Making Education Count for Development: Data Collection and Availability in Six PISA for Development Countries

142 Pages·2016·2.066 MB·English

by  Organization for Economic Cooperation & Development

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PISA
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This report reviews the collection, availability and quality of system-level data and metadata on education from countries
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participating in the PISA for Development project: Cambodia, Ecuador, Guatemala, Paraguay, Senegal and Zambia. k
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PISA for Development aims to increase middle-income and low-income countries’ use of PISA assessments for g
monitoring progress towards national goals for improving education and for analysing the factors associated with E DATA COLLECTION AND AVAILABILITY IN SIX PISA
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student learning outcomes, particularly among poor and marginalised populations. The project also helps track progress uc FOR DEVELOPMENT COUNTRIES
towards the international education targets defi ned in the Education 2030 Framework for Action, which the international a
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community adopted in 2015 as the strategy for achieving the Education Sustainable Development Goal (SDG). io
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The report suggests technically sound and viable options for improving data quality, completeness and international o
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comparability in the six countries that are reviewed. It also provides insights into overcoming some of the challenges n
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common to countries that participate in PISA for Development and to other middle-income and low-income countries. f
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Contents e
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Chapter 1. Overview: Lessons for collecting international education data for PISA for Development e
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Part I. Education data collection and availability in Cambodia, Ecuador, Guatemala, Paraguay, Senegal and Zambia p
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Chapter 2. Making the PISA for Development system-level questionnaire easier to use e
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Chapter 3. Methodology and tools for international education surveys D
Chapter 4. Assessing the readiness of six PISA for Development countries to report key education data AT
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Part II. Detailed country results O
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Chapter 5. Cambodia and the PISA for Development system-level questionnaire EC
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Chapter 6. Ecuador and the PISA for Development system-level questionnaire N
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Chapter 7. Guatemala and the PISA for Development system-level questionnaire D
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Chapter 8. Paraguay and the PISA for Development system-level questionnaire A
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Chapter 9. Senegal and the PISA for Development system-level questionnaire BIL
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Chapter 10. Zambia and the PISA for Development system-level questionnaire Y IN
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Consult this publication on line at: http://dx.doi.org/10.1787/9789264255449-en IES
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Programme for International Student Assessment
2016
ISBN 978-92-64-25543-2
98 2016 03 1P

PiSa
Making Education
Count for Development
Data ColleCtion anD availability
in Six PiSa for DeveloPment CountrieS
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uneSCo institute of Statistics (2016), Making Education Count for Development: Data Collection and
Availability in Six PISA for Development Countries, PiSa, oeCD Publishing, Paris.
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3
FOREWORD –
Foreword
Since its launch in 2000, the Organisation for Economic Co-operation and
Development (OECD)’s Programme for International Student Assessment (PISA) has
become a rigorous and comprehensive international assessment of student learning
outcomes, serving as a premier yardstick for evaluating the quality, equity and efficiency
of school systems. Every three years PISA tests the knowledge and skills of 15-year-old
students in three main subject areas of reading, mathematics and science but increasingly
also cross-curricular skills, such as problem-solving and teamwork. Students representing
more than 70 countries and economies that together make up over 80% of the world
economy have participated in the assessment since its launch, including 44
middle-income countries, 27 of which are recipients of foreign aid.
In an effort to make PISA more accessible and relevant to a wider range of countries
with lower performance expectations, the OECD has initiated the PISA for Development
(PISA-D) project, which sets out to increase the resolution of the PISA tests at the lower
end of the student performance distribution, to capture a wider range of social and
economic contexts and to incorporate an assessment of out-of-school 15-year-olds. These
enhancements will allow middle-income and low-income countries to participate in the
PISA assessments most meaningfully and support global measures of reading and
mathematical skills as part of the Education Sustainable Development Goal (SDG)
agenda. Given that the PISA model of survey implementation can be scaled quickly,
PISA has the potential to provide a global metric for measuring progress towards the
SDG Education learning for all goal, targets and indicators.
The OECD has been a key partner of UNESCO’s in developing the Education SDG
framework and works closely with the UNESCO Institute of Statistics (UIS) in the
development of indicators that will be used to measure progress towards SDG
achievement. In turn, UNESCO, UIS and the World Bank are working as partners of the
OECD in support of the PISA-D initiative. It was natural, therefore, that UIS was
commissioned jointly by the World Bank and OECD to prepare this report that identifies
the current status of system-level data collection and availability (quality and
completeness) in six of the eight countries participating in PISA-D. The report identifies
country-specific issues to be addressed by participating countries as part of the PISA-D
project implementation given that system-level data will be used in the PISA-D analysis
and country reports. The report also provides technically sound and viable options to
pursue further in respect of addressing the challenges that are identified in each country.
The report provides guidance and input for the work of the OECD, its contractors and the
participating countries.
This report on the status of system level data in the PISA-D participating countries is
a significant contribution to the project, the results of which will increase the
understanding of how the achievement of better learning outcomes in a wider range of
MAKING EDUCATION COUNT FOR DEVELOPMENT: DATA COLLECTION AND AVAILABILITY IN SIX PISA FOR DEVELOPMENT COUNTRIES © OECD 2016
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– FOREWORD
countries is enabled and constrained by complex interactions between elements of the
education systems, the contexts in which they are embedded, and the policy dynamics
operating within those systems. This understanding will enable countries to monitor
progress towards national improvement targets, to comparatively analyse factors
associated with student outcomes and build institutional capacity for managing
large-scale assessments and evidence-based policy-making. This is critically important
for the achievement of the Education SDG that emphasises the quality, equity and
measurement of learning outcomes for young children through to working adults.
One of the main challenges in pursuing the SDG Education agenda is to define
global learning indicators that can be measured and tracked on a global scale over time.
The OECD, UIS and the World Bank are working together and with other key
practitioners, policy makers, researchers, representatives of governments, civil society
organisations, funders, UN agencies, and other stakeholders committed to improving
learning outcomes in all countries – particularly, middle-income and low-income
countries. The PISA-D initiative is a key contribution to these efforts and this report is an
embodiment of the three organisations’ (OECD, UIS and World Bank) commitment to
working together in support of the measurement and monitoring of learning outcomes in
the context of the Education SDG.

Andreas Schleicher Silvia Montoya Amit Dar
Director, Education and Skills, Director, Acting Senior Director,
OECD UNESCO Institute of Statistics Education Global Practice,
World Bank
MAKING EDUCATION COUNT FOR DEVELOPMENT: DATA COLLECTION AND AVAILABILITY IN SIX PISA FOR DEVELOPMENT COUNTRIES © OECD 2016
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ACKNOWLEDGEMENTS –
Acknowledgements
The UNESCO Institute for Statistics (UIS) is the United Nations Educational,
Scientific and Cultural Organization’s (UNESCO) statistical office and the United
Nations depository for global statistics in the fields of education, science and technology,
culture and communication. The UIS was established in 1999 and is based in Montreal,
Canada. It was created to lead the UNESCO statistical programme and to develop and
deliver the timely, accurate and policy-relevant statistics needed in today’s increasingly
complex and rapidly changing social, political and economic environments.
This report is the result of a collaborative effort benefiting from the work and
commitment of several actors.
The UIS would like to express its gratitude to the PISA National Project Managers
in Cambodia, Ecuador, Guatemala, Paraguay, Senegal and Zambia, for organising a series
of meetings with the various teams contributing to the education system, and who
actively participated in those meetings.
This assignment was made possible with the involvement of UIS staff and other
contributors under the supervision of Albert Motivans, Head of the Education Indicator
and Data Analysis (EIDA). Amelie Gagnon (EIDA) was responsible for its overall
co-ordination and for leading the fact-finding visit to Senegal, along with Yacine Ndeye
Fall. Alejandro Vera led the visits and collected and compiled the information for
Ecuador, Guatemala, and Paraguay; and also helped draft the report. Monica Githaiga
collected and compiled the information for Zambia and led the visit there. Said Voffal
(EIDA) and UIS Regional Advisors Marc Bernal (sub-Saharan Africa), Juan Cruz Perusia
(Latin America and the Caribbean), and Bertrand Tchatchoua (Asia) provided guidance
throughout the project.
The assignment spanned the period from mid-February 2015 to late September 2015,
and benefited from funding by the World Bank. The authors wish to thank Michael Ward,
OECD, and Marguerite Clarke, World Bank, for suggesting this project. Without their
support and guidance throughout it would not have been possible. Pablo Zoido, OECD,
also provided valuable input and guidance throughout.
Editorial and administrative services, as well as layout work, were provided by Kelly
Makowiecki (OECD).

MAKING EDUCATION COUNT FOR DEVELOPMENT: DATA COLLECTION AND AVAILABILITY IN SIX PISA FOR DEVELOPMENT COUNTRIES © OECD 2016

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TABLE OF CONTENTS –

Table of contents
Abbreviations and acronyms ..................................................................................................................... 11
Executive summary ..................................................................................................................................... 15
Chapter 1. Overview: Lessons for collecting international education data for PISA for
Development ................................................................................................................................................ 19
Purpose of the report ................................................................................................................................. 20
From PISA to PISA for Development ....................................................................................................... 20
Overview and lessons ................................................................................................................................ 21
References ................................................................................................................................................. 24
Part I. Education data collection and availability in Cambodia, Ecuador, Guatemala, Paraguay,
Senegal and Zambia .................................................................................................................................... 25
Chapter 2. Making the PISA for Development system-level questionnaire easier to use ..................... 27
Data collection tool ................................................................................................................................... 28
Variables examined in this study............................................................................................................... 28
Duplication between the system-level questionnaire and UIS surveys ..................................................... 33
Chapter 3. Methodology and tools for international education surveys ................................................. 35
Evaluation tools ......................................................................................................................................... 36
Data collection methodology..................................................................................................................... 41
Chapter 4. Assessing the readiness of six participating countries to report key education data .......... 43
Assessments by questionnaire theme ........................................................................................................ 45
Cambodia .................................................................................................................................................. 52
Ecuador...................................................................................................................................................... 53
Guatemala.................................................................................................................................................. 54
Paraguay .................................................................................................................................................... 55
Senegal ...................................................................................................................................................... 56
Zambia ....................................................................................................................................................... 58
Part II. Detailed country results ................................................................................................................ 61
Chapter 5. Cambodia and the PISA for Development system-level questionnaire ............................... 63
Cambodia assessment results .................................................................................................................... 64
Chapter 6. Ecuador and the PISA for Development system-level questionnaire .................................. 73
Ecuador assessment results ....................................................................................................................... 74
Chapter 7. Guatemala and the PISA for Development system-level questionnaire .............................. 87
Guatemala assessment results ................................................................................................................... 88
Chapter 8. Paraguay and the PISA for Development system-level questionnaire ............................... 101
MAKING EDUCATION COUNT FOR DEVELOPMENT: DATA COLLECTION AND AVAILABILITY IN SIX PISA FOR DEVELOPMENT COUNTRIES © OECD 2016
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Paraguay assessment results .................................................................................................................... 102
Chapter 9. Senegal and the PISA for Development system-level questionnaire .................................. 113
Senegal assessment results ...................................................................................................................... 114
Chapter 10. Zambia and the PISA for Development system-level questionnaire ................................ 125
Zambia assessment results ...................................................................................................................... 126

Tables
Table 2.1 Duplication between the system-level questionnaire and UIS surveys ................................... 33
Table 3.1 Data quality assessment .......................................................................................................... 39
Table 3.2 Data availability assessment .................................................................................................... 41
Table 4.1 Countries’ capacities to respond to the system-level questionnaire ........................................ 44
Table 5.1 Cambodia’s data providers for the system-level questionnaire ............................................... 64
Table 5.2 Quality assessment: Stratification ........................................................................................... 65
Table 5.3 Availability assessment: Stratification .................................................................................... 65
Table 5.4 Quality assessment: Secondary-level assessments and examinations ..................................... 66
Table 5.5 Availability assessment: Secondary-level assessments and examinations .............................. 66
Table 5.6 Quality assessment: Tertiary entrance examinations .............................................................. 66
Table 5.7 Availability assessment: Tertiary entrance examinations ....................................................... 67
Table 5.8 Quality assessment: Instruction time in public institutions by age of student......................... 67
Table 5.9 Availability assessment: Instruction time in public institutions by age of student ................. 67
Table 5.10 Quality assessment: Annual teacher salaries (statutory) ......................................................... 68
Table 5.11 Availability assessment: Annual teacher salaries .................................................................... 68
Table 5.12 Quality assessment: Teacher training and professional development requirements ............... 69
Table 5.13 Availability assessment: Teacher training and professional development requirements ........ 69
Table 5.14 Quality assessment: National accounts ................................................................................... 70
Table 5.15 Availability assessment: National accounts ............................................................................ 70
Table 5.16 Quality assessment: Education expenditure by type of institution and level of education ..... 71
Table 5.17 Availability assessment: Education expenditure by type of institution and level of
education ................................................................................................................................................... 71
Table 5.18 Quality assessment: Number of students (full-time equivalent) with coverage adjusted to
statistics on educational finance ................................................................................................................ 72
Table 5.19 Availability assessment: Number of students (full-time equivalent) with coverage adjusted
to statistics on educational finance ............................................................................................................ 72
Table 6.1 Ecuador’s data providers for the system-level questionnaire .................................................. 74
Table 6.2 Quality assessment: Stratification ........................................................................................... 75
Table 6.3 Availability assessment: Stratification .................................................................................... 75
Table 6.4 Quality assessment: Secondary-level assessments and examinations ..................................... 76
Table 6.5 Availability assessment: Secondary-level assessments and examinations .............................. 77
Table 6.6 Quality assessment: Tertiary entrance examinations .............................................................. 78
Table 6.7 Availability assessment: Tertiary entrance examinations ....................................................... 78
Table 6.8 Quality assessment: Instruction time in public institutions by age of student......................... 79
Table 6.9 Availability assessment: instruction time in public institutions by age of student .................. 79
Table 6.10 Quality assessment: Annual teacher salaries (statutory) ......................................................... 80
Table 6.11 Availability assessment: Annual teacher salaries .................................................................... 80
Table 6.12 Quality assessment: Teacher training and professional development requirements ............... 81
Table 6.13 Availability assessment: Teacher training and professional development requirements ........ 81
Table 6.14 Quality assessment: National accounts ................................................................................... 82
Table 6.15 Availability assessment: National accounts ............................................................................ 82
MAKING EDUCATION COUNT FOR DEVELOPMENT: DATA COLLECTION AND AVAILABILITY IN SIX PISA FOR DEVELOPMENT COUNTRIES © OECD 2016