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  • Introduction
  • Glossary
    • Module A
    • Module B
  • Acronyms
    • Module A
    • Module B
  • Module B Tutorials
  • UIS/AIMS
  • Contact Us
  • Module A1
    • 1. Purpose and Expected Learning Outcomes
      • 1.1 Overview
      • 1.2 Getting started
      • 1.3 Learning objectives
    • 2. What is a school records management system (SRMS)?
      • 2.1 The school records management process
    • 3. What does a school records management system records?
      • 3.1 Student record card
      • 3.2 class attendance sheet
      • 3.3 Textbook record sheet
      • 3.4 Student performance summary
      • 3.5 Teacher record card
      • 3.6 Teacher performance evaluation report
      • 3.7 inventories of school facilities
      • 3.8 inventory of teaching/learning materials
      • 3.9 Financial summary
    • 4. How to operate a school records management system?
    • 5. SRMS roles, responsibilities and competencies
    • 6. Data quality assurance
    • 7. Transformation, analysis and use of school records and information
      • 7.1 individual school records and summary lists
      • 7.2 ‘Reaching the unreached’
    • 8. Standardizing school records
      • 8.1 designing standard school records
      • 8.2 implementing standardized school records
      • 8.3 establishing (or upgrading) a nationwide standardized SRMS
    • 9. Benefit of SRMS
    • 10. Quiz
    • 11. Further studies
  • Module A2
    • 1.Purpose and expected learning outcomes
      • 1.1 Overview
      • 1.2 Getting started
      • 1.3 Learning objectives
    • 2.The need for data by level of education administration
    • 3. A general introduction to data collection
      • 3.1 What is data collection?
      • 3.2 Sources of data – Where to get data related to education?
      • 3.3 Process of data collection: How to collect data?
    • 4.School census
      • 4.1 What is the purpose of a school census?
      • 4.2 The school census questionnaire
      • 4.3 School Census: Roles and responsibilities
    • 5.Data collection for ‘reaching the unreached’ in EFA
      • 5.1 Who are the ‘unreached’?
      • 5.2 What data do we need?
      • 5.3 How to collect data and information on the ‘unreached’?
    • 6.Data quality control
      • 6.1 Purpose of data quality control
      • 6.2 Sources of problems in data quality
      • 6.3 Data quality control during data collection
      • 6.4 The role of stakeholders in data quality control for school census
    • 7.Quiz
    • 8.Further studies
  • Module A3
    • 1. Purpose and expected learning outcomes
      • 1.1 Overview
      • 1.2 Getting started
      • 1.3 Learning objectives
    • 2. The concept of indicators
      • 2.1 What is an indicator?
    • 3. Types of indicators.
      • 3.1 Quantitative and qualitative indicators
      • 3.2 Monitoring and evaluation of education as a system
      • 3.3 indicators by aspects of education
      • 3.4 Measurement scales
    • 4. The importance of using indicators
      • 4.1 Purpose of education indicators
      • 4.2 Understanding complex situations
      • 4.3 Tracking changes over time and making comparisons across regions, districts and schools.
    • 5. EFA Indicators
      • 5.1 The EFA indicators
      • 5.2 Key EFA indicators
    • 6. Additional education indicators
      • 6.1 Additional education indicators based on school data
      • 6.2 Other EFA indicators and data sources
      • 6.3 Gathering data from other sources
      • 6.4 The role of stakeholders in data quality control for school census
    • 7. Selection and use of education indicators
      • 7.1 Indicator selection criteria and practices
      • 7.2 Incorrect selection and misuse of education indicators
    • 8. Data analysis using education indicators
      • 8.1 Purpose of data analysis
      • 8.2 Procedures for data analysis
    • 9. Disaggregation of education indicators
      • 9.1 The importance of disaggregating data
      • 9.2 Dimensions of disaggregation
    • 10. Quiz
    • 11. Further Studies
    • Annex 1
    • Annex 2
    • Annex 3
  • Module A4
    • 1. Purpose and expected learning outcomes of this module
      • 1.1 Overview
      • 1.2 Getting started
      • 1.3 Learning objectives
    • 2. Use of data and information at school and district level
    • 3. Data transformation and presentation
      • 3.1 Basic Principles
      • 3.2 How to use summary lists to present data
      • 3.3 Using tables to present data
      • 3.4 Using charts to present data
      • 3.5 Selection of data presentation
      • 3.6 Time-series data
      • 3.7 Using text to present data
      • 3.8 Other tools to present data
    • 4. Using EFA indicators
    • 5. Access and participation
      • 5.1 New entrants and enrolment
      • 5.2 Duration of travel from home to school
      • 5.3 Attendance
      • 5.4 Grade repetition and drop out
    • 6. Quality of education
      • 6.1 Teacher qualifications and training
      • 6.2 Teaching methods, skills and performance
    • 7. School environment and facilities
      • 7.1 Basic school facilities
      • 7.2 Conditions and use of school facilities
      • 7.3 Other school environment indicators
    • 8. Learning materials
      • 8.1 Textbooks
      • 8.2 Teaching aids
      • 8.3 Supplementary learning materials
    • 9. Teaching-learning processes
    • 10. Learning achievements and outcomes
      • 10.1 Examination results
      • 10.2 Examination outcomes
      • 10.3 Student behaviour
    • 11. Impact
      • 11.1 Monitoring of former students
      • 11.2 Monitoring impact on the community and society
    • 12. Quiz
    • 13. Further studies
  • Module A5
    • 1. Purpose and expected learning outcomes of this module
      • 1.1 Overview
      • 1.2 Getting started
      • 1.3 Learning objectives
    • 2. Need for education data and information flow
    • 3. Data and information flow within the education system
      • 3.1 Data flow throughout the education administration
      • 3.2 Principles and pitfalls
      • 3.3 Channels for data and information flow
      • 3.4 Communications for data quality assurance
      • 3.5 Feed back analytical information and indicators, decisions and impact
    • 4. Horizontal information dissemination
      • 4.1 improving school-community interactions through information dissemination and exchange
      • 4.2 information exchange and networking among schools
      • 4.3 Press and media releases
      • 4.4 Using the internet
    • 5. Data and information flow within a school
      • 5.1 In-school data flow
      • 5.2 Information dissemination within a school
      • 5.3 Managing data and information flow in school
    • 6. Quiz
    • 7. Further studies
  • .
  • Module B1
    • 1. Understanding Household Surveys and Population Census
      • 1.1 Introduction to Household Surveys
      • 1.2 Education Related Questions (or Modules) in Household Surveys
      • 1.3 Inputs from Household Surveys for EFA Monitoring and Assessment
    • 2. Brief Information about Common Household Surveys
      • 2.1 Background and Objectives of Selected Surveys
      • 2.2 Structure and Contents of the Selected “Survey Questionnaires”
      • 2.3 Considerations on Sample Design
      • 2.4 Understanding Survey Data Files and Availability of Education Related Data
    • 3. Gathering Survey Data and Getting Ready for Analysis
      • 3.1 Data Sources and Contact Points for Obtaining Census and Survey Data
      • 3.2 Common Obstacles and Approaches in Gathering Population Census and Household Survey Data
      • 3.3 Quality Issues, Challenges and Recommendations in Using Survey Data
      • 3.4 Use of Survey Data along with EMIS Data/Indicators for EFA Monitoring
    • 4. Exercises and further studies
      • 4.1 Self-evaluation
      • 4.2 Exercises
      • 4.3 Further Studies
    • Annex 1: Education Related Questions from Nepal Living Standard Survey 2002/03
    • Annex 2: Education Related Variables in the Selected Datasets
    • Tutorial I
  • Module B2
    • 1. Examples of Software for Analysing Household Survey Data to Assist EFA Monitoring
      • 1.1 CSPro (Census and Survey Processing System)
      • 1.2 EPI Info
      • 1.3 Microsoft EXCEL
      • 1.4 PSPP
      • 1.5 SAS (Statistical Analysis System)
      • 1.6 Stata
      • 1.7 SPSS (Statistical Package for Social Sciences)
    • 2. Introduction to SPSS (PASW) Statistics
      • 2.1 What is SPSS (PASW) Statistics?
      • 2.2 Step-by-Step Procedure for SPSS (PASW Statistics 17.0) Installation
      • 2.3 Running SPSS (PASW) Statistics and Its User Interface
    • 3. Basic Components of SPSS Statistics
      • 3.1 Output Viewers
      • 3.2 Pivot Tables
      • 3.3 Charts
      • 3.4 Saving and Exporting Outputs
      • 3.5 Online Help
    • 4. Using Data Sets Created in Other Formats
      • 4.1 Importing Data from Microsoft Excel
      • 4.2 Importing Data from Delimited ASCII Text Files
      • 4.3 Importing Data from Fixed Width Text Files
      • 4.4 Importing Data from Microsoft Access Databases
    • 5. Tips and Exercises
      • 5.1 Tips: Do and Don’t
      • 5.2 Self-evaluation
      • 5.3 Questions and Hands-on Exercises
    • Tutorial II
  • Module B3
    • 1. Metadata Preparation
      • 1.1 Defining Data: Setting Variable Properties
      • 1.2 Setting and Editing Metadata through Wizard
      • 1.3 Copying File and Variable Properties
    • 2. Data Transformation and Preparation
      • 2.1 Changing, Inserting and Deleting Data, Cases and Variables
      • 2.2 Computing New Variables
      • 2.3 Recoding
      • 2.4 Selecting Cases
      • 2.5 Sorting Cases
      • 2.6 Rearranging Variables
    • 3. Data Validation
      • 3.1 Single-Variable Rules
      • 3.2 Cross-Variable Rules
      • 3.3 Multi-Case Rules
    • 4. Tips and Exercises
      • 4.1 Tips: Do and Don’t
      • 4.2 Self-evaluation
      • 4.3 Hands-on Exercises
    • Tutorial III
  • Module B4
    • 1. Reports
      • 1.1 Codebook
      • 1.2 Case Summaries: Listing Selected Cases
      • 1.3 OLAP Cubes (Online Analytical Processing Cubes)
    • 2. Descriptive Statistics
      • 2.1 Frequencies
      • 2.2 Descriptive
      • 2.3 Explore
      • 2.4 Crosstabs
      • 2.5 Ratio Statistics
    • 3. Weighting
      • 3.1 The Need for ‘Weighting’ in Household Surveys
      • 3.2 Turning On and Off ‘Weight’ in SPSS Statistics
    • 4. Tips and Exercises
      • 4.1 Tips: Do and Don’t
      • 4.2 Self-evaluation
      • 4.3 Hands-on Exercises
    • Annexe
    • Tutorial IV & V
  • Module B5
    • 1. Microsoft Excel 2007: Basics
      • 1.1 Result-Oriented User Interface
      • 1.2 New File Formats in Microsoft Excel 2007
      • 1.3 Data Handling Capacity
      • 1.4 Selected Statistical Functions
    • 2. Making Analyses and Presenting Outputs in MS Excel
      • 2.1 Importing SPSS Data sets into Microsoft Office Excel
      • 2.2 Creating Frequency and Crosstab Tables
      • 2.3 PivotTables (OLAP Cubes)
      • 2.4 Drawing Pivot Charts
      • 2.5 Elaborating Outputs for Better Presentation
    • 3. Tips and Exercises
      • 3.1 Tips: Do and Don’t
      • 3.2 Self-evaluation
      • 3.3 Hands-on Exercises
    • Tutorial VI

Module A3: Education Indicators and Data Analysis

  1. Purpose and expected learning outcomes
    1. 1.1 Overview
    2. 1.2 Getting started
    3. 1.3 Learning objectives
  2. The concept of indicators
    1. 2.1 What is an indicator?
  3. Types of indicators.
    1. 3.1 Quantitative and qualitative indicators
    2. 3.2 Monitoring and evaluation of education as a system
    3. 3.3 indicators by aspects of education
    4. 3.4 Measurement scales
  4. The importance of using indicators
    1. 4.1 Purpose of education indicators
    2. 4.2 Understanding complex situations
    3. 4.3 Tracking changes over time and making comparisons across regions, districts
      and schools.
  5. EFA Indicators
    1. 5.1 The EFA indicators
    2. 5.2 Key EFA indicators
  6. Additional education indicators
    1. 6.1 Additional education indicators based on school data
    2. 6.2 Other EFA indicators and data sources
    3. 6.3 Gathering data from other sources
    4. 6.4 The role of stakeholders in data quality control for school census
  7. Selection and use of education indicators
    1. 7.1 Indicator selection criteria and practices
    2. 7.2 Incorrect selection and misuse of education indicators
  8. Data analysis using education indicators
    1. 8.1 Purpose of data analysis
    2. 8.2 Procedures for data analysis
  9. Disaggregation of education indicators
    1. 9.1 The importance of disaggregating data
    2. 9.2 Dimensions of disaggregation
  10. Quiz
  11. Further studies
  12. Annex

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