unesco institute for statistics denise lievesley [email protected] unesco institute for...

UNESCOINSTITUTE for STATISTICS

Denise [email protected]

UNESCO Institute for Statistics

Institut de statistique de l’UNESCO


Challenges facing us

To determine the policy needs for data To share information on existing data collections

To build on the work of OECD, Eurostat etc (to meet the needs of both cutting and trailing edge countries)

To work together to develop new methodologies To balance the need for cross-nationally

comparable data and nationally specific data


Principles...

data should not be collected for their own sake but because they are needed for policy purposes

response burden on countries should be minimised co-ordination with other international agencies is paramount (no

turf battles, respect lead agencies) methodology should be used which is appropriate to the

circumstances (not everything needs to be nationally representative etc)


Principles contd...

Countries should be fully involved in determining what data should be collected, with what frequency and how

We should recognise that data collection requires resources, and expertise (So the technical capacity building (not just for the NSOs) must be integrated with the data strategy)

Data are owned by countries and the cross national data should be returned to them

Data should be collected and used in a way that is culturally

sensitive other principles ….?


Tension between nationally specific and cross-nationally comparable data - a balance is needed

Purpose of global cross-national data To provide the global picture

for advocacy resource mobilisation, engaging donors, demonstrating

commitment accountability of governments

For purposes of comparison learning from one another - to show what can be achieved benchmarking act as a catalyst for debate


UNESCO’s interests promoting understanding across the World countering prejudice and cultural imperialism empowering ‘ ordinary ’ people as well as governments reducing inequities in access and opportunities between

and within countries fostering a sense of identity, and social cohesion valuing cultural diversity improving the quality of life promoting freedom of information


Use of ICTs in relation to

Education at all levels, formal and informal Science and technology especially

research and development and to foster the spread of scientific benefits

Supporting cultural diversity Ensuring good governance and

empowerment through participation


Measuring the information society …

Focus on ICTs The use of ICTs for development

The importance of human and social capital Education is key to this


ICTs and Education

Availability of ICTs in formal education, their costs and benefits, their use, equity of access, their impact in terms of educational outcomes

Use of ICTs to support non-formal education in the home, through NGOs and via other community facilities, including the use of distance learning


Education for ICTs

Information literacy - The education required for the general population to make effective use of existing technologies

The expertise required by specialists (IT professionals and others with special needs such as teachers) in order to promote the wider and more informed/effective use of ICTs


Not just the emerging technologies but older technologies too

Not just infrastructure but also usage, content, purpose and impact

Promoting pluralism – cultural sensitivity of content and the avoidance of language dominance


We must not neglect the broader issues …

The digital divide is a reflection of other socio-economic divides

Overcoming the divide must be integrated with the other targets regarding hunger, poverty, education, health and the environment (the MDGs)

The plan of action of WSIS should be used as a framework for the statistical development


Existing cross-national surveys of schools

– the Asia Pacific Survey on ICTs in Education (APRS)– the school survey of Latin America (LABORATORIO)– Monitoring Learning Activities Survey in Africa (selected countries

only) – (MLA2)– Some African countries (PASEC)– OECD countries plus selected non OECD countries in future (PISA)– Primarily European and North American (PIRLS)– Some African Countries (SACMEQ)– Selected countries that have computers in schools only (SITES – 1)– Selected countries across the world - Third International

Mathematics and Science Survey (TIMSS and TIMSS-R) – – Selected countries across the world - World Education Indicators-

Primary School Survey - WEI-SPS


There are many existing sources – from household and from institutional surveys

And some are cross-nationally comparable But many are focussed on infrastructure

and are supply driven So methodological development is critical

to explore issues of greater relevance to development


Immediate plan

Gather information about the data which are already collected, seek commonalities

Integrate with contextual and policy information

Identify priority areas for the development of new indicators

Establish pilot countries to work together in these activities

unesco institute for statistics denise lievesley [email protected] unesco institute for...

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