Training Course on “Training of Trainers from the Greater Mekong Sub-Region on Decentralized Education Planning in the Context of Public Sector Management Reform” Education Indicators Education Indicators Mekong Institute & UNESCO Regional Office- Bangkok 23 February – 6 March 2009; Khon Kaen, Thailand Prepared by the Education Policy and Reform Unit UNESCO Bangkok February 2009 Module E3 Slide 1
Mekong Institute & UNESCO Regional Office-Bangkok. Training Course on “ Training of Trainers from the Greater Mekong Sub-Region on Decentralized Education Planning in the Context of Public Sector Management Reform ”. Education Indicators. 23 February – 6 March 2009; Khon Kaen , Thailand. - PowerPoint PPT Presentation
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Training Course on “Training of Trainers from the Greater Mekong Sub-
Region on Decentralized Education Planning in the Context of Public Sector Management Reform”
Education IndicatorsEducation Indicators
Mekong Institute & UNESCO Regional Office-Bangkok
23 February – 6 March 2009; Khon Kaen, Thailand
Prepared by the Education Policy and Reform UnitUNESCO Bangkok
February 2009
Module E3
Slide 1
Access and Coverage
Slide 2
Access Coverage
ConceptuallyFocus on the starting point in a cycle
Focus on the entire duration in a cycle
Technically Admission
TransitionEnrolment
Access (1) Gross Admission Rate
# of new students enrolled in Grade 1 of Level 1 regardless of age
-----------------------------------------------population of official admission age to
Level 1
Slide 3
Access (2)
Net Admission Rate
# of new students of official admission age to Level 1 enrolled in Grade 1 in Level 1----------------------------------------------------------
population of official admission age to Level 1
Slide 4
Access (3)
Age-specific Admission Rate
# of new students of age X enrolled in Grade 1 of Level 1
-------------------------------------------------population of age X
Slide 5
NAR is a special case of AAR
Transition Rate
# of new students enrolled in Grade 1 of Level 2 in year t
------------------------------------------------- # of students enrolled in the final grade of
Level 1 in year t-1
Slide 6
The base is NOT the population
Access (4)
Gross Enrolment Rate
# of students enrolled in a cycle regardless of age
-------------------------------------------------
population of official age for this cycle
Slide 7
Coverage (1)
Net Enrolment Rate
# of students of official age enrolled in a cycle
----------------------------------------------------------population of official age for this cycle
Slide 8
Coverage (2)
Age-specific Enrolment Rate
# of students of age X enrolled in schools regardless of cycle
-------------------------------------------------population of age X
Slide 9
Coverage (3)
Percentage of over-aged students
# of over-aged students in a cycle-------------------------------------------------
# of total students in a cycle
Slide 10
The base is NOT the population!!
Coverage (4)
Percentage of students of non-official age
# of students of non-official age in a cycle
-------------------------------------------------# of total students in a cycle
Slide 11
Non-official age = Over-aged and under-aged
Coverage (5)
Percentage of pupils out of school
(population of official age for a cycle)
– (#of students of official age in a cycle)-------------------------------------------------
population of official age for a cycle
Slide 12
Coverage (6)
The indicators on access and coverage do not show the rate of going through the system;
Calculations requires detailed demographic data (for example, for different ages)
Certain type of data are not available regularly (example, census every ten years)
These indicators do not show the educational achievement
They may not show the real magnitude of the problem (for example, enrolment vs. enrolment rate)
International comparison needs to be made with caution taking into consideration the context.
Slide 13
Limitation
Efficiency“optimal relationship between input and output”with a given output with a minimum input
with a maximum output with a given input
Slide 14
Efficiency in education (1)Educational output
External efficiencyKnowledge, skills, attitudes, passing the
final exam, passing the entrance exam of the next cycle, etc.
Internal efficiencyMaximum number of pupils who complete the
cycle successfully within the prescribed period
Slide 15
Efficiency in education (2)Educational Input (pupil-year)
Human resources - school heads, teachers, school staff, etc.
Material resources – textbooks, classroom equipment, school furniture, school building, etc.
students repeating Grade g in year t+1------------------------------------------------------
-enrolment in Grade g in year t
Slide 19
Drop-out Rate
students dropping out of Grade g during year t
-------------------------------------------------------enrolment in Grade g in year t
Slide 20
Flow rates
Slide 21
Repetition Rate
Drop-out Rate
Promotion Rate
100%
Cohort cohort – a group of persons who jointly
experience a series of events over a period of time
school cohort – a group of students who enter the first grade of a given cycle in the same school year and subsequently experience promotion, repetition, drop-out, or successful completion of the final grade
Slide 22
AssumptionsNo additional new entrantsHypothesis of homogeneous behaviour
regardless of previous behaviourDefinition of the limit of the number of
repeatingSame flow rates through years
Slide 23
Wastage ratioactual input/output ratio-------------------------------------ideal input/output ratio
wherestudent-years going through the system
actual input/output ratio = ------------------------------------------------
successful “completers”
Slide 24
Survival rate
total students promoted in successive years--------------------------------------------------
Initial numbers in the cohort
Slide 25
Average duration of study per graduate
Grads_1 x Y + Grads_2 x (Y +1) + Grads_3 x (Y+2) + etc..
--------------------------------------------------------------total graduates produced
where Y = prescribed number of years to graduate
Slide 26
Proportion of total wastage accounted for by drop-outs
DO1 x 1 + DO2 x 2 + DO3 x 3 + DO4 x 4 + DO5 x 5 + etc