Making Education Count for Development
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Making Education Count for Development

Data Collection and Availability in Six PISA for Development Countries

This report reviews the collection, availability and quality of system-level data and metadata on education from countries participating in the PISA for Development project: Cambodia, Ecuador, Guatemala, Paraguay, Senegal and Zambia. PISA for Development aims to increase low income countries’ use of PISA assessments for monitoring progress towards national goals for improving education and for analysing the factors associated with student learning outcomes, particularly among poor and marginalised populations. The project also helps track progress towards the international education targets defined in the Education 2030 Framework for Action, which the international community adopted in 2015 as the strategy for achieving the Education Sustainable Development Goal (SDG).

The report suggests technically sound and viable options for improving data quality, completeness and international comparability in the six countries that are reviewed. It also provides insights into overcoming some of the challenges common to countries that participate in PISA for Development and to other middle income and low income countries.

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Ecuador and the PISA for Development system-level questionnaire You do not have access to this content

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Author(s):
OECD

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This chapter provides a detailed assessment of the current state of data collection and availability, in terms of quality and completeness, at the level of the national education system in Ecuador. It shows that Ecuador is in a very good position to respond to the system-level questionnaire: each data table or worksheet in the questionnaire has an institution assigned to it to collect and/or manage the requested information; and metadata are consistently based on well-known legislation (national law or administrative norms) while data are regularly based on advanced information systems. Challenges include statistics coverage of educational expenditure and aligning data on enrolment with the fiscal year, especially as the country has two different school cycles.

 
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