Education counts: benchmarking progress in 19 WEI countries: World Education Indicators 2007

Education counts: benchmarking progress in 19 WEI countries: World Education Indicators 2007

Helping governments benchmark their education systems

In the midst of large-scale social and economic shifts, the global education landscape is changing and despite rapid progress in some World Education Indicator (WEI) countries, they still face challenges at all levels of the education system and many fall short of the goal of universal compulsory education.

This report helps to assess progress and challenges in national education systems from an international perspective. One way in which governments and societies can assess the performance of their education systems is through the use of international comparisons. This progress report provides useful benchmarks for development, especially when national conditions, such as population size, are taken into account to provide context. Further to this the data provided also highlight where national policies have achieved positive results.

This report consists of five thematic sections that present and interpret leading education indicators for WEI countries, primarily in the 2005 school year: educational attainment (section 1 - The outputs of education systems); finance (section 2 – sources and flows of education expenditure); use of resources (section 3 - levels and uses of education expenditure); participation ( section 4 access to education, participation and progression); and, teachers and the learning environment (section 5). The statistical tables are presented at the end of each relevant analytical section.

Theoretically, all types of students and all age groups are meant to be included in the data: children (including those classified as exceptional), adults, nationals, foreigners, as well as students in open distance learning, special education programmes and educational programmes organised by ministries other than the Ministry of Education, provided that the main goal of the programme is the educational development of the individual. However, vocational and technical training in the workplace, with the exception of combined school- and work-based programmes which are explicitly deemed to be part of the education system, are excluded from the education expenditure and enrolment data.