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UNESCO INSTITUTE for STATISTICS Expanding tertiary systems Tertiary enrolment grew by more than four-fold between 1975 and M M M M Mobile tertiary students – those who study abroad, more than tripled Source: UNESCO Institute for Statistics
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UNESCO INSTITUTE for STATISTICS
Reassessing international benchmarks for tertiary education systems
Albert MotivansUNESCO Institute for Statistics
Benchmarking Education Systems for Results21-23 June 2010, Singapore
UNESCO INSTITUTE for STATISTICS
International benchmarking and comparisons across countries are now the lingua franca in education policy and public debates
Greater attention has also led to higher stakes and more attention to the quality of indicators, for example in the case of tertiary education
The growing importance of benchmarks
UNESCO INSTITUTE for STATISTICS
Expanding tertiary systemsTertiary enrolment grew by more than four-fold between 1975 and 2008
20
40
60
80
100
120
140
16019
70
1975
1980
1985
1990
1995
2000
2005
Terti
ary
stud
ents
(mill
ions
)
Sub-SaharanAfrica
Arab States
South and WestAsia
East Asia and thePacific
Latin Americaand theCaribbeanCentral Asia
Central andEastern Europe
North Americaand WesternEurope
ISCED97ISCED76
19750.8M
19851.1M
19951.7M
20072.8M
Mobile tertiary students – those who study abroad, more than tripled
Source: UNESCO Institute for Statistics
UNESCO INSTITUTE for STATISTICS
0
10
20
30
40
50
60
70
80
90
Aus
tral
ia
New
Zea
land
Rep
ublic
of K
orea
Japa
n
Mac
ao, C
hina
Thai
land
Hon
g K
ong
(Chi
na)
Phili
ppin
es
Mal
aysi
a
Chi
na
Mya
nmar
Bru
nei D
arus
sala
m
Indo
nesi
a
Cam
bodi
a
Lao
Cub
a
Pana
ma
Bra
zil
Mex
ico
Chi
le
Col
ombi
a
Arg
entin
a
El S
alva
dor
Guy
ana
Aru
ba
Gua
tem
ala
Finl
and
Icel
and
Den
mar
k
Nor
way
Irela
nd
Net
herla
nds Italy
Swed
en
Uni
ted
Kin
gdom Sp
ain
Isra
el
Can
ada
Fran
ce
Uni
ted
Stat
es o
f Am
eric
a
Ger
man
y
Liec
hten
stei
n
Switz
erla
nd
Bel
gium
Aus
tria
Gre
ece
Cyp
rus
And
orra
Gro
ss g
radu
atio
n ra
tio (%
)
5A first degree ISCED 5B
East Asia and the Pacific Latin America and the Caribbean North American and Western Europe
Who produces the most tertiary graduates?Gross graduation ratio of first-time qualifications of ISCED 5A and 5B programmes
Source: UNESCO Institute for Statistics
How mobile are tertiary students?Mobile students as a percentage of tertiary enrolment, 1999 and 2008
4.94.6
2.8
1.71.61.41.30.9
0
1
2
3
4
5
6
LatinAmericaand the
Caribbean
South andWest Asia
NorthAmerica
andWesternEurope
Centraland
EasternEurope
East Asiaand thePacific
ArabStates
CentralAsia
Sub-Saharan
Africa
Out
boun
d m
obili
ty ra
tio (%
)
2008 1999
World =1.9
Source: UNESCO Institute for Statistics
UNESCO INSTITUTE for STATISTICS
Recent critiques of international benchmarks for tertiary systems Interpretation/use of indicators
• Analysis of indicators is not contextualised• Focus on relative measures hides absolute figures• Problems with rankings
Indicator methodology• ISCED classifications of tertiary education programmes are
too heterogenous• Limitations of population-based graduation rates• Coverage of part-time students, foreign students is unclear
Clifford Adelman (2009), The spaces between numbersHauptman and Fritschler (2009) The use and misuse of international data in higher education
UNESCO INSTITUTE for STATISTICS
Where do international indicators come from?International framework for
education statistics National programmes are
mapped according to the International Standard Classification of Education (ISCED97)
Data are provided to UNESCO, OECD and Eurostat via three instruments and a common indicator methodology
WEI is a special programme which bridges UIS and OECD methodologies.
Survey Scope ContentUNESCO Institute for Statistics
+/- 150 countries
Basic data: pupils, teachers, finances
World Education Indicators (WEI)
16 countries China, India, Indonesia, Malaysia, Sri Lanka,Thailand
More policy variables – can compare to OECD countries, but also to decide on own indicators
UNESCO-OECD-EUROSTAT
42 countries Japan, Rep. of Korea
System-level data and policy design
UNESCO INSTITUTE for STATISTICS
Challenges of ensuring comparability across diverse tertiary systems
UNESCO INSTITUTE for STATISTICS
Revising the international standard (ISCED97)
Global consultation on ISCED2011 now underway (www.uis.unesco.org)
Changing contexts• Strong expansion and differentiation in education• Convergence in approaches to organise tertiary education
provision (e.g., Bologna process in Europe) Shortcomings in the existing ISCED97 classification
• Completion and attainment not defined• Difficult to apply standard to calculate graduation rates• Unclear instructions for special cases (e.g., o-levels,
bridging programmes, adult education)
UNESCO INSTITUTE for STATISTICS
Improved classification of tertiary programmes
Five post-secondary levels, Four tertiary levels Distinguishes BA and MA and equivalent programmes
• Reflects European Bologna process Simplifies dimensions within levels Improves hierarchy in tertiary levels
• No implicit hierarchy of vocational/academic Qualifications added as a criterion for completion and
attainment
UNESCO INSTITUTE for STATISTICS
Addressing the critics Promote interpretation and use of data
• Recognise contextual factors• Use both relative/absolute perspectives• Use wide range of indicators
Improve tools • Refine ISCED classification categories (ISCED2011)• Stronger compliance to reporting standards (e.g.,
peer reviews)• Seek alternative indicators
Transparency is essential
UNESCO INSTITUTE for STATISTICS
Agenda for international benchmarking More focus on regional priorities and working
directly with countries (WEI approach) More flexible platforms for regional data collection More focus on gaps in data and indicators needed to
inform key policy issues, including:• Education quality• Financing education• Human resource development
Data use and analysis – regional reporting