Education trends in perspective [ressource électronique] : analysis of the world education indicators

2005·8.9 MB·English

by  Programme OCDE/UNESCO d'indicateurs de l'éducation dans le monde

Education Trends
in Perspective
ANALYSISOFTHEWORLD
EDUCATION INDICATORS
2005EDITION
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OECD
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INSTITUTEFORSTATISTICS
Copyrightedmi
EDUCATIONTRENDS
IN PERSPECTIVE
ANALYSISOFTHEWORLDEDUCATIONINDICATORS
2005Edition
UNESCOINSTITUTEFORSTATISTICS
ORGANISATIONFORECONOMICCO-OPERATIONANDDEVELOPMENT
WORLDEDUCATIONINDICATORSPROGRAMME
.
UNESCO
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boundaries.
UNESCO-UIS/OECD2005
. 1
Tableofcontents
IForeword S
|Reader'sGuide 7
Chapter1:TRENDSINEDUCATIONPARTICIPATIONANDOUTPUTS 1
Introduction 12
1.Educationalattainment;levelsandtrends 13
2.Patternsinschoollifeexpectancy 21
3.Demographiccontextsandeducationsystems 25
4.Changingpatternsofeducationalparticipation 29
References 49
Chapter2;RESPONDINGTOINCREASEDPARTICIPATION:TRENDS
INRFSOIJRCFSINVESTEDINFDIICATION 51
Intmd.ucti.on 12
1.Trendsinpublicandprivateexpenditure:theimportanceofeconomic
andsocialdevelopments 55
2.Respondingtoincreaseddemand:trade-offsininfrastructureinvestments
andhumanresourcesineducation S4
References 107
Chapter3:COUNTRYPROFILES 109
Argentina 110
Brazil 112
Chile 114
China 116
Egypt 118
India 120
Indonesia 122
Jamaica 124
Jordan 126
Malaysia 128
Paraguay 130
Philippines 134
RussianFederation 136
SriLanka - .1.3.8.
Thailand 140
Tunisia 142
Uruguay 144
Zimbabwe 146
Annexes 149
A1 Generalnotes 150
A2. Definitions,methodsandtechnicalnotes 154
A3. Cross-referencebetweendatatablesandtechnicalnotes 168
A4. Datatables 171
A5a.InternationalStandardClassificationofEducation(ISCED97) 205
A5b.AllocationofnationaleducationprogrammestoISCED97 208
©UNESCO-UIS/OECD2005EducationTrendsinPerspective-AnalysisoftheWorldEducationIndicators
Foreword
Theworldhaschangedmarkedlyintheeightyearscoveredbythisreport,withgreaterglobal
interdependenceandcompetitionanddramaticshort-termchangesintheeconomicfortunesof
nations.Atthesametimetherehasbeenstronggrowthinthedemandforlearningopportunities,from
earlvchildhoodprogrammestoadvancedtertiarv-levelstudies,asindividualsandsocietiesrecognise
theimportantlong-termbenefitsofeducation.
Insearchingforeffectiveapproachestopromotingandmanaginggrowthineducationsystems,
governmentsareincreasinglylookinginternationally,usingcross-nationallycomparableindicatorsto
benchmarknationaleducationsystemsandexaminingpolicyoutcomesinothercountries.
Inmanycountries,thisinternationalperspectivehasbeenreflectedbyeffortstostrengthenthe
collectionandreportingofcomparativestatisticsandindicatorsoneducation.BuildingontheOECD
IOnEdiCcaDtorasndofwiEtdhuctahteiofninaSnycsitalemssup(pIoNrEtS)ofprtohegrWaomrmled,B1an1kc,oulnaturnicehs,edtotgheetWhoerrlwditEhduUcNatEiSonCOIndaincdattohres
programme(WEI)in1997.TheoriginalgroupofparticipantsconsistedofArgentina,Brazil,Chile,
China,India,Indonesia,Jordan,Malaysia,thePhilippines,theRussianFederationandThailand.In
additiontotheoriginal11countries,eightnewcountries,Egypt,Jamaica,Paraguay,Peru,SriLanka,
Tunisia,UruguayandZimbabwe,subsequentlyjoinedtheprogramme.
TheobjectivesoftheWEIprogrammeareto:exploreeducationindicatormethodologies;reach
consensusonasetofcommonpolicyconcernsamenabletocross-nationalcomparisonandagreeupon
asetofkeyindicatorsthatreflecttheseconcerns;reviewmethodsanddatacollectioninstruments
neededtodevelopthesemeasures;andsetthedirectionforfurtherdevelopmentalworkandanalvsis
bevondthisinitialsetofindicators.
Thisreportmarkstheeighthyearofthison-goingcollaborativeeffort.Duringthistime,participating
countrieshaveadvancedtheconceptualanddevelopmentalworkinmanydifferentways.Theyhave
appliedtheWEIdatacollectioninstrumentsandmethodologyatthenationallevel.Incollaboration
withtheOECDandUNESCO,theyhaveco-operatedinnational,regionalandinternationalmeetings
ofexperts,andworkedjointlyonthedevelopmentoftheindicators,inareassuchasgovernance,
teachersandfinancialinvestmentsineducation.
Thisreportisthefourthinaseriesthatanalysesindicatorsonkeyeducationpolicyissues,bringing
togetherdatafromparticipatingcountrieswithcomparabledatafromOECDcountries.Itfocuseson
trendsineducationbetween1995and2003,identifyingwhichcountrieshavemadeprogressandthe
contextualandpolicvfactorsthathavecontributedtothedifferenteducationaloutcomes.
Itexploreshowschool-agepopulationsandparticipationandgraduationratesineducation,especiallyat
secondaryandtertiarylevels,havechangedsince1995anditlooksatthefactorsthatactasconstraints
togrowth.Itlinkschangesindemandforeducationwithtrendsininvestmentsofhumanandfinancial
resourcesineducationandhowthevrelatetothequantityandqualitvofeducationalprovision.Itlooks
beyondpubliceducationsystemsanddiscusseschangeintermsoftherangeofpublicandprivateactors
thatareinvolvedinthefinanceandgovernanceofeducation.
©UNESCO-UIS/OECD2005EducationTrendsinPerspective-AnalysisoftheWorldEducationIndicators
Foreword
DespitetheconsiderableprogressthathasbeenachievedinthefirsteightyearsoftheWEIprogramme,
foufrtthheerinppruotgsreisnstowieldlubceatnieoend—eds.tuFdoerntesx,amtpealceh,ewrhsialneditshpaesndbienegnppaotstseirbnlse—toccoommpparaarteicvoeuintnrfioersmaitnitoenromns
thequalityofeducationinWEIcountriesisonlybeginningtoemerge.TheWEISurveyofPrimary
Schools(WEI-SPS)servesasanexampleofeffortstomovefromtheuseandinterpretationofnationallv-
aggregateddatatoinformationattheschool-andteacher-leveltobetterunderstandwhatmakes
effectiveschoolsandeducationalsystems.ThusparticipatingWEIcountries,togetherwithUNESCO
andtheOECD,continuetobuilduponthepastsuccessesoftheprojectandtosetnewdirectionsin
indicatordevelopmentandrobuststatisticalanalysesthatcanassistgovernmentsinbringingabout
improvedschoolingandpreparingyoungpeopletoconfidentlyenterachangingworld.
MichaelMillward BarryMcGaw RuthKagia
DUiNreEcStoCr,Oa.Iin.stituteforStatistics DOiEreCcDtorforEducation EHduumcaatnioDnevDeirleocptmoerntNetwork
TheWorldBank
EducationTrendsinPerspective-AnalysisoftheWorldEducationIndicators©UNESCO-UIS/OECD2005
Copyrightedr
7
Reader’sGuide
Reader’sguide
Definitionsandmethods
TheWorldEducationIndicatorsprogramme(WEI)placesgreatimportanceonthecross-national
comparabilityofindicatorspresentedinthisreport.Toaccomplishthis,participatingcountries
havesoughttobasethecollectionofdataonacommonsetofdefinitions,instructionsandmethods
thatwerederivedfromtheOECDIndicatorsofEducationSystems(INES)programme.
Theannexestothisreportprovidethedefinitionsandmethodsthataremostimportantforthe
interpretationofthedatapresentedinthispublication,aswellasnotespertainingtoreference
periodsanddatasources.
Therearefiveannexes:
•AnnexAlprovidesgeneralnotespertainingtothecoverageofthedata,thereferenceperiods
andthemainsourcesforthedata.
•AnnexA2providesdefinitionsandtechnicalnotesthatareimportantfortheunderstandingof
theindicatorspresentedinthispublication(thenotesareorganisedalphabetically).
•AnnexA3providesacross-referencebetweendatatablesandtechnicalnotes.
•AnnexA4providesthefullsetofdatatablesusedinthispublication.
•AnnexA5documentstheclassificationofthe19WEIcountries’educationalprogrammes
accordingtothe1997InternationalStandardClassificationofEducation(ISCED97).
ThefulldocumentationfornationaldatasourcesandcalculationmethodsisprovidedintheOECD
2005editionofEducationataGlanceandatwww.oecd.org/edu/eag2005.
Inordertoenhancethecomparabilityoftheindicators,countriesparticipatingintheWEI
programmehaveadoptedtheinternationalstandardfortheclassificationofeducational
programmes—ISCED97,whichwasdevelopedbyUNESCOtoenhancethecomparabilityof
educationstatistics.
Importantnoticetoreaders
Whilethecomparabilityofdataisaprerequisiteforthevaliditvofinternationalcomparisons,it
oftenposeschallengesfortheinterpretationofindicatorswithinthenationalinstitutionalcontext.
Thisisbecausetheimplementationofinternationallycomparablestandardsandclassifications
requirescountriestoreportdatainawaythatmaynotreflectnationalinstitutionalstructures.
Forexample,educationthatisclassifiedasISCEDLevel1(primarylevelofeducation)maydiffer
fromthenationaldefinitionofprimaryeducation,e.g.intermsofthenumberofgradescovered
bvtheterm.
Forsomecountries,gradestypicallyassociatedwithprimaryorbasiceducationaccordingtotheir
nationalsystemsareclassifiedaslowersecondarveducationinordertofacilitatemoreaccurate
internationalcomparisons.
UNESCO-UIS/OECD2005EducationTrendsinPerspective-AnalysisoftheWorldEducationIndicators
.
Reader’sGuide
Readersarethusinvitedtorefertothecategorisationofnationaleducationalprogrammesaccording
toISCED97providedinAnnexA5inordertobetterassessdatafromanationalcontext.
Similarlyreadersshouldbeawarethattheuseofinternationaldefinitionsandmethodsforthe
coverageofeducationdataandthecalculationofindicatorsmayyielddifferentestimatesfrom
thoseobtainedwithnationalsourcesandmethods.
Comparabilityovertime
WEIdataaretheresultofacontinuousprocessofconvergencetowardsaninternationalframework
thatisitselfevolvingovertime.Asaresult,thecoverageofdatahaschangedovertimeformanyWEI
countries.Inlightofthis,inpastreports,readerswerediscouragedfromusingWEIdatatoanalyse
trendsovertime.Toaddresstheneedfortrenddata,WEIcountriescarriedoutaretrospective
datacollectionusing,formostcountries,datafortheschoolyearbeginningin1995basedonthe
methodologyandcoverageofthe2002schoolyeartoensurecomparability.Allcomparisonsover
timepresentedinthisreportarebasedonthisspecialretrospectivedatacollection.
Thereferenceperiodsforcomparisonovertimewerenotidenticalforallcountries.Theintended
baseyearforcomparisonistheschoolyearwhichhadthegreatestoverlapwiththecalendarvear
1995.Thiscouldbe1994/95,1995or1995/96.PeruandUruguaywereabletoprovidedatafor
1993and1996,respectively.Inordertocomparecountrieswithdifferenttimespansbetween
referenceschoolyears,theuseofannualgrowthratesispreferable.Yet,tofacilitatethepresentation
ofdata,absolutechangeispresentedinthereport.AnnualgrowthratesarepresentedinAnnexA4,
Table1.10.Indexofchange,presentedinothertables,canbeconvertedtoannualgrowthratesusing
theformulaprovidedinAnnexA2orarereadilvavailableatwww.uis.unesco.org/wei2005.
Referenceperiod
Thereferenceperiodforthisreportistheacademicyearendingin2003andthefinancialyear2002
Wheretheacademicyearisspreadacrosstwocalendaryears,theacademicyear2002/03is
presentedas2003.Fortimecomparisonsthereferenceyearistheacademicyearhavingthegreatest
overlapwiththeyear1995.Thiscanbe1994/95,1995or1995/96.
ForArgentina,Brazil,Malaysia,Paraguay,Peru,UruguayandZimbabwe,datafortheacademicyear
2003werenotyetavailable.Forthesecountriesdatafortheacademicyear2002arepresented.
ForThailandmorerecentdatawereavailableandarepresented.Forthetrenddata,thebaseline
vearforPeruis1993and1996forUruguav.
Inthereportalldataarereferredtoas1995and2003,despitethedifferencesnotedhere.The
tablesinAnnexA4providedetailsonthereferenceperiod,indicatingthebeginningandendof
theacademicyearforWEIcountries.ForOECDcountries,2003isgivenasthereferenceyear
includingcountrieswhere2003 referstothe2002/03schoolyear.Pleaserefertothe2005
editionofEducationataGlanceforfurtherdetails.
Pleasenotethattheconventionofcitingendoftheacademicyearasthereferenceyearisdifferent
fromthatcurrentlyusedinotherUNESCOpublications,wherethebeginningoftheacademic
yeardeterminesthereferenceyear.
EducationTrendsinPerspective-AnalysisoftheWorldEducationIndicators©UNESCO-UIS/OECD2005
Copyrightedr
9
Reader’sGuide
Coverageofthedata
AlthoughalackofdatastilllimitsthescopeofsomeindicatorsinWEIcountries,thecoverage
extends,inprinciple,totheentirenationaleducationsystemregardlessoftheownershipor
sponsorshipoftheinstitutionsconcernedandregardlessofeducationdeliverymechanisms.
Withoneexceptiondescribedbelow,alltypesofstudentsandallagegroupsaremeanttobe
included:children(includingthoseclassifiedasexceptional),adults,nationals,foreigners,aswell
asstudentsinopendistancelearning,specialeducationprogrammesoreducationalprogrammes
organisedbyministriesotherthantheMinistryofEducationprovidedthatthemaingoalofthe
programmeistheeducationaldevelopmentoftheindividual.However,vocationalandtechnical
trainingintheworkplace,withtheexceptionofcombinedschool-andwork-basedprogrammes
whichareexplicitlydeemedtobepartoftheeducationsvstem,isexcludedfromtheeducation
expenditureandenrolmentdata.
Educationalactivitiesclassifiedas‘adult’or‘non-regular’arecovered,providedthattheactivities
involvestudiesorhavesubject-mattercontentsimilarto‘regular’educationstudies,orthatthe
underlyingprogrammesleadtoqualificationssimilartothosegainedthroughcorrespondingregular
educationalprogrammes.Coursesforadultsthatareprimarilyforgeneralinterest,personal
enrichment,leisureorrecreationareexcluded.
Populationdata
PopulationdataarecollectedthroughtheWEIdatacollectionandare,forthemostpart,based
onnationalcensusdata.For1995,wheredataarenotavailabletopresentchangesinpopulation,
UnitedNationsPopulationDivision(UNPD)populationestimates,2002revision,areused.
Symbolsformissingdata
Fivesymbolsareemployedinthetablesandgraphstodenotemissingdata:
a Datanotapplicablebecausethecategorydoesnotapply,
n Magnitudeiseithernegligibleorzero.
Datanotavailablefromcountries.
— Datanotrequestedfromcountries.
x(y) Dataincludedinanothercategory/column(y)ofthetable.
Calculationofinternationalmeans
TheWEIandOECDcountrymeans,whichareoftenprovidedasabenchmark,arecalculatedas
theunweightedmeanofthedatavaluesofWEIorOECDcountriesforwhichdataareavailable
orcanbeestimated.Thecountrymeans,therefore,refertoanaverageofdatavaluesatthelevel
ofnationalsystemsanddonottakeintoaccounttheabsolutesizeoftheeducationsvstemineach
country.
UNESCO-UIS/OECD2005EducationTrendsinPerspective-AnalysisoftheWorldEducationIndicators
Chapter1
TRENDS IN EDUCATION PARTICIPATION
AND OUTPUTS
PreparedbyMichaelBruneforthandAlbertMotivans
UNESCOInstituteforStatistics
UNESCO-UIS/OECD2005EducationTrendsinPerspective-AnalysisoftheWorldEducationIndicators
Copyrightedma