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Comparative education statistics and the changing landscape of education systems

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Abstract:

One of the key roles of UNESCO is to compile information on national education systems and present this data in a cross-nationally comparable framework. This information is used by policy-makers and researchers to situate education systems in the global context, to inform educational reform, and for tracking progress towards time-bound development goals such as EFA and the MDG’s related to education. But how does UNESCO ensure reliable comparisons of diverse education systems around the world?

At the heart of international statistics on education is the International Standard Classification of Education (ISCED). Designed by UNESCO in the 1970s and revised in 1997, this classification provides the key for translating national systems into an international standard. The ISCED is now being revised again, as major changes in technology and information sharing, globalization, and development have influenced the nature of education provision. This study looks at some main shifts in the global landscape of education systems over the last decade.

The paper draws on the current review of the ISCED standard – which has included consultations with a wide range of national, regional and international experts and stakeholders regarding applicability of the standard to emerging issues in education. Education systems are facing greater convergence (e.g. the Bologna Process) and expanding boundaries of what constitutes education, including growing emphasis on early childhood education, non-formal education, and life-long learning. These evolving trends reflect on-going changes in views of education and translate into renewed efforts to better capture these dimensions through internationally comparable frameworks and resulting measures.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p493960_index.html
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MLA Citation:

Truong, Nhung. "Comparative education statistics and the changing landscape of education systems" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, May 01, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p493960_index.html>

APA Citation:

Truong, N. , 2011-05-01 "Comparative education statistics and the changing landscape of education systems" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p493960_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: One of the key roles of UNESCO is to compile information on national education systems and present this data in a cross-nationally comparable framework. This information is used by policy-makers and researchers to situate education systems in the global context, to inform educational reform, and for tracking progress towards time-bound development goals such as EFA and the MDG’s related to education. But how does UNESCO ensure reliable comparisons of diverse education systems around the world?

At the heart of international statistics on education is the International Standard Classification of Education (ISCED). Designed by UNESCO in the 1970s and revised in 1997, this classification provides the key for translating national systems into an international standard. The ISCED is now being revised again, as major changes in technology and information sharing, globalization, and development have influenced the nature of education provision. This study looks at some main shifts in the global landscape of education systems over the last decade.

The paper draws on the current review of the ISCED standard – which has included consultations with a wide range of national, regional and international experts and stakeholders regarding applicability of the standard to emerging issues in education. Education systems are facing greater convergence (e.g. the Bologna Process) and expanding boundaries of what constitutes education, including growing emphasis on early childhood education, non-formal education, and life-long learning. These evolving trends reflect on-going changes in views of education and translate into renewed efforts to better capture these dimensions through internationally comparable frameworks and resulting measures.


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