Statistics on Education


Worldwide Action in Education STATISTICS ON EDUCATION

Refining Educational Indicators

Enrolment in Formal Education by Level (1970 and 1990)

Women and Education

The development, implementation and evaluation of strategies, policies and plans relating to education, science and technology, culture, and communication are dependent upon the availability of sufficient, relevant and reliable statistical data.
The unique role played by UNESCO in collecting an extremely wide range of data, the quantitative analyses and projections undertaken, the international standards established, and the technical assistance provided to Member States, have all been fully acknowledged by those States and the professional community.
Activities are aimed at providing relevant, reliable and updated statistical information for research, planning, development and policy-making purposes, both at the national and international levels.This is disseminated through the UNESCO Statistical Yearbook, the World Education Report, and other major publications.

Refining Educational Indicators

The wealth of information contained in UNESCO's statistical data banks makes it possible to produce a series of indicators providing planners and researchers with an overview of the main trends in education in the different countries.

These indicators cover four main areas:

(i) the population context;
(ii) access and participation;
(iii) the efficiency and effectiveness of education; and
(iv) human and financial resources.

It has been found necessary to improve these indicators by placing emphasis on educational attainment, literacy and educational flows, and to develop new indicators which can be readily understood and interpreted and which enable direct country comparisons to be made.

At the same time, UNESCO, the Statistical Office of the United Nations, OECD and EUROSTAT will be engaging in consultations in order to update and harmonize existing questionnaires and to avoid duplication when data are being collected.

Enrolment in Formal Education by Level (1970 and 1990)

Between 1970 and 1990, the most rapid increase was that of higher education, with the number of students in the developing countries rising from 9 to 32 million, i.e. an average growth of 360% (625% for the Arab States, 550% for Africa). Yet for every student enrolled in higher education in Africa, there are 55 pupils in primary education, while in North America and in Europe the figures are 2 and 4 respectively. In primary education during the same period, developing countries provided schooling for 200 million more pupils, i.e. an average growth of 157% (250% for Africa); at the same level in Europe and North America a slight decrease in total number is to be noted. The total number of pupils enrolled in secondary education rose from 90 to 223 million in the developing countries, i.e. a growth of around 250% (475% in Africa), while numbers remained relatively stable in Europe and decreased slightly in North America due to demographic changes.

Enrolment in Formal Education by Level (1970 and 1990)

Between 1970 and 1990, the most rapid increase was that of higher education, with the number of students in the developing countries rising from 9 to 32 million,
i.e. an average growth of 360% (625% for the Arab States, 550% for Africa).
Yet for every student enrolled in higher education in Africa, there are 55 pupils in primary education, while in North America and in Europe the figures are 2 and 4 respectively.
In primary education during the same period, developing countries provided schooling for 200 million more pupils, i.e. an average growth of 157% (250% for Africa); at the same level in Europe and North America a slight decrease in total number is to be noted.
The total number of pupils enrolled in secondary education rose from 90 to 223 million in the developing countries, i.e. a growth of around 250% (475% in Africa), while numbers remained relatively stable in Europe and decreased slightly in North America due to demographic changes.

Women and Education

Gender parity is virtually attained in the developed countries and in Latin America and the Caribbean. In this region tertiary education is the only level of education where parity has not yet been reached. In other developing regions, girls and women are clearly worse off and the higher the level of education the greater the disparity. The situation for females in the Arab States and Asia is comparable, with four secondary students in ten and just over one tertiary student in three being women. The Arab States represent the region with the lowest proportion of girls in primary education. In higer education, the gap is most marked in Africa where females account for only one quarter of the students at this level.

Women and Education

Gender parity is virtually attained in the developed countries and in Latin America and the Caribbean.
In this region tertiary education is the only level of education where parity has not yet been reached.
In other developing regions, girls and women are clearly worse off and the higher the level of education the greater the disparity.
The situation for females in the Arab States and Asia is comparable, with four secondary students in ten and just over one tertiary student in three being women.
The Arab States represent the region with the lowest proportion of girls in primary education.
In higer education, the gap is most marked in Africa where females account for only one quarter of the students at this level.

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Refining Educational Indicators

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