Concepts Definitions and Classifications

UOE data collection

on education systems

Volume1

Manual

Concepts, definitions and classifications

MONTREAL, PARIS, LUXEMBOURG 2005

UOE 2005Manual

UNESCO-UIS / OECD / EUROSTAT
Data Collection on Education Statistics

Manual

0.1Introduction

The objective of the UNESCO-UIS/OECD/EUROSTAT data collection on education statistics is to provide internationally comparable data on key aspects of education systems, specifically on the participation and completion of education programmes, as well as the cost and type of resources dedicated to education.

The Member countries co-operate to gather the information, to develop and apply common definitions and criteria for the quality control of the data, and to verify the data and to provide the information necessary to interpret and report the submitted data.

Participating countries are committed to making all reasonable efforts to report according to the definitions, classifications, and coverage specified in the current document. Where deviations from international standards, estimations, or data aggregations are necessary, it is essential that these be documented correspondingly. The documentation of data is an integral part of the data collection and is of crucial importance for the future credibility of international education statistics.

The data collection is administered jointly by the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS), the Organisation for Economic Co-operation and Development (OECD), and the Statistical Office of the European Union (EUROSTAT). These are referred to as the data requesters.

Altogether, over 60 countries world-wide now complete the UOE electronic questionnaire.

Participants of the OECD / UNESCO-UIS World Education Indicators pilot project (for simplicity, we will henceforth refer to them as WEI participants) complete instruments very similar to the UOE instruments. However, WEI deviations from the UOE core data collection do exist, and are indicated in shadowed boxes (see below), so that WEI data providers can easily track them.

For WEI participants, a WEI-specific manual on the demographic context, labour market outcomes of education, teachers and the curriculum is attached in the data request material in addition to this binder.

0.2The UOE data collection tables

The UOE data collection tables are organised by topic and by the statistical units for which data are collected (students enrolled, entrants, new entrants, graduates, repeaters, educational personnel, class size and expenditure).

The preparation of the data collection tables is guided by the search for a common denominator between OECD, EUROSTAT, and UNESCO-UIS. This common denominator is reflected in the UOE tables on students, new entrants, graduates, educational personnel, finance, class size and the ISCMAP tables. In addition there are EU specific tables introduced by the European Commission (Eurostat). In 2005 these tables covered regional data on enrolment, data on foreign languages and data on graduations in ISCED 5A following the implementation of the Bachelor – Master degree structure according to the Bologna process.This EU specific part of the UOE data collection is managed by Eurostat.

EU and candidate countries do not have to deliver DEM-1: "Total population by sex and age-group" as the demographic data used for these countries will come from the Eurostat Demographic database at national and regional level.

Moreover since 2005 a limited set of data on specific subjects are collected using the UOE data collection through a small number of additional tables (“ad hoc module”). The subject of the ad hoc module changes from year to year. However some subjects may be repeated regularly following an agreement between the UOE data requesters and data providers.

The list of standard tables is the following:

Table ENRL-1: Number of students by level of education, programme orientation, programme destination, intensity of participation, sex and age.
Table ENRL-1_ADULT: Number of students in adult education programmes reported in ENRL-1 by level of education, programme orientation, programme destination, intensity of participation, sex and age.
Table ENRL-1a: Number of students by level of education, programme orientation, programme destination, type of institution, intensity of participation and sex.
Table ENRL-1a_ADULT: Number of studentsin adult education programmes reported in ENRL-1a by level of education, programme orientation, programme destination, type of institution, intensity of participation and sex.
Table ENRL-3: Number of students and repeaters (ISC 123) in general programmes by level of education, sex and grade.
Table ENRL-4: Number of students in Grade 1 by sex and age.
Table ENRL-5: Number of students (ISC 56) by level of education, programme destination, field of education and sex.
Table ENRL-6: Number of students (ISCED 56) by residential status, prior education outside the reporting country, citizenship, level of education, programme destination and field of education.
Table ENRL-7: Number of students by level of education, programme destination, residence status, country of prior education, citizenship, EU/non EU membership and sex.
Table ENRL-8A: Number of students (ISCED 5/6) by level of education, programme destination, country of permanent residence and citizenship status.
Table ENRL-8B: Number of students (ISCED 5/6) by level of education, programme destination, country of prior education and citizenship status.
Table ENRL-8C: Number of students (ISCED 5/6) by level of education, programme destination and country of citizenship.
Table ENTR-1: Annual intake by level of education and programme destination.
Table ENTR-2: Number of new entrants by level of education, sex and age.
Table ENTR-3: Number of new entrants by level of education, sex and field of education.
Table GRAD-1: Number ofgraduates (ISCED 3 and 4) by level of education, programme destination, programme orientation, type of institution, sex and by residence, country of prior education and citizenship status.
Table GRAD-2: Number of graduates (ISCED 3 and 4) by level of education, programme destination, programme orientation, age and sex.
Table GRAD-3: Number of graduates (ISCED 5/6) by level of education, programme destination,cumulative duration, type of institution, sex and by residence, country of prior education and citizenship status.
Table GRAD-4: Number of graduates (ISCED 5/6) by level of education, programme destination, cumulative duration, age and sex.
Table GRAD-5: Number of graduations (ISCED 3, 4, 5 and 6) by level of education, programme orientation, sex and field of education.
Table PERS_ENRL-2: Number of students with coverage adjusted to statistics on educational personnel by level of education, programme orientation, programme destination, type of institution and mode.
Table PERS-1: Classroom teachers (ISCED 0-4) and academic staff (ISCED 5-6) by level of education,programme orientation, sex, age, type of institution and employment status.
Table PERS-2: School level management personnel and teacher aids (ISCED0-3) by type of institution and employment status.
Table FIN_ENRL-2: Number of students with coverage adjusted to statistics on educational finance by level of education, programme orientation, programme destination, type of institution and mode.
Table FINANCE-1: Education expenditures by level of education and source and type of transaction.
Table FINANCE-2: Education expenditures by level of education, nature and resource category.
Table FINANCESUP-2: Expenditure for debt service.
Table FINANCESUP-3: Expenditure for research.

Table ISCMAP-PROG: Mapping of national educational programmes.
Table ISCMAP-QUAL: Mapping of national educational qualifications.
Table CLASS-1: Average class size by level of education and type of institution.
(Table DEM-1: Total population by sex and age-group.)

Please note that the list of tables above refers to the UOE common data collection. Minor WEI-specific adjustments within tables are documented in section 0.

0.3Contents of the present volume

The present volume, called “UOE manual”, presents the concepts, definitions and classifications used for the UOE data collection. It constitutes the theoretical background of the UOE data collection and is complemented each year with 2 additional volumes “UOE tables and instructions for their completion and submission” and “UOE electronic questionnaire – user guide” , which are specific to the data collection year and provide more practical guidance to the UOE data providers.

The “UOE manual” includes two chapters:

Chapter 1 provides definitions, explanations, and instructions relating to the coverage of the data collection tables, the statistical units for which data are collected, and the classification categories that are used as breakdowns in the tables. It further provides guidelines for the implementation of these definitions in the countries.

Chapter 2 provides instructions relating to the implementation of the 1997 version of the International Standard Classification of Education (ISCED-97) in the UOE Data Collection and mapping of current education programmes for participating countries. The first part of the chapter describes the structure of ISCED-97, as well as the defining characteristics of the ISCED-97 levels and cross-classification categories, emphasising the criteria that define the boundaries between educational levels. A qualitative description of selected programmes in OECD countries that meet specific classification criteria is also presented as example of how the criteria can be properly applied.

All data collection tools are available on the Eurostat Education, Training and Culture Statistics public web site at the address:

TABLE OF CONTENTS

0.1Introduction

0.2The UOE data collection tables

0.3Contents of the present volume

Chapter 1: DEfinitions, explanations and instructions for the uoe data collection4

1.Overview

2.Coverage of the Data Collection

2.1Scope of “education”

2.2Coverage of early childhood education programmes

2.3Coverage of “special education”

2.4Coverage of “adult education” and “continuing education”

2.5Coverage of vocational and technical education

2.6Coverage of students enrolled in educational institutions organised by Ministries other than the Ministry of Education

2.7Coverage of international students

2.8Alignment of the data on students enrolled, educational finance, and educational personnel

2.9Coverage of educational expenditure

2.9.1Framework for educational expenditure

2.9.2Accounting principles

3.Statistical units in the data collection

3.1Students enrolled

3.1.1The number of students enrolled

3.1.2International students

3.2New entrants and entrants

3.2.1New entrants into levels of education

3.2.2New entrants into fields of education

3.3Graduates, Graduations and First-time graduates

3.3.1Graduates during the reference calendar year

3.3.2Graduates and graduation

3.3.3First-time graduates

3.3.4unduplicated count method

3.3.5Graduations by field of education

3.4Repeaters

3.5Educational personnel

3.5.1Instructional Personnel

3.5.2Professional support for students

3.5.3Management/Quality Control/Administration

3.5.4Maintenance and Operations Personnel (ISCED 0-6)

3.5.5Coverage of data on personnel

3.6Class size

4.Classification criteria in the data collection tables

4.1Levels of education

4.2Fields of education

4.3Type of educational institutions

4.3.1Basic definition of educational institutions

4.3.2Instructional and Non-Instructional Educational Institutions

4.3.3Classifying between public and private institutions

4.4Grade

4.5Age

4.6International students

4.6.1Country of citizenship

4.6.2Country of permanent or usual residence

4.6.3Country of prior education

4.7The distinction between school-based and combined school- and work-based vocational and technical programmes

4.8Part-time / full-time classification and conversion to full-time equivalents for students enrolled

4.8.1Measures of study load for student participation

4.8.2Classification into full-time and part-time students

4.8.3Reduction of head-count data to full-time equivalents

4.9Part-time / full-time classification and conversion to full-time equivalents for educational personnel

4.9.1Teachers’ working time, teaching time and non-teaching time

4.9.2Classification into full-time and part-time educational personnel

4.9.3Reduction to full-time equivalents

4.10Classification of teachers by type (orientation) of educational programme

5.Educational Expenditure

5.1Expenditure on Educational goods and services and its location in relation to the educational
institution

5.1.1Expenditure on goods and services inside educational institutions:

5.1.2Expenditure outside educational institutions

5.2Sources and transfers of funds: the expenditure categories of Table FINANCE1

5.2.1The structure of table FINANCE1

5.2.2Government (Public) Sources

5.2.3Funds from international agencies and other foreign sources

5.2.4Private sources

5.2.5Total private expenditure and combined public, private, and international expenditure

5.3Resource categories for expenditure on educational institutions: the expenditure categories of TableFINANCE2

5.3.1The structure of table FINANCE2

5.3.2Expenditure by type of institution: public and private institutions

5.3.3Expenditure by resource category

5.4Instructions for supplemental table on debt service (Table FINANCESUP-2)

5.4.1Definitions of education debt and debt service expenditure

5.4.2Borrowers and lenders

5.4.3Disaggregation by level of education

5.4.4Disaggregation by payer

5.5Instructions for supplemental table on expenditure for research and development of Table FINANCESUP-3

5.5.1Definition of expenditure on Research and Development

5.5.2Coverage of research expenditure

5.5.3Separation of expenditure on R&D

5.5.4Relationship to the R&D statistics

5.5.5Expenditure on separately funded or separately budgeted research

Chapter 2: Instructions concerning the implementation of
isced-97 in the uoe data collection81

6.Introduction

7.Coverage and structure of ISCED-97

7.1The content of educational activities is the key to the level concept

7.2Proxies for educational content

7.3Comparison of ISCED-97 with ISCED-76

7.4Classification of programmes that do not easily fit into the ISCED level taxonomy

8.Level structure of ISCED-97 and corresponding classification criteria

9.ISCED 0 - Pre-primary level of education

9.1Definitions and classification criteria

9.2Examples

10.ISCED 1 - Primary level of education

10.1Definitions and classification criteria

10.2Examples of international variability in the length of primary programmes in OECD countries

10.3Examples of countries with national variability in the length of primary programmes

10.4Examples of programmes for individuals outside of the typical age of primary schooling

11.ISCED 2 - Lower secondary level of education

11.1Definitions and classification criteria

11.2Sub-categories at this level

11.3Specific classification issues

11.4Examples

11.4.1ISCED2A

11.4.2ISCED2B

11.4.3ISCED2C

12.ISCED 3 - Upper secondary level of education

12.1Definitions and classification criteria

12.2Sub-categories at this level

12.3Specific classification issues

12.4Examples

12.4.1ISCED3 (No classification by destination or programme orientation)

12.4.2ISCED3A

12.4.3ISCED3A or C (Depending on the particular programme), Type 3 (vocational or technical)

12.4.4ISCED3B

12.4.5ISCED 3C Programmes with a cumulative duration similar to standard national ISCED 3A and 3B Programmes

12.4.6ISCED 3C Programmes with a cumulative duration (more than one year) shorter than standard national ISCED 3A and 3B Programmes

13.ISCED 4 - Post-secondary non-tertiary

13.1Definitions and classification criteria

13.2Sub-categories at this level

13.3Examples

13.3.1Post-secondary, but not tertiary programmes from an international perspective

13.3.2Upper secondary, second-cycle programmes

14.ISCED 5 - First stage of tertiary education

15.ISCED 5A

15.1Definitions and classification criteria111

15.2Sub-categories at this level

15.3Specific classification issues

15.4Examples

15.4.1ISCED5A, Short, Intermediate

15.4.2ISCED5A, Medium, 1st qualification

15.4.3ISCED5A, Medium or long, 1st qualification

15.4.4ISCED5A, Medium and Long, 1st and 2nd qualification

15.4.5ISCED5A, Long, 1st qualification

15.4.6ISCED5A, Long or Very long (depending on particular programme), 1st qualification

15.4.7ISCED5A, Long and Very Long, 2nd qualification

16.ISCED 5B

16.1Definitions and classification criteria

16.2Sub-categories at this level

16.3Examples

16.3.1ISCED5B, Short, 1st qualification

16.3.2ISCED5B, Short and Medium, 1st qualification

16.3.3ISCED5B, Medium, 1st qualification

16.3.4ISCED5B, Medium, 2nd qualification

17.ISCED 6-Second stage of tertiary education (leading to an advanced research qualification)

17.1Definitions and classification criteria

17.2Examples

17.2.1ISCED6, Intermediate stage, no qualification

17.2.2ISCED6, 1st qualification

17.2.3ISCED6, post-doctorate qualifications

Annex 1: Excerpt from the Frascati Manual

3.Institutional Classification

3.7Higher education sector

3.7.1Coverage

6.Measurement of Expenditures Devoted to R&D

6.1Introduction

6.2Intramural expenditures

6.2.1Definition

6.2.2Current expenditures

6.2.3Capital expenditures

6.3Sources of funds

6.3.1Methods of measurement

6.3.2Criteria for identifying flows of R&D funds

6.3.3Identifying the sources of flows of R&D funds

6.4Extramural expenditures

6.5National totals

6.5.1Gross domestic expenditure on R&D (GERD)

6.5.2Gross national expenditure on R&D (GNERD)

Annex 2: Excerpt from System of National Accounts 1993

Annex 3: Guidelines for practical implementation of imputed social contributions

2.1.Overview:

2.2.ESA and SNA principles:

2.3.Methods currently used in old Member States of the european union

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INDEX

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UOE 2005Manual

Academic hospitals, 49

Academic Staff, 23

Academic Support Personnel, 24

Actual study load, 38

Administration, expenditure on, 30, 48

Adult education, 100

Adult literacy programmes, 91

Adult secondary education, 95

Age, 33

Age unknown, 33

Alignment of the data on students enrolled, educational finance, and educational personnel, 10

Ancillary services, 26

ancillary services, expenditure on, 74

Ancillary services, expenditure on, 30, 49, 57, 68, 74

Ancillary services, private fees for, 66

Attribute of student participation, 37

Borrowers and lenders, 75

Building operation and maintenance services, expenditure on, 30

Capital expenditure, 73

Capital, expenditure designated for, 57

Central (national) government, 56

Centre-based, 89

Child allowances, 59, 60

Child care, 90

Child care, expenditure on, 49, 50

Class size, 3

Classification of teachers by type of educational programme, 43

Classroom Teachers, 23

Combined school- and work-based programmes, 8, 31, 36

Combined school and work-based training programmes, expenditure on, 50, 62, 65, 67

Communication, 5

Compensation of personnel, Expenditure for, 71, 72

Contracted and purchased services, expenditure for, 72

Core funding, 32

Coverage of research expenditure, 77

Coverage of students enrolled in educational institutions organised by Ministries other than the Ministry of Education, 9

Coverage of work based components of educational programmes, 8

Cumulative theoretical duration, 20

Current expenditure, 73

Current expenditure other than compensation of personnel, 72

Curriculum development, expenditure on, 30

Data collection period, 14

Day care, 90

Day care, expenditure on, 50

Debt service, 74

Degrees in medicine, dentistry, and veterinary medicine, 112

DEM-1, 3

Destination of programmes, 85, 93, 98, 105

Direct expenditure for educational institutions, 56

Direct expenditure for educational services, 67

Disaggregation by level of education, Debt service, 75

Donations, 67

Duration of programmes, 91, 92, 93, 97, 99, 105, 109, 116

Education debt and debt service expenditure, Definitions of, 75

Educational activities outside the scope of the UOE data collection, Expenditure on, 50

Educational personnel, 71

Educational research, expenditure on, 30

Educational services and goods, 52

ENRL-1, 2, 8, 37

ENRL-1a, 2, 8, 37

ENRL-1ADULT, 2

ENRL-2, 8, 9, 10, 37

ENRL-3, 2, 21

ENRL-4, 2

ENRL-5, 2

ENRL-6, 2, 9, 35

ENRL-7, 2, 9, 35

ENRL-8, 9, 35

ENRL-8A, 2

ENRL-8B, 3

ENRL-8C, 3

ENTR-1, 3

ENTR-2, 3, 17

ENTR-4, 15

Entry requirements, 105

EU-countries, 35

Expenditure categories of Table FINANCE-2, 70

Expenditure of other private entities, 67

Expenditure of, or for, public and private institutions, 70

Expenditure outside educational institutions, 52, 66

Family allowances, 59, 60

Fees for outside school tuition, 52

Field of education, 28

FIN_ENRL-2, 3

FINANCE-1, 3, 53, 56, 66, 70, 74, 77, 78

FINANCE-2, 3, 70, 71, 74, 77, 78

FINANCESUP-2, 73

Financial aid to students, 66, 68

Foreign sources, funds from, 64

Frascati Manual, 49

Fringe benefits, 72

Full-time, 41

Full-time equivalents, 8

Full-time equivalents (educational personnel), 41

Full-time equivalents (students enrolled), 37

Full-time equivalents, school- and work-based programmes, 51

General-purpose units of public authorities, 30

Goods and services purchased outside institutions, 52

Government grants, 59

Government scholarships, 59

Government Sources, 56

GRAD-2, 3

GRAD-4, 3

GRAD-5, 3

Grade, 33

Graduates, 18, 21

Guaranteed private loans, 68

Health and Social Support Personnel, 24

Health care services, expenditure on, 49

HERD, 49, 78

Higher Level Administrative Personnel, 26

Higher Level Management, 25

Households, 65

Housing, expenditure on, 30

Initial education, 7

Instructional materials, 66

Instructional Personnel, 23

Interest payments for student loans, 61

Intergovernmental transfers, 58, 62

International agencies, funds from, 64

ISCED, 5

ISCED 0, 6, 22, 23, 24, 25, 89, 90, 91

ISCED 1, 91, 92, 93

ISCED 2, 93, 94, 95, 96, 97

ISCED 3, 19, 94, 97, 98, 99, 100, 104, 105, 106, 107, 108, 111, 118