OECD Handbook for Internationally Comparative Education Statistics
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OECD Handbook for Internationally Comparative Education Statistics

Concepts, Standards, Definitions and Classifications

For well over two decades, the OECD has developed and published a broad range of comparative indicators published yearly in the flagship publication Education at a Glance. These provide insights into the functioning of education systems, such as the participation and progress through education, the human and financial resources invested, and the economic and social outcomes associated with educational attainment. Through the set of harmonised indicators and definitions, they enable countries to view their education system in the light of other countries’ performance, practices, and resources.

Fundamental to the credibility and understanding of these comparisons are the concepts, definitions, classifications and methodologies that have been developed over the years to underpin the statistics and indicators. This Handbook draws these methodologies together in a single reference volume, complementing and providing an invaluable aid to  users of  Education at a Glance. In doing so, the Handbook aims to facilitate a greater understanding of the education statistics and indicators produced and so allow for their more effective use in policy analysis. Equally, it provides a ready reference of international standards and conventions for others to follow in the collection and assimilation of educational data.

This edition updates the OECD Handbook for Internationally Comparative Education Statistics, last published in May 2004.

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Data quality You or your institution have access to this content

English
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Author(s):
OECD

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This chapter examines issues surrounding the quality of the OECD’s international education data. It begins with a declaration of the OECD commitment to data quality and the quality framework used to collect, compile and disseminate education data. It then discusses the type of data-quality problems that arise and why they arise, and describes how the OECD assesses and addresses these issues. The chapter includes suggestions about making estimates for missing data and concludes with an account of the main data-quality issues that remain to be tackled.

 
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