1 / 16

Application of a DQAF for Education Statistics

Application of a DQAF for Education Statistics. Brian Buffett (b.buffett@uis.unesco.org). Conference on Data Quality for International Organisations Newport, Wales April 27 - 28, 2006. Outline. Assumptions Introduction Overview of the DQAF The DQAF in practice Observations & Summary.

baina
Télécharger la présentation

Application of a DQAF for Education Statistics

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Application of a DQAF for Education Statistics Brian Buffett (b.buffett@uis.unesco.org) Conference on Data Quality for International Organisations Newport, Wales April 27 - 28, 2006

  2. Outline • Assumptions • Introduction • Overview of the DQAF • The DQAF in practice • Observations & Summary

  3. Assumptions • Familiarity with the concept of Data Quality Assessment Frameworks; • Awareness of the IMF DQAF;

  4. Introduction 1999 ………. UNESCO Institute for Statistics (UIS) was established 2001 ………. UIS moved from Paris to Montreal, Canada 2003 ………. Statistical Capacity Building Programme (SCB) introduced UIS Mission: • Internationally comparable statistics in UNESCO’s areas of competence: Education; Science & Technology; Culture; Communication Currently: • 100 staff members in Montreal • Regional Advisors in: Chile, Senegal, Thailand, Ethiopia, Samoa

  5. Why a Statistical Capacity Building Programme? • Statistical Capacity Building is one of the four Main Lines of Action in UNESCO Institute for Statistics statutes. • The SCB programme serves two purposes: • It supports member states to meet their own needs for production and use of statistics in UNESCO domains. • It supports primary UIS data programmes. • Since countries are the source of UIS primary data – improving country data is an essential ingredient for improved international data.

  6. Why an Education DQAF? • The SCB programme needed a mechanism in order to efficiently and effectively engage countries and assess the statistical systems within education ministries. • Within education ministries, what was often lacking was not awareness of the need for better data and statistics – but an awareness of what the problems were and a road map for how to go about addressing them. • The UIS desired a broad framework that focussed on the quality-related features of the governance of statistical systems, their core statistical processes, and their statistical products.

  7. The IMF DQAF • The IMF DQAF is not limited solely to timeliness and accuracy • Six dimensions to the IMF DQAF: • Prerequisites of quality • Integrity • Methodological soundness • Accuracy and reliability • Serviceability • Accessibility

  8. Why extend the IMF DQAF? • The DQAF seemed to meet the overall requirements; • The work was reduced to a fraction – and domain specific; • Cost and timelines to implement were attractive; • The IMF was willing;

  9. Extending the DQAF to Education • Developed in 2003 in collaboration with the World Bank. • Addresses: • International Standards and Classifications (ISCED) • Best practices and guidelines specific to education • Verifies statistical system measures and reports on: • Structure and normative characteristics of education system • Supply of education • Demand for education • Quality of learning outcomes • School environment • …

  10. The DQAF in Practice • Used to diagnose the situation of national information systems on education, paying particular attention to national information needs. • These diagnoses are a major element to devise action plans to strengthen national capabilities on education statistics. • International reporting requirements are addressed but not the primary objective. • Flexibility in developing action plans: • If there are significant problems related to international data reporting, ISCED is a critical element; • if the major problems are related to nationally-specific challenges, other items are addressed.

  11. The DQAF in Practice • How have the diagnostics been carried out? • Weighted the DQAF components and developed a scoring guide; • Development of common methods and best practices; • Scoring is to a significant extent an expert judgement. Diagnostic missions carried out by a small number of trained staff using common methods. • Regional activities can be facilitated by ensuring coherence across countries

  12. The DQAF in Practice • In Latin America and the Caribbean region, by the end of 2006: • Completed in Honduras, Ecuador, and El Salvador; are in revision in Costa Rica, and Nicaragua, and being prepared for Guatemala, Uruguay, Paraguay, Peru and Colombia; • Are being prepared for a similar number of Caribbean countries. • Will result in systematic diagnoses under a common framework for half of the region. • The identification of common challenges will: • permit grouping of countries; • provide the basis for country-to-country cooperation; • Will have the necessary information to support national as well as regional purposes.

  13. Summary – the Country Perspective • A useful tool to help strengthen the country’s statistical system by identifying the strengths and weaknesses of the system as well as areas to be improved. • Some results: • adoption of new questionnaires better responding to country information needs; • improved collection methodology – including training of respondents; • more timely completion and return of completed questionnaires; • more efficient data capture – with edits to ensure data quality; • more efficient processing of the data and production of outputs; • improved access to data; • training of statisticians and policy makers in use and interpretation of the data.

  14. Summary – the UIS Perspective • Reduced resource costs, timeframe, and skills required for framework development; Able to focus resources and efforts on subject-matter specificities; • The framework and diagnostic method are effective; • Initial results have been achieved more rapidly due to this approach; • Country quality reports on education can be comparable - providing more flexible approaches to capacity building and increasing country-to-country cooperation; • Common best practices need to be followed, such as: • Country ownership; • Broad involvement; • Assessments combined with audits; • Consistent application of scoring guides. • UIS will benefit from future IMF work on the DQAF;

  15. Summary – the International Perspective • An example of collaboration and reuse of existing methods – adapted to International Org. environment/needs; • Factor country needs and situation into any approach; • Statistical activities outside of NSO’s can benefit from the same practices as NSO’s; • A broad definition of quality is important;

  16. Thank You

More Related