View
225
Download
0
Category
Tags:
Preview:
Citation preview
UNESCO Structure, Governance and Finance
UNESCO Institute for Statistics
Montreal June 2011
About me
Andrew BartonData Processing and Standards Unit
UNESCO Institute for Statisticsa.barton@uis.unesco.org
Bio: • Statistical Assistant in the Data Processing & Standards
Unit at the UIS• Master’s in Economics from the University of Amsterdam• Bachelor’s in Economics from JMSB• Previous work as an adviser/analyst for a European
finance and leasing industry, Department of Foreign Affairs and International Trade, and Catholic Community Services (NPO in Montreal)
Presentation Outline
• Overview: History, Mission & Priorities• UNESCO Structure & Governance
General ConferenceExecutive BoardSecretariat
• Financing• Differences between IGO and NPO
Overview: History
• 1942: Conference of Allied Ministers of Education - CAME– European countries looking to reconstruct their systems of
education in the post war era• 1945: A proposal from CAME was made at a United
Nations Conference for the establishment of an educational and cultural organization (London)
• At the end of the conference, thirty-seven countries founded the United Nations Educational, Scientific and Cultural Organization (16 November)
Overview: Mission & Priorities
• UNESCO’s mission is to contribute to the building of peace, the eradication of poverty, sustainable development and intercultural dialogue through education, the sciences, culture, communication and information.
• UNESCO focuses on two global priorities:– Africa & Gender Equality
Overview: Mission & Priorities
• The broad goals and objectives of the international community – as set out in the internationally agreed development goals (Millennium Development Goals and Education for All) – underpin all UNESCO’s strategies and activities.
Overview: Mission & Priorities
• In fulfilling its mission, UNESCO will carry out for the international community five established functions:
i. laboratory of ideas, including foresightii. standard-setter iii. clearing house iv. capacity-builder in Member States in UNESCO’s fields
of competence v. catalyst for international cooperation
UNESCO Governance and Structure
• UNESCO is a specialized agency of the UN (carries out prescribed mandate but independent)
• Based in Paris, France • Director General: Ms. Irina Bokova• UNESCO is an Intergovernmental Organization - IGO
– Goals and scope are outlined in a treaty or charter– Membership is limited to nation states / countries
• Three levels of membership (193 members, 7 associate members & 2 observers)
– Members are required to make yearly contributions
UNESCO Governance and Structure
• Governing Bodies– General Conference– Executive Board
• Secretariat– 2,000 employees of which 870 are located
in 65 field offices around the world
UNESCO Governance and Structure
• General Conference– Primary decision making body of UNESCO– Meets once every 2 years to determine the policies
and main lines of work of the organization– 1 country – 1 vote– Approves UNESCO’s biennial programmes and
budget– Every 4 years, it appoints the Director General
UNESCO Governance and Structure
• Executive Board– Composed of 58 member states who are elected at
the General Conference every two years– Choice of representatives depends on diversity of
cultures and geographic regions – Responsible for the execution of the programme
adopted at the General Conference– Meets twice a year to examine the Organization’s
programme and budget
UNESCO Governance and Structure
• Secretariat– The Director General is the executive head of UNESCO– DG formulates proposals for appropriate action by the
General Conference and Executive Board– DG prepares a draft biennial programme and budget– Staff implements the approved programme– Organizational Chart
• Central Services• Programme Sectors• Support Sectors• Field Offices
UNESCO Financing
• Membership contributions– Represents 58% of the 2010-2011 budget – For 2010-2011: $653,000,000 USD
• Extra budgetary funding – UNESCO becoming more reliant on extra budgetary funds– Represents 42% of the 2010-2011 budget– For 2010-2011: $462,751,400 USD
• Total Budget: $1,115,751,400 USD
UNESCO Financing
• Five major sources of extra budgetary funding:– Bilateral Government Donors– The United Nations Funds and Programmes– Multilateral Development Banks (WBG)– The European Commission– The Private Sector
UNESCO Financing• Biennial budget is submitted
by the Director General as a resolution at the UNESCO General Conference for approval
• Scale of Assessment – Set at the United Nations General Conference on a yearly basis
• Assessment is based on a countries Gross National Income and a country’s capacity to pay
• Contributions are to be paid partly in US dollars and partly in Euros (can pay in national currency)
Members Contribution %
USA 22.000%
Japan 12.530%
Germany 8.018%
UK 6.604%
France 6.123%
Italy 4.999%
Canada 3.207%
China 3.189%
Spain 3.177%
Mexico 2.356%
Others 27.797%
IGO vs NPO
• Similarities:– Both are not driven by profit– Funding sources are the same (public and private)
• Differences:– NPO can represent both public and private interests – IGO represent public interests– Governance Structure (membership)
• NPO structure depends on the type of organization • IGOs structure based on a charter or treaty between countries
– Financing structure is different (i.e. UN scale assessment)
List of IGO’s in Montreal
• UNESCO Institute for Statistics• ICAO – International Civil Aviation Organization• Secretariat on the Convention of Biodiversity• Multilateral Fund for the Implementation of the
Montreal Protocol• Commission for Environmental Cooperation
(Canada, Mexico & US only)• Cospas Sarsat (Canada, France, Russia, & US only)
UIS - Education Team An Overview of the role of the UIS in Education
Statistics
About me
Peter WalletTITLE
UNESCO Institute for Statisticsp.wallet@uis.unesco.org
Bio:
• Worked for over 8 years at the UIS• Contributed to the overall analysis and monitoring of
international education targets Education for All Global Monitoring Report team
• Particularly contributed to the development and analysis of data on teachers
About me
Lory AjamianTITLE
UNESCO Institute for Statisticsl.ajamian@uis.unesco.org
Bio: • Statistical Assistant at the UIS within the Education team• Worked on several UIS publications• Currently doing her Master’s in Statistics at McGill• Speaks 4 languages (French, English, Armenian and
Chinese)
The UNESCO Institute for Statistics
• The UIS founded as a semi-autonomous institute in 1999 in Paris, France
• Moved to Montreal in 2001
• Mandated to maintain international databases for:– Education– Science and technology– Culture and communications
• Approximately 110 employees from which about 20% are based in various parts of the world.
Regional Presence of the UIS
Apia
SantiagoSantiago
DakarDakar
NairobiNairobi
BangkokBangkok
Windhoek
Bamako
Yaoundé
Dar-es-Salaam
DohaNew Delhi
Apia
What is the role of UIS in education?
• Collection of national data and subsequent conversion & dissemination of cross-nationally comparable data
Different countries, different primary education systems
6 years
4 years
9 years
Basic education
Primary Lower secondary
5 years
Development of international classifications, e.g. ISCED
The 7 LEVELS of education are:
– ISCED 0 = Pre-primary
– ISCED 1 = Primary
– ISCED 2 = Lower secondary
– ISCED 3 = Upper secondary
– ISCED 4 = Post-secondary non-tertiary
– ISCED 5 = First stage of tertiary education (not leading directly to an advanced research qualification)
– ISCED 6 = Second stage of tertiary education (leading to an advanced research qualification)
General, Tech/VocA
BC
Destination
Orientation
..
27
26
25 Master's
24
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
Kenya
Pre-primary
Doctorate
Primary teacher training colleges
Second stage of primary education
First stage of primary education
Upper secondary
Youth polytechnics
Bachelor's degree Tech & Indus
Voc Ed Training
National poly/Dip Teacher training
college
..
26
25
24 Ens. uni (2eme
cycle)
23
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8
6/7
Senegal
Capacite en droit
Ens. uni (2eme cycle)
Grande ecoles
d'ingenieurs
…..
Enseignment elementaire
Ens. sec. general (2eme cycle)
Form. prof. cycle court
Ens. universitaire (1er cycle)
Ens. tertiare non uni.
Education prescolaire
Enseignment moyen (1er cycle) Ens. moyen prof.
Ens. sec. technique
(2eme cycle)
Formation professionnelle
cycle long
..
27
26
25 Master's
24
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
Kenya
Pre-primary
Doctorate
Primary teacher training colleges
Second stage of primary education
First stage of primary education
Upper secondary
Youth polytechnics
Bachelor's degree Tech & Indus
Voc Ed Training
National poly/Dip Teacher training
college
..
26
25
24 Ens. uni (2eme
cycle)
23
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8
6/7
Senegal
Capacite en droit
Ens. uni (2eme cycle)
Grande ecoles
d'ingenieurs
…..
Enseignment elementaire
Ens. sec. general (2eme cycle)
Form. prof. cycle court
Ens. universitaire (1er cycle)
Ens. tertiare non uni.
Education prescolaire
Enseignment moyen (1er cycle) Ens. moyen prof.
Ens. sec. technique
(2eme cycle)
Formation professionnelle
cycle long
6
5A 5B
4A
3A 3B
3C
2A 2B
1
0
..
27
26
25 Master's
24
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
Kenya
Pre-primary
Doctorate
Primary teacher training colleges
Second stage of primary education
First stage of primary education
Upper secondary
Youth polytechnics
Bachelor's degree Tech & Indus
Voc Ed Training
National poly/Dip Teacher training
college
..
..
24
23
22 Master's
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
Kenya
Primary teacher training colleges
Tech & Indus Voc Ed
Training
Upper secondary
Youth polytechnics
Doctorate
Bachelor's degree
National poly/Dip Teacher training
college
Second stage of primary education
First stage of primary education
Pre-primary
..
..
24
23
22 Master's
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
Kenya
Doctorate
Bachelor's degree
National poly/Dip Teacher training
college
Primary teacher training colleges
Tech & Indus Voc Ed
Training
Upper secondary
Youth polytechnics
Second stage of primary education
First stage of primary education
Pre-primary
..
..
24
23
22 Master's
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
Kenya
Doctorate
Bachelor's degree
National poly/Dip Teacher training
college
Tech & Indus Voc Ed
Training
Upper secondary
Youth polytechnics
Second stage of primary education
First stage of primary education
Pre-primary
Primary teacher training colleges
..
..
24
23
22 Master's
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
Second stage of primary education
First stage of primary education
Pre-primary
Kenya
National poly/Dip Teacher training
college
Primary teacher training colleges
Tech & Indus Voc Ed
Training
Upper secondary
Youth polytechnics
Doctorate
Bachelor's degree
..
..
24
23
22 Master's
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
Second stage of primary education
First stage of primary education
Pre-primary
Kenya
National poly/Dip Teacher training
college
Primary teacher training colleges
Tech & Indus Voc Ed
Training
Upper secondary
Youth polytechnics
Doctorate
Bachelor's degree
..
26
25
24 Ens. uni (2eme
cycle)
23
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8
6/7
Senegal
Capacite en droit
Ens. uni (2eme cycle)
Grande ecoles
d'ingenieurs
…..
Enseignment elementaire
Ens. sec. general (2eme cycle)
Form. prof. cycle court
Ens. universitaire (1er cycle)
Ens. tertiare non uni.
Education prescolaire
Enseignment moyen (1er cycle) Ens. moyen prof.
Ens. sec. technique
(2eme cycle)
Formation professionnelle
cycle long
..
26
25
24 Ens. uni (2eme
cycle)
23
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8
6/7
Senegal
…..
Ens. uni (2eme cycle) /
Grande ecoles
d'ingenieurs
Ens. universitaire (1er cycle)
Ens. tertiare non uni.
Ens. sec. general (2eme cycle)
Ens. sec. technique
(2eme cycle)
Formation professionnelle
cycle long
Enseignment moyen (1er cycle)
Form. prof. cycle court
Ens. moyen prof.
Enseignment elementaire
Education prescolaire
..
26
25
24 Ens. uni (2eme
cycle)
23
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8
6/7
Senegal
…..
Ens. uni (2eme cycle)
Grande ecoles
d'ingenieurs
Ens. universitaire (1er cycle)
Ens. sec. general (2eme cycle)
Ens. sec. technique
(2eme cycle)
Enseignment moyen (1er cycle)
Enseignment elementaire
Education prescolaire
Ens. tertiare non uni.
Formation professionnelle
cycle longForm. prof. cycle court
Ens. moyen prof.
..
26
25
24 Ens. uni (2eme
cycle)
23
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8
6/7
Senegal
Ens. moyen prof.
Enseignment elementaire
Education prescolaire
…..
Ens. uni (2eme cycle)
Grande ecoles
d'ingenieurs
Ens. universitaire (1er cycle)
Ens. sec. general (2eme cycle)
Ens. sec. technique
(2eme cycle)
Enseignment moyen (1er cycle)
Ens. tertiare non uni.
Formation professionnelle
cycle longForm. prof. cycle court
..
26
25
24 Ens. uni (2eme
cycle)
23
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8
6/7
Senegal
Ens. sec. technique
(2eme cycle)
Formation professionnelle
cycle longForm. prof. cycle court
Enseignment moyen (1er cycle) Ens. moyen prof.
Grande ecoles
d'ingenieurs
Ens. universitaire (1er cycle)
Ens. tertiare non uni.
…..
Ens. uni (2eme cycle)
Ens. sec. general (2eme cycle)
Enseignment elementaire
Education prescolaire
ISCED
What is the role of UIS in education?
• Technical projects to improve data collection towards the production and usage of internationally comparable data
• Technical capacity building within countries (at least every 2 years, regional workshops)
• Analysis of comparative data
• Advocacy for statistics in relation to UNESCO’s areas of interest
What education topics does the UIS collect data on?
The following topics are covered in the UIS questionnaire
• Access• Participation• Progression-internal efficiency• Student international mobility• Teachers• Investment in education
Core UIS data source: Administrative data
• Administrative data come from official national ministries; national
school censuses or EMIS system
• UIS works cooperatively with governments to maintain country’s sense
of ownership
• Advantages of administrative data• Allow for regular and timely monitoring of education systems
• Linked to education planning
• Cost efficient
• UIS estimates some missing data
• UIS collects more than just participation data, which could be collected
from household survey data, which allows for a more holistic view of
national systems, e.g.. Finance data, teachers data etc…
Major phases of the UIS education data production cycle
Survey
design
Data
collection and
processing
Phase 1 Phase 2 Phase 3
Production of
indicators
Reporting
data
Phase 4
• International statistics depend on…
• Quality of raw data reported by countries
• Quality of UIS data collection and processing
• Quality of data reported by other international organisations, e.g. population and economic data.
Data collection and processing
Specific mandates related to international agreements
• The UIS has the mandate to monitor progress towards Education for All (EFA) and education-related Millennium Development Goals (MDG).
• The gender parity index (GPI), which is the ratio of female to male values of a given indicator, is used to measure:– EFA Goal 5:
Eliminating gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girls’ full and equal access to and achievement in basic education of good quality.
– MDG Goal 3:Promote gender equality and empower women.
Education for All (EFA)
In March 1990, delegates from 155 countries, as well as
representatives from some 150 organizations agreed at the
World Conference on Education for All in Jomtien (Thailand),
to universalize primary education and massively reduce illiteracy
before the end of the decade.
In April 2000, the World Education Forum in Dakar (Senegal)
adopted the Dakar Framework for Action reaffirming the
commitment to achieving the goals for Education for All by the
year 2015.
Education for All (EFA)
1. Expand early childhood care and education
2. Provide free and compulsory primary education for all
3. Promote learning and life skills for young people and adults
4. Increase adult literacy by 50 per cent
5. Achieve gender parity by 2005, gender equality by 2015
6. Improve the quality of education
Millennium Development Goals (MDG)
The Millennium Development Goals are eight goals to be
achieved by 2015 that respond to the world's main
development challenges.
The MDGs are drawn from the actions and targets contained
in the Millennium Declaration that was adopted by 189
nations and signed by 147 heads of state and governments
during the UN Millennium Summit in September 2000.
Millennium Development Goals (MDG)
Poverty and Hunger1. Eradicate extreme poverty and hunger
Education2.2. Achieve universal primary educationAchieve universal primary education3.3. Promote gender equality and empower womenPromote gender equality and empower women
Health4. Reduce child mortality 5. Improve maternal health6. Combat HIV/AIDS, malaria and other diseases
Development7. Ensure environmental sustainability8. Develop a global partnership for development
Monitoring indicators: Goal 2: Target 2.A
Youth LiteracyRate
Progress OutputsParticipation
Net Enrolment RateSurvival Rate to Last
Grade
“Ensure that, by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling”.
Monitoring indicators: Goal 3: Target 3.A
“Eliminating gender disparities by 2005 in primary and secondary education, and at all levels no later than 2015’’
Gender Parity Indexof Gross Enrolment Ratio
Equal participation
Participation
Participation of children belonging to the official primary school age-population (SAP)
100*population age-schoolprimary official The
group age official theofeducation primary in Enrolment NER
Net enrolment rate in primary education (NER)
The general level of participation in primary education.
The capacity of the primary education system to enrol children of the primary school age-population.
100*population age-schoolprimary official The
education primary in Enrolment GER
Gross enrolment ratio in primary education (GER)
United Arab Emirates (2009)
288,681106
SAP
%5.104100*288,681
302,375GER
%68.89100*288,681
258,890NER
Entrance age: 6 year old Duration: 5 years
Official age group: 6-10
Age populationEnrolment in primary education
5 61,565 35,055
6 60,604 60,203
7 59,343 59,286
8 57,860 56,543
9 56,228 54,139
10 54,646 28,719
11 53,313 6,163
12 51,686 1,882
13 49,593 304
14 47,478 81
Total 302,375
Out of school children (OOS)
Definition before 2005:
Children of primary school age are counted as out of school when they are not enrolled in primary education.
%68.89100*288,681
258,890NER
!!! 791,29258,890-288,681 OOS
Goal 3
• Promote gender equality and empower women– Target 3.A: Eliminating gender disparities by
2005 in primary and secondary education, and at all levels no later than 2015
• Indicators: Gender parity index of GER in primary, secondary and tertiary education
Gender parity index of Gross enrolment ratio
Purpose:
The GPI measures progress towards gender parity in education participation available for women in relation to those available to men. It also reflects the level of women’s empowerment in society.
malefor ratioenrolment Gross
femalefor ratioenrolment GrossGER
GPI
?Female GER
%1.104
100*139972
145707
Female
Female
GER
GER
?GER GPI
?Male
GER%9.111
100*148709
156668
Male
Male
GER
GER
PopulationEnrolment in primary
educationAge Female Male Female Male
5 29,944 31,621 17,676 17,3796 29,453 31,151 29,210 30,9937 28,815 30,528 28,475 30,8118 28,066 29,794 27,091 29,4529 27,243 28,985 25,873 28,266
10 26,395 28,251 13,661 15,05811 25,572 27,741 2,724 3,43912 24,749 26,937 830 1,05213 23,937 25,656 141 16314 23,210 24,268 26 55
Total 145,707 156,668
GPI: United Arab Emirates (2009)
93.0%9.111
%1.104GER
GPI
UIS Data Centre
• The main product of the UIS is its database• The data centre is an online vehicle for accessing all
data and indicators produced by the UIS• Over 1000 data and indicators on education for
more than 200 member states• Complete time series data from 1970 to the most
recent year• Updated three times a year (January, April and October)
Major publications using UIS education data
Human Development Report (UNDP)
Millennium Development Goals Report (UN)
EFA Global Monitoring Report (UNESCO)
Global Education Digest (UIS)
The State of the World's Children Report (UNICEF)
World Development Indicators (World Bank)
UNESCO Culture, S&T, Comm and Info
UNESCO Institute for Statistics
Montreal June 2011
About me
Maya PrinceResearch Assistant, LAMP teamUNESCO Institute for Statistics
m.prince@uis.unesco.org
Bio:
• Research Assistant with the Literacy Assessment and Monitoring Programme (LAMP) team at the UIS
• Bachelor’s in Economics with honors• Master’s in Economics – both from Concordia University
Learning Outcomes
Enrolment
Repetition
Completion
Out of school
What about children in school not learning?
UIS & learning outcomes
UIS Mandate: To collect data & produce statistics on all dimensions of education,with international comparability
UIS will now add indicators of student achievement to its databases
UIS will now add indicators of student achievement to its databases
Observatory
ofLearning Outcomes
Components
• 1 GLOBAL DATABASE: develop and manage a database of student achievement indicators with full international comparability—an issue
• 2 CATALOGUE: develop and manage a database of student achievement indicators that countries have, internal or external source; comparability—not an issue
Other teams at UIS
Provide UNESCO member states and the international community with timely, reliable, relevant and cross-nationally comparable statistics
• Culture
• Science and technology
• Communication and information
UN Literacy Decade (2003-2012)
• aimed at increasing literacy levels
• UNESCO launched the Literacy Initiative for Empowerment (LIFE) in 2005 as a framework for achieving the Decade’s goals
• LAMP
Literacy Assessment and Monitoring Programme
• Objectives: • Methodological development• Sustainable data production• National capacities
• Guiding principles:• Literacy assessment: necessity for sound policy-
making• Literacy skill: levels (not binary) • Test questions reflect context
Countries that have participated in IALS/ALL or LAMP
Timed Parking
Textual and contextual knowledge
Q. ‘Is this a camel or a donkey?’Not a camel or a donkey. It is a wild camel. [answer marked as wrong]
In Mongolian there are different terms for domestic (temee) and wild camel (khavtai). The respondent has not understood the conventions of textual authority.
Interviewer training
Maya?
Observation in Mongolia
Observation in Jordan
Literate environments
UIS impact on international policy
“subtle advocacy”, not “direct advocacy”
How?
•our statistics•support to countries (training, providing guidelines and standards)•partnerships with IGOs/NGOs•our reports and publications
UNESCO Communications Strategy
UNESCO Institute for Statistics
June 15, 2011
About me
Shereen JosephCommunications Unit
UNESCO Institute for Statisticsshereenjoseph@gmail.com
Bio:
• Worked in Communications for over 10 years – 2 of those at the international level within the UIS
• Bachelor’s in Microbiology from the University of Alberta• Master’s in Journalism at Concordia starting in
September • Freelance Consultant
Outline
• UIS Communications Strategy
• Shift in Strategy
• Who do we Serve?
• Reaching a Broader Audience
• GED 2010
• UIS online database
Guiding principles of communications strategy
• Better explain the work, mandate and products of the UIS.
• Expand dissemination of UIS data.
• Reinforce transparency, impartiality and accountability.
Shift in Comm strategy
Comm in the past:
• Importance of physical events
• Success measured in terms of media reports
Current situation:
• Demand for instant access to information
• Success to be measured in qualitatitive and quantitative terms.
Who are our users?
UIS data are used by policymakers, decision-makers, academics, students, consultants, educators, journalists, advocacy groups, government and inter-governmental agency officials and other statisticians.
Three types of users: • Consumers • Cooks • Commentators
Effective dissemination of UIS data
Highlights the need to diversify the format of outputs via:
• Redesign of website
• Redesign of UIS Data Centre
• Use of Social Media
Challenges in the digital age
• Information overload
• Discovery is difficult
• Preferences for multi-channel dissemination
• Identifying and reaching new audiences
• Time and the expectation of instantaneous results
Overcoming obstacles
• Search Engine Optimization
• Establishing cross-linkages with UNESCO site
• UIS Document Library
• Social Media
• New Partnerships with Private Vendors
GED purpose
• The UIS data collection mechanism is designed to produce comparable data for over 200 countries and territories
• The GED is part of a major UIS initiative to improve the availability of education data to monitor long-term progress globally and identify advances and setbacks of individual countries
Educ
ation
for A
ll G
loba
l Mon
itorin
g Re
port
201
0Ed
ucati
on fo
r All
Glo
bal M
onito
ring
Repo
rt 2
010
Gen
der D
ispa
rities
in E
duca
tion
Between promise and progress
GED 2010 - Gender Disparities in Education
GED 2010
• 2010 marks the 15th anniversary of Beijing +15 (the 4th World Conference on Women)
• Reflects two of UNESCO’s top priorities: education and gender equality
Online database
• This GED is complemented by an interactive database accessible online at www.uis.unesco.org
• The database contains additional indicators and time series data that are not presented in the print version of the Digest
• The database is updated regularly and provides access to the latest international education data available
78
MERCITHANK YOU
謝謝GRACIASًا�شكر
Спасибо
Questions?• Peter Wallet
– p.wallet@uis.unesco.org• Lory Ajamian
– l.ajamian@uis.unesco.org• Andrew Barton
– a.barton@uis.unesco.org• Maya Prince
– m.prince@uis.unesco.org• Shereen Joseph
– shereenjoseph@gmail.com
Recommended