Methodological documents

Methodological Guides

Compilation of the main indicators for analysis of the relationship between education/training and employment
October 2017

UNESCO’s IIEP-Pôle de Dakar, with this publication, offers some context to those indicators that are most common and relevant to the countries of Sub-Saharan Africa.

Methodology of national education accounts
September 2016

UNESCO Institute for Statistics (UIS), UNESCO International Institute for Educational Planning (IIEP), and IIEP Pôle de Dakar 

Education Sector Analysis Methodological Guidelines - Volume 1
September 2014

The first volume features methodologies for assessing six sector-wide thematic areas: Context; Access; Costs and Financing; Quality, System Capacity and Management; External Efficiency; Equity.

Education Sector Analysis Methodological Guidelines - Volume 2
September 2014

The second volume covers four sub-sectors: early childhood development, higher education, literacy and non-formal education, and technical and vocational education and training.

Teacher Training Initiative in Sub-Saharan Africa (TTISSA)
January 2010

The TTISSA initiative provides support to UNESCO member states in the elaboration of a global teaching policy.
 

Methodological Notes

Approach to the identification of obstacles to the implementation of vocational education and training policies
February 2018

This approach proposes a framework of methodological references that can become a common tool for the identification of obstacles to the implementation of vocational education and training policies

Household Education Spending, Approach and estimation techniques using household surveys.
September 2013

Beïfith Kouak Tiyabn, Jean-Claude Ndabananiye. Pôle de Dakar - IIPE, UNESCO. September 2013.

Measuring the Global Education Coverage of a Country: School-Life Expectancy. Kokou Amelewonou and Mathieu Brossard. December 2004.
December 2004

This note explains how to calculate school-life expectancy (SLE), or the average number of years of education the children of a country may hope to complete given the conditions offered by its educ

Schooling Profiles. Nicolas Reuge. December 2004.
December 2004

The aim of this methodological note is to characterize the notion of schooling profiles by reviewing the different computation approaches available and their respective interpretations.
 

Technical Note: Costs and Funding. Pôle de Dakar. November 2004.
November 2004

This note indicates the methods to: (i) distribute transversal education expenditure among the relevant levels; (ii) calculate the total average teaching cost on the basis of the average costs of v

Measuring Progress Towards Universal Primary Education. Nicolas Reuge. June 2004.
June 2004

The objective of this note is to recall the definitions of some of the key indicators of education systems’ coverage and determine their interpretations.

The Internal Efficiency Coefficient. Luc Gacougnolle. June 2004.
June 2004

This document indicates how to evaluate the efficiency of an education system on the basis of its student flows.
 

Stakes, Lessons Learned and Propositions to Monitor the Fast Track Partnership. Marie Dorléans and Elsa Duret. February 2004.
February 2004

This note aims to clarify the stakes and objectives of the sector reviews in the light of the Fast Track partnership, drawing conclusions from the reviews carried out in Francophone Africa and reac

Training Module for Education Financial Simulation Models. For the World Bank Institute; Alain Mingat and Mathieu Brossard. October 2003.
October 2003

This document is a training module aimed at African officials involved in the definition and planning of education policies.

Simulation for Education Sector Analysis. Pôle de Dakar. March 2003.
March 2003

This document gathers definitions and examples of the notions of growth rates and linear interpolation, decrypting some of the indicators used in the field of education.

Switching from Current to Constant Currency. Pôle de Dakar, January 2003.
January 2003

This note indicates how to use a GDP deflator.