January, May-June, and in October. The current release adds new data on primary education for about 155 countries. New data are also available for secondary and tertiary education, for 135 and 103 countries, respectively.

Main page of UIS Data Centre
Screenshot of UIS Data Centre
Source: stats.uis.unesco.org, June 2010

The data can be retrieved from predefined tables or custom tables. Data are also available in country and region profiles, and in global rankings for specific indicators. The Data Centre offers the following predefined tables.
  • Table 1: Education Systems
  • Table 2: Demographic and economic data
  • Table 3A: Enrolment of new entrants to primary education (ISCED 1)
  • Table 3B: Enrolment by ISCED level
  • Table 3C: Enrolment of pupils of the official age in pre-primary, primary and secondary education (ISCED 0-3)
  • Table 3D: Enrolment by grade in primary education (ISCED 1)
  • Table 3E: Repeaters by grade in primary education (ISCED 1)
  • Table 3F: Enrolment by grade in general secondary education (ISCED 2 and 3)
  • Table 3G: Repeaters by grade in general secondary education (ISCED 2 and 3)
  • Table 4: Teaching staff by ISCED level
  • Table 5: Enrolment ratios by ISCED level
  • Table 6: Intake rates to primary education
  • Table 7: Measures of children out of school
  • Table 8: School life expectancy (approximation method)
  • Table 9: Repetition rates and percentage of repeaters in primary education (ISCED 1)
  • Table 10: Percentage of repeaters in general secondary education (ISCED 2 and 3)
  • Table 11: Indicators on teaching staff at ISCED levels 0 to 3
  • Table 12: Measures of progression and completion in primary education (ISCED 1)
  • Table 13: Upper secondary (ISCED 3) graduation and entry to tertiary (ISCED 5) education. 2007 (selected countries)
  • Table 14: Tertiary Indicators
  • Table 15: Enrolments by broad field of education in tertiary education
  • Table 16: Graduates by broad field of education in tertiary education
  • Table 17: Inbound mobility rate, female percentage, and sums of internationally mobile students in tertiary education by host country and continent of origin
  • Table 18: International flows of mobile students at the tertiary level (ISCED 5 and 6)
  • Table 19: Finance Indicators by ISCED level
  • Table 20A: Regional sum of enrolment by ISCED level
  • Table 20B: Regional sum of new entrants to primary education (ISCED 1)
  • Table 20C: Regional sum of teaching staff by ISCED level
  • Table 20D: Regional average of enrolment ratios for pre-primary to tertiary education (ISCED 0-6)
  • Table 20E: Regional average of intake rates to primary education
  • Table 20F: Regional average of indicators on teaching staff by ISCED level
  • Table 20G: Regional average of school life expectancy (approximation method) by ISCED level
  • Table 20H: Regional sum of primary school age children out of school
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Friedrich Huebler, 28 June 2010, Creative Commons License
Permanent URL: http://huebler.blogspot.com/2010/06/uis.html

Age distribution by wealth quintile in household survey data

Household survey data may not contain precise ages for all household members. Age heaping, an unusually high share of ages ending in 0 and 5, is especially common in survey data from developing countries. Age heaping can be caused by uncertainty of survey respondents about their own age or the age of other household members, intentional misreporting, or errors during data collection and processing. Errors in age data can affect the estimation of education indicators from household survey data because these indicators are often calculated for specific age groups. Examples include the youth literacy rate and school attendance rates for the population of primary and secondary school age.

An article on age distribution in household survey data on this site demonstrated age heaping in survey data from India, Nigeria and to a lesser extent Indonesia. Data for Brazil showed little to no age heaping. To investigate whether age heaping is more common among certain segments of the population, the survey samples can be disaggregated by household wealth quintile. For this purpose, the households in the sample are first ranked by wealth, from poorest to richest. The population is then divided into five equally sized groups with 20 percent each of all household members in the sample.

Figure 1 shows the age distribution by single year of age and wealth quintile in data from Brazil. The data were collected in 2006 with a Pesquisa Nacional por Amostra de DomicĂ­lios (PNAD) or National Household Sample Survey. No preference for ages ending in 0 and 5 could be observed for the entire survey sample combined and disaggregation does not change the result. The age distribution in each quintile is smooth, with no peaks at ages ending in 0 and 5. The only obvious difference between the population in the different quintiles is that poorer families tend to have more children, indicated by a peak in the age distribution in the younger age groups.

Figure 1: Age distribution in household survey data by single-year age group and household wealth quintile, Brazil
Line graph with age distribution in survey data from Brazil by single-year age group and household wealth quintile
Data source: Brazil PNAD 2006.

Figure 2 shows the age distribution in Demographic and Health Survey (DHS) data from India. The data were collected in 2005-06. In contrast to Brazil, there is considerable age heaping in the Indian data. However, peaks around ages ending in 0 and 5 are more pronounced among poorer households. Increasing household wealth is associated with a decrease in age heaping.

Figure 2: Age distribution in household survey data by single-year age group and household wealth quintile, India
Line graph with age distribution in survey data from India by single-year age group and household wealth quintile
Data source: India DHS 2005-06.

Data from Indonesia, collected with a Demographic and Health Survey in 2007, are shown in Figure 3. At the aggregate level, the survey data from Indonesia exhibit little age heaping. However, disaggregation by wealth quintile reveals that reported ages ending in 0 and 5 are more common among poorer households.

Figure 3: Age distribution in household survey data by single-year age group and household wealth quintile, Indonesia
Line graph with age distribution in survey data from Indonesia by single-year age group and household wealth quintile
Data source: Indonesia DHS 2007.

Finally, Figure 4 displays data from a 2008 Demographic and Health Survey in Nigeria. Similar to India, there is a high percentage of ages ending in 0 and 5 in the combined survey sample. The disaggregated data show that age heaping occurs more frequently among poorer households but also exists in the richest wealth quintile.

Figure 4: Age distribution in household survey data by single-year age group and household wealth quintile, Nigeria
Line graph with age distribution in survey data from Nigeria by single-year age group and household wealth quintile
Data source: Nigeria DHS 2008.

Disaggregation of household survey data from Brazil, India, Indonesia and Nigeria has shown that age heaping occurs more frequently in data collected from poorer households. Wealthier households may have more access to birth registration and therefore may be able to verify their ages with birth certificates. Wealthier households are also likely to be smaller and survey respondents would therefore have to know and report the ages of fewer persons than respondents from larger households.

Age heaping in survey data reduces the accuracy of education indicators that are calculated for single years of age, for example for all children of primary school entrance or graduation age. However, indicator estimates for larger age groups, for example all children of primary or secondary school age, are less likely to be affected by errors in age data.

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Friedrich Huebler, 30 April 2010, Creative Commons License
Permanent URL: http://huebler.blogspot.com/2010/04/age.html

Children of primary and secondary school age out of school

The UNESCO Institute for Statistics (UIS) publishes annual estimates of the number of children of primary school age out of school. A recent paper by Michael Bruneforth and Peter Wallet, Out-of-school adolescents (UIS 2010), extends the analysis to children of lower secondary school age. Any child enrolled in primary, secondary or tertiary education is considered in school, regardless of the child's age. Only children that are truly excluded from education are counted as out of school.

The paper's regional and global estimates of the number and percent of children out of school are reproduced in this article. Table 1 lists the population of primary and lower secondary school age in 2007. Worldwide there were about 653 million children of primary school age and 388 million children of lower secondary school age. More than half of these children lived in South and West Asia and East Asia and the Pacific.

Table 1: Population of primary and lower secondary school age by region (million), 2007
Region Primary Lower secondary Total
Sub-Saharan Africa 124.9 57.9 182.7
Arab States 41.4 21.9 63.5
South and West Asia 176.8 106.8 284.2
Central Asia 5.6 8.0 13.8
East Asia and the Pacific 173.8 106.5 281.2
Central and Eastern Europe 22.2 20.3 42.1
North America and Western Europe 50.8 31.0 81.6
Latin America and the Caribbean 58.6 35.9 93.7
World 652.6 388.2 1042.5
Source: UIS 2010, page 10, Table 1; author's calculations. - Note: Figures may not sum due to rounding.

Figure 1 illustrates the regional distribution of the population of primary and lower secondary school age. The number of children in these age groups is plotted along the horizontal axis. The vertical axis indicates the share of children of primary and lower secondary school age in each region. The regions with the largest number of school-age children in 2007 were South and West Asia (284 million), East Asia and the Pacific (281 million), and Sub-Saharan Africa (183 million). More than 60 percent of the combined population of primary and lower secondary school age were of primary school age. Central Asia and Central and Eastern Europe were exceptions, with a greater share of children of lower secondary school age than in other regions. The large share of primary-age children in Sub-Saharan Africa is a symptom of its high population growth rate.

Figure 1: Population of primary and lower secondary school age by region, 2007
Spine plot showing the distribution of the population of primary and lower secondary school age by region in 2007
Source: UIS 2010, page 10, Table 1; author's calculations. - CEE: Central and Eastern Europe, NAWE: North America and Western Europe, LAC: Latin America and the Caribbean.

The share and number of children out of school are listed in Table 2. At the global level, 11 percent or 72 million of all children of primary school age and 18 percent or 71 million of all children of lower secondary school age were out of school. The combined global share of children out of school was 14 percent. Out-of-school rates were highest in Sub-Saharan Africa, where 26 percent of all primary school-age children and 37 percent of all secondary school-age children were excluded from education.

Table 2: Children of primary and lower secondary school age out of school by region, 2007
Region Primary Lower secondary Total
Percent Million Percent Million Percent Million
Sub-Saharan Africa 25.8 32.2 36.8 21.3 29.3 53.5
Arab States 13.9 5.8 19.5 4.3 15.8 10.0
South and West Asia 10.2 18.0 27.3 29.1 16.6 47.2
Central Asia 4.8 0.3 4.9 0.4 4.8 0.7
East Asia and the Pacific 5.2 9.0 10.0 10.6 7.0 19.7
Central and Eastern Europe 7.0 1.6 9.6 1.9 8.3 3.5
North America and Western Europe 3.8 1.9 4.3 1.3 4.0 3.3
Latin America and the Caribbean 5.1 3.0 5.5 2.0 5.3 5.0
World 11.0 71.8 18.3 71.0 13.7 142.8
Source: UIS 2010, page 10, Table 1.

As illustrated in Figure 2, out-of-school rates are always higher at the secondary level of education than at the primary level. This is not surprising because not all students complete primary education and not all of those who graduate from primary school transfer to secondary school to continue their education. In addition to Sub-Saharan Africa, South and West Asia (27 percent) and the Arab States (20 percent) also had a high share of children of secondary school age out of school.

Figure 2: Children of primary and lower secondary school age out of school by region, 2007
Bar chart showing the share of children of primary and lower secondary school age out of school by region in 2007
Source: UIS 2010, page 10, Table 1.

The distribution of children out of school by region in 2007 is shown in Figure 3. A comparison with the population distribution in Figure 1 makes clear that children from Sub-Saharan Africa and South and West Asia were disproportionately more likely to be out of school than children from other regions. More than two thirds of the 143 million out-of-school children of primary and lower secondary age were from Sub-Saharan Africa (54 million) and South and West Asia (47 million). 20 million children out of school lived in East Asia and 10 million in the Arab States. The remaining 13 million children out of school were from Latin America and the Caribbean (5 million), Central and Eastern Europe (3.5 million), North America and Western Europe (3.3 million), and Central Asia (0.7 million).

Figure 3: Children of primary and lower secondary school age out of school by region, 2007
Spine plot showing the distribution of children of primary and lower secondary school age out of school by region in 2007
Source: UIS 2010, page 10, Table 1. - CEE: Central and Eastern Europe, NAWE: North America and Western Europe, LAC: Latin America and the Caribbean.

In Sub-Saharan Africa, the Arab States, North America and Western Europe, and Latin America and the Caribbean most children out of school were of primary age. In South and West Asia, East Asia, and Central and Eastern Europe most children out of school were of lower secondary age. At the global level, the number of out-of-school children of primary school age and lower secondary school age was roughly equal (see Table 2).

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Friedrich Huebler, 28 March 2010 (edited 17 August 2011), Creative Commons License
Permanent URL: http://huebler.blogspot.com/2010/03/coos.html