OECD Handbook for Internationally Comparative Education Statistics

OECD Handbook for Internationally Comparative Education Statistics

Concepts, Standards, Definitions and Classifications You or your institution have access to this content

Centre for Educational Research and Innovation

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23 Apr 2004
9789264104112 (PDF) ;9789264104105(print)

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This handbook provides answers to questions such as "What is a teacher?", "What do we mean by public education expenditure?" as well as questions concerning the use of the indicators "How should I interpret expenditure per student?" "What is it measuring?".  In so doing, the handbook aims to facilitate a greater understanding of the OECD 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 publication describes the methodology used in the International Survey of Upper Secondary Schools(ISUSS) and in related OECD publications and allows researchers to understand and replicate its analyses.

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  • Introduction

    A successful education system is increasingly seen as a vital element in countries’ social and economic development. Human capital has long been identified as a key factor in combating unemployment and low pay and there is now also robust evidence that it is an important determinant of economic growth. Moreover, there is emerging evidence that it is associated with a wide range of non-economic benefits, ...

  • Conceptual Framework for Data Collection on Education Statistics and Indicators

    During the 1980s, the increasing demand for information on education and the need for improved knowledge of the functioning of education systems raised many questions not only for data collection but also for the organisation, reporting and interpretation of the data. These questions led authorities in the Member countries of the OECD to consider new ways of comparing their education systems. Agreement was reached on the feasibility and utility of developing an international set of indicators that would present, in statistical form, key features of the education system of Member countries....

  • The Scope and Coverage of Internationally Comparative Education Statistics

    This chapter sets out the coverage of OECD’s internationally comparative statistics on education. It begins by providing a definition of education and proceeds to define the coverage of the statistics which follows from that. In order to clarify the coverage, various boundary issues around education are discussed in particular in relation to the coverage of: ...

  • Definitions and Classifications of OECD International Education Statistics

    This chapter sets out the definitions and classifications that are used in the collection of OECD international education statistics, taking in turn: Students and Graduates ...

  • The Definition and Classification of Educational Programmes

    This chapter covers the conceptual, definitional and classification issues concerning educational programmes. It is organised in three parts. The first part begins with an overview of the International Standard Classification of Education (ISCED-97) which provides the foundation for internationally comparative education statistics and goes on to set out the definitions and classifications that apply to educational programmes within it. The second part then sets out in detail how educational programmes are allocated within each ISCED level, considering the criteria that define the boundaries between educational levels. The final part shows how ISCED-97 is operationalised by detailing how each OECD countries’ national educational programmes are in practice mapped to the ISCED-97 classification. These mappings are reviewed on an ongoing basis and so may have been revised since publication of this book; the up to ...

  • Data Quality Issues

    This chapter examines issues surrounding the quality of the OECD international education data. This begins with a declaration of the OECD commitment to data quality and the quality framework in which the education data are collected, compiled and disseminated. The types of data quality problems that arise and why they arise are then discussed, together with a description of what OECD does to assess and address these. Some suggestions then follow on making estimates for missing data and the chapter concludes with an account of the main data quality issues that remain to be tackled in the international education data. ...

  • Indicator Concepts and Methodologies

    This Chapter turns to the statistics and indicators that are derived from the raw data. It aims to explain the concepts, methodologies and conventions used in the calculation of these statistics and indicators and the measurement issues that arise. The chapter does not seek to describe in detail every indicator that appears or ever has appeared in Education at a Glance (EAG). Instead it focuses on the key indicators or groups of indicators which appear in EAG which have conceptual or methodological aspects which are worthy of explanation; it is a catalogue of indicator methodologies rather than a catalogue of indicators. Thus, indicators which are straightforward summaries of the data items as collected (e.g. the proportion of graduates who are female) are not covered here. In the indicators that are covered, the level of detail ...

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