Compilation of the Main Indicators for the Analysis of the Relationship between Education/Training & Employment

The compilation of indicators is organized into six parts. The first part (I) briefly presents some of the terminology most frequently used in education sector analysis in relation to the labor market. The five remaining parts successively present a selection of indicators commonly used to measure and describe: population, in relation to the labor market (II); employment status (III); the quality of ETS’ labor supply (IV); the difficulties faced by ETS leavers in terms of professional integration (V); and the strength of the education/training and employment relationship (VI)

Conflict-sensitive and risk-informed planning in education : Lessons learned

Worldwide, one in six school-age children are affected when a country experiences conflict and protracted crises such as war, disasters, and public health emergencies. One in three of the world’s 121 million out-of-school children live in fragile or conflict-affected situations (GPE, 2016). Natural and human-made disasters can have a devastating effect on education systems, destroying or damaging essential infrastructure, interrupting the school year, and jeopardizing past education gains and investments. To cite a few examples: in Burkina Faso, the September 2009 floods affected 38,000 students and damaged 405 schools. In South Sudan, the resurgence of violence in 2013 closed more than 1,000 schools, while some 90 schools were occupied by armed forces and internally displaced persons (IDPs) (Lotyam and Arden, 2015). In northern Uganda, during two decades of civil war, 60,000 children were abducted, many becoming child soldiers; half of primary school students dropped out of school, and 90 per cent of schools were damaged or destroyed. More recently, disasters and inter-ethnic violence in the country have resulted in closed or destroyed schools, and even cost learners their lives (Knutzen and Smith, 2012)

Designing and Implementing A School Grant Policy

Based on in-depth research conducted by IIEP between 2010 and 2016, in collaboration with its partners, and an analysis of other experiences, this guide provides a framework to support and assist policy-makers in the design and implementation of an School Grant (SG) policy. It explores the issues and constraints surrounding the design and implementation of these policies, and presents potential options and approaches. This guide is chiefly intended for planners and administrators (working in ministries in charge of education), policy-makers, and technical and financial partners. The practical purpose of this guide is to help planners and policy-makers make choices. It comprises two sections and seven chapters, which closely follow the analytical framework that structured the research conducted by IIEP-UNESCO. Each chapter contains an introduction to the theme covered, a presentation of the points addressed, an analysis of the issues and possible planning options illustrated by the experiences of the countries studied in the context of the research, and a conclusion box highlighting the key practical issues to bear in mind. Part I of the guide, consisting of three chapters, presents the various options for programming and formulating an SG policy in line with the desired policy objectives. Part II, consisting of four chapters, provides practical insights into the issues to be considered to support the implementation of the policy in schools

Exploring the impact of career models on teacher motivation

The Education for All movement has resulted in a rapid expansion in primary school places across the developing world. However, this expansion has not been accompanied by an equally rapid increase in the number of qualified teachers. It has led, instead, to the recruitment of increasing numbers of unqualified teachers, lowering the status and worsening the working conditions of teachers in many countries. Some authors have been prompted to talk of a crisis in teacher motivation. This literature review explores the contribution of teacher career models to this motivational crisis, and asks whether a change in their administration could improve the quality of teaching in schools by motivating teachers to improve, and increasing the appeal of the profession. This is in line with the suggested post-2015 education goal that ‘By 2030, all governments ensure that all learners are taught by qualified, professionally-trained, motivated and well-supported teachers’. The most common career structure in both developed and developing countries is the single salary structure, in which teachers’ pay increases yearly, irrespective of teaching quality. The only other factors taken into account in calculating pay are additional qualifications, and promotions to administrative positions. Problems with this structure include: a lack of correlation between the factors used for promotion (certificates and experience) and teacher effectiveness; a lack of accountability for quality of teaching; the demotivating effect on colleagues of less-dedicated teachers receiving automatic promotion; a flat salary structure that makes the profession less attractive to the most able; a lack of career progression opportunities for teachers who do not wish to leave the classroom; and the limited sense of self-determination among teachers. In a search for alternative structures, this report addresses the following research questions by reviewing psychological research on motivation, and examining the models of teacher career structure used in different countries: How are motivation and the organization of careers linked, What are the specific problems linked to the organization of teacher careers in developing countries?, What are the different models of teacher career organization around the world?, Which are the most successful, according to the available research?, What are the lessons for the design and implementation of career ladder systems

Methodology of national education accounts

Data on education expenditure are often incomplete due to the complex nature of fi nance in the sector and the different ways in which institutions report financial information. Consequently, many countries lack a sustainable education financing data collection, dissemination, and analysis system. To draw a complete picture of education financing in a given country, national statisticians must gather data from various sources. The data are not always compatible in terms of definition and coverage, and are rarely compiled and presented in terms relevant to education policy-makers (for example, by levels of education or by nature of spending). In many cases, such as for household or non-governmental organization (NGO) spending, the data are not compiled, and when they are, they may be collected only occasionally and in aggregate amounts. Significant manipulation, relying heavily on estimation methods, is required before they can be used for analysis. Because of difficulties in tracking in-country donor resources to education, and disentangling these from government sources, the total amount of funding available is often not fully known. These gaps are critical and are far too common. The production of good-quality data on financial flows is important in helping governments to understand how funds are disbursed, which groups are disadvantaged in terms of access to funding, where the potential leakages are, and what can be done to improve cost efficiency and effectiveness. Currently, it is not possible to calculate accurate unit costs for education in most countries. The lack of detail on the use of the funds also prevents effective policy planning aimed at improving learning outcomes. The absence of national data results in gaps in international data availability and prevents the effective monitoring of progress towards the Education 2030 framework and Sustainable Development Goal (SDG) number 4, as well as the development of realistic costing exercises, at both national and international levels. The national education accounts (NEA) methodology presented in the document elaborates on the principles of existing international standards such as the System of National Accounts (SNA, 2008) and the International Standard Classifi cation of Education (ISCED, 2011), and builds on previous experience in the area

From educational policy issues to specific research questions and the basic elements of research design

This module concentrates on such decision-oriented research, and seeks to help researchers identify important issues needing attention, through a systematic ‘mapping’ of the educational territory. It then proceeds to find ways to establish priorities, using a consensus-building approach to select projects from the infinite number of problems which exist ‘out there’. Finally it comes down to specifics, with a discussion of ways to develop specific aims from general aims, and operationalize these through the use of research questions and hypotheses. The last section gives some illustrations of exactly how this can be carried out in a systematic way

La política educativa ante el reto de la segregación escolar en Cataluña

Este documento presenta el caso de Cataluña (España), marcada por la afluencia de estudiantes extranjeros en los últimos años. La proporción de estos estudiantes ha aumentado del 2% de la población inscrita hace diez años a 15% en la actualidad. Durante el mismo período, las clases medias han retirado a sus hijos de las escuelas de clase baja mediante un proceso de "diferenciación social". La combinación de estos dos fenómenos ha conducido gradualmente a la segregación escolar o incluso a la «guetización» de algunas instituciones. El autor describe este proceso al tiempo que se centra en los diversos enfoques probados en Cataluña para combatir la segregación escolar: (i) la formulación de indicadores para detectar y medir el nivel de equidad entre las escuelas de acuerdo con la distribución de diferentes grupos sociales, y para resaltar el aislamiento de ciertos grupos dentro del sistema; (ii) el análisis de las consecuencias de la segregación escolar sobre la efectividad del sistema y el éxito académico; y finalmente (iii) herramientas y políticas para promover una mayor diversidad. Todos los países que enfrentan el problema de la segregación escolar podrán aprender de las diferentes herramientas y políticas descritas en este documento. Entre ellas se encuentran la decisión de abrir y cerrar clases según la demanda, la organización del transporte gratuito para promover la movilidad de un área a otra, la reserva de lugares en cada escuela para niños con necesidades especiales, la revisión del mapa escolar para promover una mayor diversidad social, o el control del fraude en "direcciones falsas". Muchos ejemplos de buenas prácticas puestos en marcha por las autoridades municipales catalanas se proporcionan en el texto con fines ilustrativos. En sus conclusiones, el documento destaca las implicaciones de la segregación escolar para la planificación educativa, en términos de detección de las instituciones afectadas, información y pedagogía, calidad de la oferta educativa, lógica del servicio público y corresponsabilidad. Las lecciones aprendidas de la experiencia catalana serán útiles para todos los responsables de la toma de decisiones y planificadores que deseen garantizar un alto nivel de equidad dentro de los sistemas educativos

El desafío de universalizar el nivel medio : trayectorias escolares y curso de vida de los adolescentes y jóvenes latinoamericanos

Resalta que las dinámicas intrafamiliares operan como barrera para la escolarización de los jóvenes. Las familias se sostienen sobre dos pilares fundamentales: la participación en el mercado de trabajo, donde se realizan tareas remuneradas, y el trabajo de cuidado doméstico no remunerado. Cuando estas actividades no logran ser resueltas por los miembros adultos del hogar, las trayectorias escolares de los adolescentes y jóvenes tienden a debilitarse. La participación de los jóvenes –en la mayoría de los casos varones– en el mercado de trabajo es un tema sobre el cual se ha investigado mucho. Además se han ido desarrollando diferentes estrategias de políticas para intentar retenerlos en el sistema educativo. La desescolarización de los adolescentes y jóvenes –mujeres casi todas– que dejan la escuela para asumir las tareas de cuidado de aquellos que en sus familias son dependientes, resulta un tema mucho menos instalado en la agenda pública

Who pays for what in education? : the real costs revealed through national education accounts

How much do countries spend on education? Where does the funding come from, and how is it spent? We have trouble answering these questions, simply because many countries lack sustainable systems for collecting, disseminating and analysing data on education financing. To paint a complete picture of education financing in a given country, national statisticians must gather data from many different sources, often using different data classification systems. In many cases, such as for household or non-governmental organization (NGO) spending, the data are not compiled. When they are, they may be collected only occasionally and in aggregate form. Despite these difficulties, good quality data on financial flows are important to help governments understand how funds are disbursed, which groups are disadvantaged in terms of access to funding, and what can be done to improve cost efficiency and effectiveness. Calculating accurate unit costs for education is not currently possible in most countries. But gaps in international data availability prevent the effective monitoring of progress towards the Education 2030 framework and Sustainable Development Goal 4 (SDG 4 - ensure inclusive and equitable quality education and promote lifelong learning opportunities for all). They also impede the development of realistic costing exercises, both at national and international levels. The National Education Accounts (NEA) methodology has been developed to help fill those gaps. This brief presents an overview of the results and data produced in eight countries that participated in an NEA project funded by the Global Partnership for Education (GPE) and implemented by the UNESCO Institute for Statistics (UIS), the UNESCO International Institute for Educational Planning (IIEP), and the IIEP Pôle de Dakar

Guidelines for Transitional Education Plan Preparation

The new global education agenda 2030 places strong emphasis on countries affected by adverse situations. It urges governments to put in place robust and responsive policies, strategies, and systems to ensure quality education in challenging contexts, and calls upon the international community to ‘build back better’ by providing coordinated support and investing where education needs are the most acute. The agenda expressly recognizes that the largest education gaps exist in crisis situations, noting that it is ‘critical to develop education systems that are more resilient and responsive in the face of conflict, social unrest, and natural hazards – and to ensure that education is maintained during emergency, conflict, and postconflict situations’. In response to the call for greater effort and investment in crisis-affected and challenging situations, these guidelines were designed to assist countries in preparing a transitional education plan (TEP). A TEP is justified where the changing nature of the situation makes development of a longer-term education sector plan (ESP) either technically unfeasible or inadvisable. As the name indicates, a TEP is transitional in nature; its aim is to steer and mobilize resources that will help maintain education services in times of crisis. At the same time, a TEP helps the education sector to progress by including reforms to ensure that education systems become more accountable, inclusive, and effective over time. These guidelines are not exhaustive and must be adapted to each country’s context and needs. They first provide an overview of the essential characteristics of a good quality TEP, followed by a presentation of the main steps in the plan preparation process. They are accompanied by a selection of helpful resources that are mapped according to the plan preparation steps. For countries that are candidates for GPE funding, a second accompanying document, Guidelines for Transitional Education Plan Appraisal, must be used as part of the GPE grant process to assess the extent to which the TEP responds to expected requirements before its endorsement by development partners, including the civil society. These TEP preparation guidelines draw heavily on the IIEP-GPE Guidelines for Education Sector Plan Preparation: the planning processes followed are essentially the same, although the scope and emphasis may vary based on the context. The guidelines are not, however, meant to provide direction for countries on whether to develop a TEP versus an ESP. Rather, they are to be used once a country has decided on a TEP. The guidelines represent a first attempt to provide technical guidance in developing transitional plans; they will be updated regularly based on country experiences and feedback. Finally, these guidelines do not discuss the thematic content of the strategies to implement in crisis situations. They present only the key processes and methodological elements for developing a good quality TEP