Educational Indicators-1.ppt

Planning in education

1. Educational Indicators
Abdallah Ahmed Suleiman

2. Introduction
•Developing significant plan need thorough
analysis of variety of indicators at different
level of planning covering various aspect of
education.
•Indicators are grouped into the following
groups; coverage of educational system,
internal efficiency of education and quality of
services and their utilization.

3. What is an indicators?
•An indicator is that points out or directs attention
to something(Oxford Dictionary)
•An indicator is something that give a broad
indication of the state of situation being
investigated.
•It reflect the way in which an objective can be
achieved as well as to what degree approximately
the objective has been achieved at any stage.
•It often compare the norms and standards

4. Characteristics Features of a Good
Indicators
•An indicator should provide useful information to
the policy makers
•Its ability summaries information without
distortions
•Its precision and comparability
•Its reliability and frequency of updating
•It allows to relate with other indicators for global
analysis.
•It measures how far or how close one is from the
objectives.

5. Forms of Indicators
•Indicators can be developed in a variety of
way
•The most common form of indicators is
representative indicator
•It involves the selection of a single variable to
reflect some aspect of educational system,
however it does not provide any justification
for selecting one variable rather than another.

6. Forms of Indicators
•Choosing one variable in education system is
an impossible task and the most
unsatisfactory
•That is why some of the indicators are
disaggregate in nature.
•Data is disaggregated for the purpose of
revealing underlying trends, patterns, or
insights that would not be observable in
aggregated data sets

7. Educational Indicators
•Education is viewed as a system input, process
and output
•Educational system receive inputs in the form
of new entrants,
•transforms these inputs through certain
internal processes and
•finally yields certain outputs in the form of
graduates

8. Educational Indicators
•The output from a given cycle of education is
defined as those students who completed the
cycle successfully and
•The input used in the process of education are
measured in terms of student years.
•Educational Indicators can be classified into
indicators of size or quantity, equity, efficiency
and quality.

9. Indicator of Access
•Access indicators are used to measure
whether school facilities are adequately
utilized.
•There are number of factors you need to
consider when using the access indicators
such as population of habitants, distance from
the house, mode of travel and time needed to
reach schools.

10. Examples of Indicators of Access
•Some of the commonly used indicators of
access:-
•Percentage of habitations according to the
population and distance norms accessed to
primary schooling facilities.
•Percentage of habitations according to
population and distance norms accessed to
upper primary schooling facilities

11. Examples of Indicators of Access
•Percentage of habitation of habitations served by
the primary and upper primary schools within
habitation and walking distance.
•Question
•Using examples from the Zanzibar and Tanzania
Mainland context show the most frequently
used indicators of access in primary and upper
primary level of education. Demonstrate your
answer with statistics and figures.

12. Indicator of Coverage
•By measuring the educational coverage we
mean interaction between demand and
supply
•Demand and supply in education means
children of specific age group utilizing the
educational facilities, which is termed as
supply.

13. Indicator of Coverage
•There are three indicators of coverage
commonly used:-
•Admission rate
•Enrollment ratio
•Transitional Rate

14. Indicator of Coverage
•It is also known as “entry or intake rate”.
•Admission rate plays an important role in
knowing coverage of entry age of the child
population(generally age -6) in the system.
•The rate is calculated in terms of Grade I
enrolment and population of age -6 years.

15. Indicator of Coverage
•When analyzed we notice that two type of
children are in Grade I. that is new entrants
and repeaters.
•When we computing the admission rate, only
the present member of cohort( new entrant in
Grade I) are considered.
•Repeaters are ignored as they are the
members of some previous cohorts.

16. Indicator of Coverage
•Significance of Admission rate
•Admission rate is of interest both to the policy
makers and planners
•It play significant role in in enrolment projections
and forms the basis of future enrolment
•Admission rate should be computed separately
for boys and girls and for urban and rural, and
between minority and majority population.

17. Indicator of Coverage

18. Indicator of Coverage
•The apparent admission rate present total
entrants in Grade I irrespective of age, which
means that children above and below age 6
are also included in the enrolment
•This may results into a rate more than
hundred in some cases. That is why the rate is
considered as a crude indicator of access and
is not expected to present the true picture of
the coverage.

19. Indicator of Coverage
•If total enrolment of Grade 1 is considered in
place of new entrants, the corresponding rate is
known as gross admission rate which is termed
crude indicator.
•Age specific admission rate is computed which is
considered a better indicator of coverage is also
known as Net Entry (Admission) Rate.
•It considers new entrants of age-6 in Grade I in
place of the total new entrants. This rate can not
cross to hundred percent.

20. Enrollment Ratio
•Enrollment ratio is simply the division of
enrollment by population which represents
extent to which the education system is
meeting the requirement of the child
population.
•Two question may raise which level and
population of which age.

21. Enrollment Ratio
•Over-All enrollment Ratio(OAER)
•It provide the picture of the entire educational
system
•For a school system, it consists of Grade I to
XII,
•OAER is simply the division of total enrolment
in Grade I-XII to the corresponding school age
population, (6-17 years)

22. Enrollment Ratio
•In the numerator total enrolment in Grade I-
XII is considered irrespective of age but
denominator, corresponding school age
population is considered.
•Sometime it may cross over hundred
•Find out what are the limitation of using this
indicator of coverage.

23. Enrollment Ratio

24. Age Specific Ratio
•The Age Specific Ratio for a particular age or
age group.
•It is the division of enrolment in a year “t” in
age group “a” at all the levels of education in
any grade by a population of a particular age
“a” in the year ”t”
•Find out its significance to the policy makers
and its limitation.

25. Age Specific Enrolment Ratio

26. Age

27. Level Enrollment ratio
•There are two indicators i.e. Gross Enrollment
Ratio and Net Enrollment ratio.
•The gross enrolment ratio(GER) is a division of
enrolment at school level “I” in a year “t” by a
population in age group ”a” which officially
correspond to that level “I”

28. The gross enrolment ratio(GER

29. The Gross Enrolment Ratio(GER)

30. Net Enrolment Ration
•Net Enrolment Ration it excludes over age
and underage children from enrolment
though they are very much in the system.
•Despite limitation. The ratio seems to be more
logical than the other ratio.

31. Net Enrolment Ration

32. Net Enrolment Ration

33. Transition Rate
•Transition rate base on “the student flow analysis”
•The flow of students into, through and between
educational cycle is determined by the following
factors:-
•Population of the admission rate(generally 6 years),
•students flow into the system the admission rate
•student flow through the system; promotion rate,
repetition and drop out rates
•Students flow between systems: transition rate.

34. FLOW DIAGRAM

35. Transition Rate

36. Question for Seminar
A.Identify different types of Indicators within
educational system. Consider its significance
and limitation in its application.
B. Using examples from the Zanzibar and
Tanzania Mainland context show the most
frequently used indicators of access in
primary and upper primary level of
education. ?Demonstrate your answer with
statistics and figures.

37. Question for Seminar
C. Identify different types of Internal Efficiency
Indicators within educational system.
Consider its significance and limitation in its
application.