Background information on education
statistics in the UIS Data Centre
The following symbols
are used:
…
No
data available
*
National estimation
**
UIS estimation
For regional averages: Partial imputation due
to incomplete country coverage (between 33% to 60% of population)
-
Magnitude
nil or negligible
. Not applicable
Data
releases
The UIS releases data on its website concerning
formal education systems three times every year – in January, May and October.
Stay informed of the latest data releases by signing up for the UIS email alert
service at www.uis.unesco.org.
Data sources
The
UIS collects education statistics in aggregate form from official
administrative sources at the national level. Collected information encompasses
data on educational programmes, access, participation, progression, completion,
internal efficiency and human and financial resources. These statistics cover
formal education in public (or state) and private institutions (pre-primary,
primary, basic and secondary schools, and colleges, universities and other
tertiary education institutions); and special needs education (both in regular
and special schools).
These
data are gathered annually by the UIS and its partner agencies through the
following three major surveys that can be downloaded from the UIS website at www.uis.unesco.org/UISQuestionnaires
i)
UIS
survey
The UIS education questionnaires are sent to
UNESCO Member States annually. The questionnaires are based on international
standards, classifications and measures that are regularly reviewed and
modified by the UIS in order to address emerging statistical issues and improve
the quality of data.
ii)
UOE
survey
UNESCO-UIS, 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 Eurostat. The UOE survey gathers more detailed
education statistics.
iii)
World
Education Indicators (WEI) programme
The WEI programme provides a platform for
middle-income countries to develop a critical mass of policy-relevant education
indicators beyond the global core set of education statistics. This also allows
for direct comparisons to countries participating in the UOE survey. The
collection of data from WEI countries is based on a common set of definitions,
instructions and methods that were derived from the OECD Indicators of National
Education Systems (INES) programme.
Participating countries in the WEI data
collection are Argentina, China, Egypt, India, Indonesia, Jamaica, Jordan, Malaysia,
Paraguay, Peru, the Philippines, Sri Lanka, Thailand and Uruguay.
Population estimates
Population data are based on the 2012 revision
of the World Population Prospects by the United Nations Population Division
(UNPD). The UNPD does not provide data by single year of age for countries with
a total population of less than 50,000 inhabitants. Where UNPD estimates are
not available, national data or UIS estimates are used.
For
more information on UNPD estimates, please visit http://www.un.org/esa/population/unpop.htm
Economic statistics
Data on economic indicators such as Gross
domestic product (GDP) and Purchasing power parity (PPP) are World Bank
estimates as of December 2013. For countries where GDP estimates are not
published by the World Bank, data are obtained from the United Nations
Statistics Division (UNSD).
A. Education data and
indicators
Regional
averages are based on both publishable data and on non publishable estimated or
imputed data. They are calculated based on data of April 2013.
There
are cases where an indicator theoretically should not exceed the maximum value
(for example the adjusted net enrolment rate), but data inconsistencies may
have resulted in the indicator exceeding the theoretical limit. In these cases,
“capping” has been applied, while maintaining the same gender ratio (For more
details, please find the capping definition in the online glossary http://glossary.uis.unesco.org/glossary/en/home).
Due to
rounding, Gender parity indices (GPI) may differ from those based directly on
reported values.
The
percentage of females (% F) is included to provide information on the
proportion of girls enrolled with respect to the total enrolment. For gender
parity, a more relevant measure is the GPI.
Two
Special Administrative Regions – Hong Kong and Macao – are reported separately
from data for China.
Data
on pre-vocational or pre-technical programmes: Data for pre-vocational
programmes for ISCED levels 2, 3 and 4 for countries carrying out the UIS
regular education survey are included in those for general programmes. For
countries carrying out the WEI/UOE survey, data for pre-vocational programmes
for these ISCED levels are included in those of technical/vocational
programmes. Therefore, data users are kindly requested to take this into
account when comparing data by type of orientation for the two groups of
countries.
Adult education:
Educational programmes that are specifically designed for adults are not within
the scope of the UIS regular data collection. These programmes are covered by
the WEI/UOE data collection but countries are requested to report enrolment
data for these programmes separately. To ensure comparability of enrolment data
and the related indicators for all countries, adult education data are removed
from data published by UIS for all WEI/UOE countries which provide appropriate
breakdown of enrolment data. However, adult education data may still be
included for few countries, which may slightly affect the comparability of their
enrolment data and indicators with the rest of countries.
B. 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, the totals may be underestimated.
C. Population issues
Azerbaijan:
Education data do not cover the region of Nagorno-Karabakh, whereas UNPD data
do. Therefore the population data used for the calculation of indicators were
provided by national authorities and exclude Nagorno-Karabakh.
Cyprus:
Enrolment data for Cyprus do not include schools that are not under government
control. The population data used for the calculation of indicators were
provided by the government of Cyprus and only cover the population living in
the government-controlled area.
Republic
of Moldova: Enrolment data do not cover the region of Transnistria and
population data for this region were excluded when calculating population-based
indicators.
Palestine:
Enrolment data do not include data for East Jerusalem, whereas the population
data do. Indicators are not internationally comparable and should be
interpreted with caution.
Serbia:
Education data do not cover Kosovo, whereas the UN population division data do.
Therefore, the population data used for the calculation of indicators were
provided by Eurostat and exclude Kosovo.
United
Republic of Tanzania: Enrolment data do not include Zanzibar, whereas the
population data do. The population of Zanzibar is approximately 3 per cent of
the total population of Tanzania. Indicators should thus be interpreted with
caution.
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