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 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

Access and Coverage Slide 2 AccessCoverage Conceptually Focus on the starting point in a cycle Focus on the entire duration in a cycle Technically Admission Transition Enrolment

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 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 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 efficiency Knowledge, skills, attitudes, passing the final exam, passing the entrance exam of the next cycle, etc.  Internal efficiency Maximum 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. Slide 16

Flow of Students Slide 17 Enrolment in Grade 1 in 2006 Repetition for Grade 1 in 2007 Drop-out during 2006 Promotion to Grade 2 in 2007

Promotion Rate students promoted to Grade g+1 in year t enrolment in Grade g in year t Slide 18

Repetition Rate students repeating Grade g in year t 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

Assumptions No additional new entrants Hypothesis of homogeneous behaviour regardless of previous behaviour Definition of the limit of the number of repeating Same flow rates through years Slide 23

Wastage ratio actual input/output ratio ideal input/output ratio where student-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 (total student-years) – (success grads. x ideal years to graduate) Slide 27

The Concept of Quality (1) Quality of the “inputs” adequate human, material & curriculum resources Quality of the “process” internal efficiency school functioning Slide 28

The Concept of Quality (2) Quality of the “outputs” achievement in knowledge, skills and values Quality of the “outcomes” external efficiency impact on personal and social development Slide 29

Indicators of Quality (1) Quality of the “inputs” % of qualified teachers student/classroom ratio student/textbook ratio Quality of the “process” repetition, drop-out, promotion rate survival rate % of schools with functioning PTAs student attendance rate Slide 30

Indicators of Quality (2) Quality of the “outputs” examination results achievement test results Literacy rate Quality of the “outcomes” % unemployed among primary, secondary, university graduates Slide 31

Thank You Slide 32