UNESCO Structure, Governance and Finance UNESCO Institute for Statistics Montreal June 2011

UNESCO Structure, Governance and Finance

UNESCO Institute for Statistics

Montreal June 2011

About me

Andrew BartonData Processing and Standards Unit

UNESCO Institute for [email protected]

Bio: • Statistical Assistant in the Data Processing & Standards

Unit at the UIS• Master’s in Economics from the University of Amsterdam• Bachelor’s in Economics from JMSB• Previous work as an adviser/analyst for a European

finance and leasing industry, Department of Foreign Affairs and International Trade, and Catholic Community Services (NPO in Montreal)

mailto:[email protected]

Presentation Outline

• Overview: History, Mission & Priorities• UNESCO Structure & Governance

General ConferenceExecutive BoardSecretariat

• Financing• Differences between IGO and NPO

Overview: History

• 1942: Conference of Allied Ministers of Education - CAME– European countries looking to reconstruct their systems of

education in the post war era• 1945: A proposal from CAME was made at a United

Nations Conference for the establishment of an educational and cultural organization (London)

• At the end of the conference, thirty-seven countries founded the United Nations Educational, Scientific and Cultural Organization (16 November)

Overview: Mission & Priorities

• UNESCO’s mission is to contribute to the building of peace, the eradication of poverty, sustainable development and intercultural dialogue through education, the sciences, culture, communication and information.

• UNESCO focuses on two global priorities:– Africa & Gender Equality


• The broad goals and objectives of the international community – as set out in the internationally agreed development goals (Millennium Development Goals and Education for All) – underpin all UNESCO’s strategies and activities.


• In fulfilling its mission, UNESCO will carry out for the international community five established functions:

i. laboratory of ideas, including foresightii. standard-setter iii. clearing house iv. capacity-builder in Member States in UNESCO’s fields

of competence v. catalyst for international cooperation

UNESCO Governance and Structure

• UNESCO is a specialized agency of the UN (carries out prescribed mandate but independent)

• Based in Paris, France • Director General: Ms. Irina Bokova• UNESCO is an Intergovernmental Organization - IGO

– Goals and scope are outlined in a treaty or charter– Membership is limited to nation states / countries

• Three levels of membership (193 members, 7 associate members & 2 observers)

– Members are required to make yearly contributions


• Governing Bodies– General Conference– Executive Board

• Secretariat– 2,000 employees of which 870 are located

in 65 field offices around the world


• General Conference– Primary decision making body of UNESCO– Meets once every 2 years to determine the policies

and main lines of work of the organization– 1 country – 1 vote– Approves UNESCO’s biennial programmes and

budget– Every 4 years, it appoints the Director General


• Executive Board– Composed of 58 member states who are elected at

the General Conference every two years– Choice of representatives depends on diversity of

cultures and geographic regions – Responsible for the execution of the programme

adopted at the General Conference– Meets twice a year to examine the Organization’s

programme and budget


• Secretariat– The Director General is the executive head of UNESCO– DG formulates proposals for appropriate action by the

General Conference and Executive Board– DG prepares a draft biennial programme and budget– Staff implements the approved programme– Organizational Chart

• Central Services• Programme Sectors• Support Sectors• Field Offices

UNESCO Financing

• Membership contributions– Represents 58% of the 2010-2011 budget – For 2010-2011: $653,000,000 USD

• Extra budgetary funding – UNESCO becoming more reliant on extra budgetary funds– Represents 42% of the 2010-2011 budget– For 2010-2011: $462,751,400 USD

• Total Budget: $1,115,751,400 USD

UNESCO Financing

• Five major sources of extra budgetary funding:– Bilateral Government Donors– The United Nations Funds and Programmes– Multilateral Development Banks (WBG)– The European Commission– The Private Sector

UNESCO Financing• Biennial budget is submitted

by the Director General as a resolution at the UNESCO General Conference for approval

• Scale of Assessment – Set at the United Nations General Conference on a yearly basis

• Assessment is based on a countries Gross National Income and a country’s capacity to pay

• Contributions are to be paid partly in US dollars and partly in Euros (can pay in national currency)

Members Contribution %

USA 22.000%

Japan 12.530%

Germany 8.018%

UK 6.604%

France 6.123%

Italy 4.999%

Canada 3.207%

China 3.189%

Spain 3.177%

Mexico 2.356%

Others 27.797%

IGO vs NPO

• Similarities:– Both are not driven by profit– Funding sources are the same (public and private)

• Differences:– NPO can represent both public and private interests – IGO represent public interests– Governance Structure (membership)

• NPO structure depends on the type of organization • IGOs structure based on a charter or treaty between countries

– Financing structure is different (i.e. UN scale assessment)

List of IGO’s in Montreal

• UNESCO Institute for Statistics• ICAO – International Civil Aviation Organization• Secretariat on the Convention of Biodiversity• Multilateral Fund for the Implementation of the

Montreal Protocol• Commission for Environmental Cooperation

(Canada, Mexico & US only)• Cospas Sarsat (Canada, France, Russia, & US only)

UIS - Education Team An Overview of the role of the UIS in Education

Statistics

About me

Peter WalletTITLE


Bio:

• Worked for over 8 years at the UIS• Contributed to the overall analysis and monitoring of

international education targets Education for All Global Monitoring Report team

• Particularly contributed to the development and analysis of data on teachers


About me

Lory AjamianTITLE


Bio: • Statistical Assistant at the UIS within the Education team• Worked on several UIS publications• Currently doing her Master’s in Statistics at McGill• Speaks 4 languages (French, English, Armenian and

Chinese)


The UNESCO Institute for Statistics

• The UIS founded as a semi-autonomous institute in 1999 in Paris, France

• Moved to Montreal in 2001

• Mandated to maintain international databases for:– Education– Science and technology– Culture and communications

• Approximately 110 employees from which about 20% are based in various parts of the world.

Regional Presence of the UIS

Apia

SantiagoSantiago

DakarDakar

NairobiNairobi

BangkokBangkok

Windhoek

Bamako

Yaoundé

Dar-es-Salaam

DohaNew Delhi

Apia

What is the role of UIS in education?

• Collection of national data and subsequent conversion & dissemination of cross-nationally comparable data

Different countries, different primary education systems

6 years

4 years

9 years

Basic education

Primary Lower secondary

5 years

Development of international classifications, e.g. ISCED

The 7 LEVELS of education are:

– ISCED 0 = Pre-primary

– ISCED 1 = Primary

– ISCED 2 = Lower secondary

– ISCED 3 = Upper secondary

– ISCED 4 = Post-secondary non-tertiary

– ISCED 5 = First stage of tertiary education (not leading directly to an advanced research qualification)

– ISCED 6 = Second stage of tertiary education (leading to an advanced research qualification)

General, Tech/VocA

BC

Destination

Orientation

..

27

26

25 Master's

24

20

19

18

17

16

15

14

13

12

11

10

9

8

7

6

Kenya

Pre-primary

Doctorate

Primary teacher training colleges

Second stage of primary education

First stage of primary education

Upper secondary

Youth polytechnics

Bachelor's degree Tech & Indus

Voc Ed Training

National poly/Dip Teacher training

college

..

26

25

24 Ens. uni (2eme

cycle)

23

22

21

20

19

18

17

16

15

14

13

12

11

10

9

8

6/7

Senegal

Capacite en droit

Ens. uni (2eme cycle)

Grande ecoles

d'ingenieurs

…..

Enseignment elementaire

Ens. sec. general (2eme cycle)

Form. prof. cycle court

Ens. universitaire (1er cycle)

Ens. tertiare non uni.

Education prescolaire

Enseignment moyen (1er cycle) Ens. moyen prof.

Ens. sec. technique

(2eme cycle)

Formation professionnelle

cycle long

..

27

26

25 Master's

24

20

19

18

17

16

15

14

13

12

11

10

9

8

7

6

Kenya

Pre-primary

Doctorate




Upper secondary

Youth polytechnics


Voc Ed Training


college

..

26

25

24 Ens. uni (2eme

cycle)

23

22

21

20

19

18

17

16

15

14

13

12

11

10

9

8

6/7

Senegal

Capacite en droit


Grande ecoles

d'ingenieurs

…..








Ens. sec. technique

(2eme cycle)


cycle long

6

5A 5B

4A

3A 3B

3C

2A 2B

1

0

..

27

26

25 Master's

24

20

19

18

17

16

15

14

13

12

11

10

9

8

7

6

Kenya

Pre-primary

Doctorate




Upper secondary

Youth polytechnics


Voc Ed Training


college

..

..

24

23

22 Master's

21

20

19

18

17

16

15

14

13

12

11

10

9

8

7

6

Kenya


Tech & Indus Voc Ed

Training

Upper secondary

Youth polytechnics

Doctorate

Bachelor's degree


college



Pre-primary

..

..

24

23

22 Master's

21

20

19

18

17

16

15

14

13

12

11

10

9

8

7

6

Kenya

Doctorate

Bachelor's degree


college


Tech & Indus Voc Ed

Training

Upper secondary

Youth polytechnics



Pre-primary

..

..

24

23

22 Master's

21

20

19

18

17

16

15

14

13

12

11

10

9

8

7

6

Kenya

Doctorate

Bachelor's degree


college

Tech & Indus Voc Ed

Training

Upper secondary

Youth polytechnics



Pre-primary


..

..

24

23

22 Master's

21

20

19

18

17

16

15

14

13

12

11

10

9

8

7

6



Pre-primary

Kenya


college


Tech & Indus Voc Ed

Training

Upper secondary

Youth polytechnics

Doctorate

Bachelor's degree

..

..

24

23

22 Master's

21

20

19

18

17

16

15

14

13

12

11

10

9

8

7

6



Pre-primary

Kenya


college


Tech & Indus Voc Ed

Training

Upper secondary

Youth polytechnics

Doctorate

Bachelor's degree

..

26

25

24 Ens. uni (2eme

cycle)

23

22

21

20

19

18

17

16

15

14

13

12

11

10

9

8

6/7

Senegal

Capacite en droit


Grande ecoles

d'ingenieurs

…..








Ens. sec. technique

(2eme cycle)


cycle long

..

26

25

24 Ens. uni (2eme

cycle)

23

22

21

20

19

18

17

16

15

14

13

12

11

10

9

8

6/7

Senegal

…..

Ens. uni (2eme cycle) /

Grande ecoles

d'ingenieurs




Ens. sec. technique

(2eme cycle)


cycle long

Enseignment moyen (1er cycle)


Ens. moyen prof.



..

26

25

24 Ens. uni (2eme

cycle)

23

22

21

20

19

18

17

16

15

14

13

12

11

10

9

8

6/7

Senegal

…..


Grande ecoles

d'ingenieurs



Ens. sec. technique

(2eme cycle)






cycle longForm. prof. cycle court

Ens. moyen prof.

..

26

25

24 Ens. uni (2eme

cycle)

23

22

21

20

19

18

17

16

15

14

13

12

11

10

9

8

6/7

Senegal

Ens. moyen prof.



…..


Grande ecoles

d'ingenieurs



Ens. sec. technique

(2eme cycle)





..

26

25

24 Ens. uni (2eme

cycle)

23

22

21

20

19

18

17

16

15

14

13

12

11

10

9

8

6/7

Senegal

Ens. sec. technique

(2eme cycle)




Grande ecoles

d'ingenieurs



…..





ISCED

What is the role of UIS in education?

• Technical projects to improve data collection towards the production and usage of internationally comparable data

• Technical capacity building within countries (at least every 2 years, regional workshops)

• Analysis of comparative data

• Advocacy for statistics in relation to UNESCO’s areas of interest

What education topics does the UIS collect data on?

The following topics are covered in the UIS questionnaire

• Access• Participation• Progression-internal efficiency• Student international mobility• Teachers• Investment in education

Core UIS data source: Administrative data

• Administrative data come from official national ministries; national

school censuses or EMIS system

• UIS works cooperatively with governments to maintain country’s sense

of ownership

• Advantages of administrative data• Allow for regular and timely monitoring of education systems

• Linked to education planning

• Cost efficient

• UIS estimates some missing data

• UIS collects more than just participation data, which could be collected

from household survey data, which allows for a more holistic view of

national systems, e.g.. Finance data, teachers data etc…

Major phases of the UIS education data production cycle

Survey

design

Data

collection and

processing

Phase 1 Phase 2 Phase 3

Production of

indicators

Reporting

data

Phase 4

• International statistics depend on…

• Quality of raw data reported by countries

• Quality of UIS data collection and processing

• Quality of data reported by other international organisations, e.g. population and economic data.

Data collection and processing

Specific mandates related to international agreements

• The UIS has the mandate to monitor progress towards Education for All (EFA) and education-related Millennium Development Goals (MDG).

• The gender parity index (GPI), which is the ratio of female to male values of a given indicator, is used to measure:– EFA Goal 5:

Eliminating gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girls’ full and equal access to and achievement in basic education of good quality.

– MDG Goal 3:Promote gender equality and empower women.

Education for All (EFA)

In March 1990, delegates from 155 countries, as well as

representatives from some 150 organizations agreed at the

World Conference on Education for All in Jomtien (Thailand),

to universalize primary education and massively reduce illiteracy

before the end of the decade.

In April 2000, the World Education Forum in Dakar (Senegal)

adopted the Dakar Framework for Action reaffirming the

commitment to achieving the goals for Education for All by the

year 2015.

Education for All (EFA)

1. Expand early childhood care and education

2. Provide free and compulsory primary education for all

3. Promote learning and life skills for young people and adults

4. Increase adult literacy by 50 per cent

5. Achieve gender parity by 2005, gender equality by 2015

6. Improve the quality of education

Millennium Development Goals (MDG)

The Millennium Development Goals are eight goals to be

achieved by 2015 that respond to the world's main

development challenges.

The MDGs are drawn from the actions and targets contained

in the Millennium Declaration that was adopted by 189

nations and signed by 147 heads of state and governments

during the UN Millennium Summit in September 2000.

Millennium Development Goals (MDG)

Poverty and Hunger1. Eradicate extreme poverty and hunger

Education2.2. Achieve universal primary educationAchieve universal primary education3.3. Promote gender equality and empower womenPromote gender equality and empower women

Health4. Reduce child mortality 5. Improve maternal health6. Combat HIV/AIDS, malaria and other diseases

Development7. Ensure environmental sustainability8. Develop a global partnership for development

Monitoring indicators: Goal 2: Target 2.A

Youth LiteracyRate

Progress OutputsParticipation

Net Enrolment RateSurvival Rate to Last

Grade

“Ensure that, by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling”.

Monitoring indicators: Goal 3: Target 3.A

“Eliminating gender disparities by 2005 in primary and secondary education, and at all levels no later than 2015’’

Gender Parity Indexof Gross Enrolment Ratio

Equal participation

Participation

Participation of children belonging to the official primary school age-population (SAP)

100*population age-schoolprimary official The

group age official theofeducation primary in Enrolment NER

Net enrolment rate in primary education (NER)

The general level of participation in primary education.

The capacity of the primary education system to enrol children of the primary school age-population.

100*population age-schoolprimary official The

education primary in Enrolment GER

Gross enrolment ratio in primary education (GER)

United Arab Emirates (2009)

288,681106

SAP

%5.104100*288,681

302,375GER

%68.89100*288,681

258,890NER

Entrance age: 6 year old Duration: 5 years

Official age group: 6-10

Age populationEnrolment in primary education

5 61,565 35,055

6 60,604 60,203

7 59,343 59,286

8 57,860 56,543

9 56,228 54,139

10 54,646 28,719

11 53,313 6,163

12 51,686 1,882

13 49,593 304

14 47,478 81

Total 302,375

Out of school children (OOS)

Definition before 2005:

Children of primary school age are counted as out of school when they are not enrolled in primary education.

%68.89100*288,681

258,890NER

!!! 791,29258,890-288,681 OOS

Goal 3

• Promote gender equality and empower women– Target 3.A: Eliminating gender disparities by

2005 in primary and secondary education, and at all levels no later than 2015

• Indicators: Gender parity index of GER in primary, secondary and tertiary education

Gender parity index of Gross enrolment ratio

Purpose:

The GPI measures progress towards gender parity in education participation available for women in relation to those available to men. It also reflects the level of women’s empowerment in society.

malefor ratioenrolment Gross

femalefor ratioenrolment GrossGER

GPI

?Female GER

%1.104

100*139972

145707

Female

Female

GER

GER

?GER GPI

?Male

GER%9.111

100*148709

156668

Male

Male

GER

GER

PopulationEnrolment in primary

educationAge Female Male Female Male

5 29,944 31,621 17,676 17,3796 29,453 31,151 29,210 30,9937 28,815 30,528 28,475 30,8118 28,066 29,794 27,091 29,4529 27,243 28,985 25,873 28,266

10 26,395 28,251 13,661 15,05811 25,572 27,741 2,724 3,43912 24,749 26,937 830 1,05213 23,937 25,656 141 16314 23,210 24,268 26 55

Total 145,707 156,668

GPI: United Arab Emirates (2009)

93.0%9.111

%1.104GER

GPI

UIS Data Centre

• The main product of the UIS is its database• The data centre is an online vehicle for accessing all

data and indicators produced by the UIS• Over 1000 data and indicators on education for

more than 200 member states• Complete time series data from 1970 to the most

recent year• Updated three times a year (January, April and October)

Major publications using UIS education data

Human Development Report (UNDP)

Millennium Development Goals Report (UN)

EFA Global Monitoring Report (UNESCO)

Global Education Digest (UIS)

The State of the World's Children Report (UNICEF)

World Development Indicators (World Bank)

http://www.un.org/fr/millenniumgoals/pdf/report2010.pdf

UNESCO Culture, S&T, Comm and Info


Montreal June 2011

About me

Maya PrinceResearch Assistant, LAMP teamUNESCO Institute for Statistics

[email protected]

Bio:

• Research Assistant with the Literacy Assessment and Monitoring Programme (LAMP) team at the UIS

• Bachelor’s in Economics with honors• Master’s in Economics – both from Concordia University


Learning Outcomes

Enrolment

Repetition

Completion

Out of school

What about children in school not learning?

UIS & learning outcomes

UIS Mandate: To collect data & produce statistics on all dimensions of education,with international comparability

UIS will now add indicators of student achievement to its databases

UIS will now add indicators of student achievement to its databases

Observatory

ofLearning Outcomes

Components

• 1 GLOBAL DATABASE: develop and manage a database of student achievement indicators with full international comparability—an issue

• 2 CATALOGUE: develop and manage a database of student achievement indicators that countries have, internal or external source; comparability—not an issue

Other teams at UIS

Provide UNESCO member states and the international community with timely, reliable, relevant and cross-nationally comparable statistics

• Culture

• Science and technology

• Communication and information

UN Literacy Decade (2003-2012)

• aimed at increasing literacy levels

• UNESCO launched the Literacy Initiative for Empowerment (LIFE) in 2005 as a framework for achieving the Decade’s goals

• LAMP

Literacy Assessment and Monitoring Programme

• Objectives: • Methodological development• Sustainable data production• National capacities

• Guiding principles:• Literacy assessment: necessity for sound policy-

making• Literacy skill: levels (not binary) • Test questions reflect context

Countries that have participated in IALS/ALL or LAMP

Timed Parking

Textual and contextual knowledge

Q. ‘Is this a camel or a donkey?’Not a camel or a donkey. It is a wild camel. [answer marked as wrong]

In Mongolian there are different terms for domestic (temee) and wild camel (khavtai). The respondent has not understood the conventions of textual authority.

Interviewer training

Maya?

Observation in Mongolia

Observation in Jordan

Literate environments

UIS impact on international policy

“subtle advocacy”, not “direct advocacy”

How?

•our statistics•support to countries (training, providing guidelines and standards)•partnerships with IGOs/NGOs•our reports and publications

UNESCO Communications Strategy


June 15, 2011

About me

Shereen JosephCommunications Unit


Bio:

• Worked in Communications for over 10 years – 2 of those at the international level within the UIS

• Bachelor’s in Microbiology from the University of Alberta• Master’s in Journalism at Concordia starting in

September • Freelance Consultant


Outline

• UIS Communications Strategy

• Shift in Strategy

• Who do we Serve?

• Reaching a Broader Audience

• GED 2010

• UIS online database

Guiding principles of communications strategy

• Better explain the work, mandate and products of the UIS.

• Expand dissemination of UIS data.

• Reinforce transparency, impartiality and accountability.

Shift in Comm strategy

Comm in the past:

• Importance of physical events

• Success measured in terms of media reports

Current situation:

• Demand for instant access to information

• Success to be measured in qualitatitive and quantitative terms.

Who are our users?

UIS data are used by policymakers, decision-makers, academics, students, consultants, educators, journalists, advocacy groups, government and inter-governmental agency officials and other statisticians.

Three types of users: • Consumers • Cooks • Commentators

Effective dissemination of UIS data

Highlights the need to diversify the format of outputs via:

• Redesign of website

• Redesign of UIS Data Centre

• Use of Social Media

Challenges in the digital age

• Information overload

• Discovery is difficult

• Preferences for multi-channel dissemination

• Identifying and reaching new audiences

• Time and the expectation of instantaneous results

Overcoming obstacles

• Search Engine Optimization

• Establishing cross-linkages with UNESCO site

• UIS Document Library

• Social Media

• New Partnerships with Private Vendors

GED purpose

• The UIS data collection mechanism is designed to produce comparable data for over 200 countries and territories

• The GED is part of a major UIS initiative to improve the availability of education data to monitor long-term progress globally and identify advances and setbacks of individual countries

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GED 2010 - Gender Disparities in Education

GED 2010

• 2010 marks the 15th anniversary of Beijing +15 (the 4th World Conference on Women)

• Reflects two of UNESCO’s top priorities: education and gender equality

Online database

• This GED is complemented by an interactive database accessible online at www.uis.unesco.org

• The database contains additional indicators and time series data that are not presented in the print version of the Digest

• The database is updated regularly and provides access to the latest international education data available

http://www.uis.unesco.org/

78

MERCITHANK YOU

謝謝GRACIASًا�شكر

Спасибо

Questions?• Peter Wallet

– [email protected]• Lory Ajamian

– [email protected]• Andrew Barton

– [email protected]• Maya Prince

– [email protected]• Shereen Joseph

– [email protected]






Documents

UNESCO Structure, Governance and Finance UNESCO Institute for Statistics Montreal June 2011