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Making Education Count for Development

Data Collection and Availability in Six PISA for Development Countries

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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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Assessing the readiness of six participating countries to report key education data

This chapter is divided into two sections. The first section presents the assessment framework used to evaluate countries’ capacities to participate in PISA for Development (PISA-D) by reporting against the project’s system-level questionnaire – it looks at the results by questionnaire and reports i) the overall assessment of each country, ii) the quality and availability of information and data for each country, and iii) the challenges encountered. The second section presents a summary of the overall results by country, highlighting the strengths and weaknesses of each. The chapter shows that participating countries are generally in a good position to report the requested data. Quality data and metadata are generally available in all of the countries, or can be produced with some additional work. One challenge is that each country has a number of institutions responsible for the different dimensions covered by the questionnaire. However, in all cases, the institution responsible for PISA-D project management has shown a good level of communication with the relevant institutions and organisations.

English

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