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Strings Words Characters
32 2,118 16,293
All strings Browse Translate Zen
32 2,118 16,293
Read-only strings Browse Translate Zen
2 559 3,516
Strings with any failing checks Browse Translate Zen
1 75 510
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Overview

Project website github.com/worldbank/sdg-metadata
Instructions for translators

This project is limited to Russian translation only, for now.

More detailed instructions to come.
Project maintainers User avatar brockfanning
Translation license MIT License
Translation process
  • Translations can be made directly.
  • Translation suggestions are turned off.
  • Any authenticated user can contribute.
  • The translation uses monolingual files.
  • The translation base language can not be edited.
Source code repository https://github.com/worldbank/sdg-metadata
Repository branch master
Last remote commit Merge pull request #542 from weblate/weblate-sdg-metadata-1-1-1a 85d59a4a6e9
User avatar brockfanning authored a month ago
Last commit in Weblate Translated using Weblate (French) d54c7c98228
User avatar deblsyl authored a year ago
Weblate repository https://hosted.weblate.org/git/sdg-metadata/1-1-1a/
File mask translations-metadata/*/4-c-1.yml
Monolingual base language file translations-metadata/en/4-c-1.yml
Translation file Download translations-metadata/en/4-c-1.yml
Last change None
Last author None
4 weeks ago

String statistics

Strings percent Hosted strings Words percent Hosted words Characters percent Hosted characters
Total 32 2,118 16,293
Translated 100% 32 100% 2,118 100% 16,293
Needs editing 0% 0 0% 0 0% 0
Read-only 100% 32 100% 2,118 100% 16,293
Failing checks 6% 2 26% 559 21% 3,516
Strings with suggestions 0% 0 0% 0 0% 0
Untranslated strings 0% 0 0% 0 0% 0
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Resource updated

  1. SDG Metadata
  2. 4-c-1
  3. English
File “translations-metadata/en/4-c-1.yml” was added. 2 years ago
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  1. SDG Metadata
  2. 4-c-1
  3. English
<p><strong>URL:</strong></p>
<p>http://www.uis.unesco.org</p>
<p><strong>References:</strong></p>
<p>EMIS user&#x2019;s and buyer&#x2019;s guides: </p>
<p><a href="http://emis.uis.unesco.org/buyers-and-users-guide/">http://emis.uis.unesco.org/buyers-and-users-guide/</a></p>
<p>The Survey of Formal Education Instruction Manual <a href="http://uis.unesco.org/sites/default/files/documents/instruction-manual-survey-formal-education-2017-en.pdf">http://uis.unesco.org/sites/default/files/documents/instruction-manual-survey-formal-education-2017-en.pdf</a></p>
<p>The International Standard Classification of Education (ISCED): <a href="http://uis.unesco.org/sites/default/files/documents/international-standard-classification-of-education-isced-2011-en.pdf">http://uis.unesco.org/sites/default/files/documents/international-standard-classification-of-education-isced-2011-en.pdf</a></p>
<p>UIS Questionnaire on Students and Teachers (ISCED 0-4) </p>
<p><a href="http://uis.unesco.org/en/uis-questionnaires">http://uis.unesco.org/en/uis-questionnaires</a></p>
<p><strong>URL:</strong></p>
<p>http://www.uis.unesco.org</p>
<p><strong>References:</strong></p>
<p>EMIS user&#x2019;s and buyer&#x2019;s guides: </p>
<p><a href="http://emis.uis.unesco.org/buyers-and-users-guide/">http://emis.uis.unesco.org/buyers-and-users-guide/</a></p>
<p>The Survey of Formal Education Instruction Manual <a href="http://uis.unesco.org/sites/default/files/documents/instruction-manual-survey-formal-education-2017-en.pdf">http://uis.unesco.org/sites/default/files/documents/instruction-manual-survey-formal-education-2017-en.pdf</a></p>
<p>The International Standard Classification of Education (ISCED): <a href="http://uis.unesco.org/sites/default/files/documents/international-standard-classification-of-education-isced-2011-en.pdf">http://uis.unesco.org/sites/default/files/documents/international-standard-classification-of-education-isced-2011-en.pdf</a></p>
<p>UIS Questionnaire on Students and Teachers (ISCED 0-4) </p>
<p><a href="http://uis.unesco.org/en/uis-questionnaires">http://uis.unesco.org/en/uis-questionnaires</a></p>
2 years ago
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String updated in the repository

  1. SDG Metadata
  2. 4-c-1
  3. English
<p><strong>Sources of discrepancies:</strong></p>
<p>Nationally-published figures may differ from the international ones because of differences between national education systems and the International Standard Classification of Education (ISCED); or differences in coverage (i.e. the extent to which different types of education &#x2013; e.g. private or special education &#x2013; are included in one rather than the other).</p>
<p><strong>Sources of discrepancies:</strong></p>
<p>Nationally-published figures may differ from the international ones because of differences between national education systems and the International Standard Classification of Education (ISCED); or differences in coverage (i.e. the extent to which different types of education &#x2013; e.g. private or special education &#x2013; are included in one rather than the other).</p>
2 years ago
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String updated in the repository

  1. SDG Metadata
  2. 4-c-1
  3. English
<p><strong>Data availability:</strong></p>
<p>124 countries for pre-primary education, 141 countries with data for primary education, 103 countries for lower secondary education and 97 countries for upper secondary education with at least one data point in the period 2010-2021.</p>
<p><strong>Time series:</strong></p>
<p>1998-2021 in UIS database; 2000-2021 in the SDG global database.</p>
<p><strong>Disaggregation:</strong></p>
<p>By sex, level of education and type of institution (public/private). </p>
<p><strong>Data availability:</strong></p>
<p>124 countries for pre-primary education, 141 countries with data for primary education, 103 countries for lower secondary education and 97 countries for upper secondary education with at least one data point in the period 2010-2021.</p>
<p><strong>Time series:</strong></p>
<p>1998-2021 in UIS database; 2000-2021 in the SDG global database.</p>
<p><strong>Disaggregation:</strong></p>
<p>By sex, level of education and type of institution (public/private). </p>
2 years ago
User avatar None

String updated in the repository

  1. SDG Metadata
  2. 4-c-1
  3. English
<p>Accurate data on the number of teachers at each level of education who have the minimum required qualifications and the total number of teachers at each level in a given academic year are essential for calculating this indicator. Criteria for quality assessment include: data sources must include proper documentation; data values must be representative at the national population level and, if not, should be footnoted; data are plausible and based on trends and consistency with previously published/reported values for the indicator. </p>
<p>Accurate data on the number of teachers at each level of education who have the minimum required qualifications and the total number of teachers at each level in a given academic year are essential for calculating this indicator. Criteria for quality assessment include: data sources must include proper documentation; data values must be representative at the national population level and, if not, should be footnoted; data are plausible and based on trends and consistency with previously published/reported values for the indicator. </p>
2 years ago
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  1. SDG Metadata
  2. 4-c-1
  3. English
<p>The indicator should be based on available data on trained teachers for the given level of education, from all types of educational institutions in the country (public and private). The process for quality assurance includes review of survey documentation, review of the indicator values across time, calculation of measures of reliability, examination of consistency of indicator values derived from different sources and, if necessary, consultation with data providers.</p>
<p>Before its annual data release and the addition of any indicators to the global SDG Indicators Database, the UNESCO Institute for Statistics submits all indicator values and notes on methodology to National Statistical Offices, Ministries of Education or other relevant agencies in individual countries for their review and feedback. </p>
<p>The indicator should be based on available data on trained teachers for the given level of education, from all types of educational institutions in the country (public and private). The process for quality assurance includes review of survey documentation, review of the indicator values across time, calculation of measures of reliability, examination of consistency of indicator values derived from different sources and, if necessary, consultation with data providers.</p>
<p>Before its annual data release and the addition of any indicators to the global SDG Indicators Database, the UNESCO Institute for Statistics submits all indicator values and notes on methodology to National Statistical Offices, Ministries of Education or other relevant agencies in individual countries for their review and feedback. </p>
2 years ago
User avatar None

String updated in the repository

  1. SDG Metadata
  2. 4-c-1
  3. English
<p>The UIS maintains the global database used to produce this indicator. For transparency purposes, the inclusion of a data point in the database is completed by following a protocol and is reviewed by UIS technical focal points to ensure consistency and overall data quality, based on objective criteria to ensure that only the most recent and reliable information are included in the database. </p>
<p>The UIS maintains the global database used to produce this indicator. For transparency purposes, the inclusion of a data point in the database is completed by following a protocol and is reviewed by UIS technical focal points to ensure consistency and overall data quality, based on objective criteria to ensure that only the most recent and reliable information are included in the database. </p>
2 years ago
User avatar None

String updated in the repository

  1. SDG Metadata
  2. 4-c-1
  3. English
<p>The UIS has elaborated guidance for the countries on the methodology that should be used to calculate this indicator. ISCED mappings that help countries report their data in an internationally comparable framework are available on the website of the UNESCO Institute for Statistics (<a href="http://uis.unesco.org/en/isced-mappings">http://uis.unesco.org/en/isced-mappings</a>). </p>
<p>Administrative teachers&#x2019; data from schools and other organized learning centres are gathered through the national annual schools census. The collected data are usually stored in the national Education Management Information System (EMIS) according to procedures in place in each country.</p>
<p>To assist countries to make a more informed choice in relation to EMIS, by developing standards about what an EMIS must be able to do in order to supply accurate and valid information to education sector policymakers, school managers, and international organisations as part of international data reporting, the UIS in collaboration with the Global Partnership for Education, has developed EMIS user&#x2019;s and buyer&#x2019;s guides ( <a href="http://emis.uis.unesco.org/buyers-and-users-guide/">http://emis.uis.unesco.org/buyers-and-users-guide/</a>).</p>
<p>The UIS has elaborated guidance for the countries on the methodology that should be used to calculate this indicator. ISCED mappings that help countries report their data in an internationally comparable framework are available on the website of the UNESCO Institute for Statistics (<a href="http://uis.unesco.org/en/isced-mappings">http://uis.unesco.org/en/isced-mappings</a>). </p>
<p>Administrative teachers&#x2019; data from schools and other organized learning centres are gathered through the national annual schools census. The collected data are usually stored in the national Education Management Information System (EMIS) according to procedures in place in each country.</p>
<p>To assist countries to make a more informed choice in relation to EMIS, by developing standards about what an EMIS must be able to do in order to supply accurate and valid information to education sector policymakers, school managers, and international organisations as part of international data reporting, the UIS in collaboration with the Global Partnership for Education, has developed EMIS user&#x2019;s and buyer&#x2019;s guides ( <a href="http://emis.uis.unesco.org/buyers-and-users-guide/">http://emis.uis.unesco.org/buyers-and-users-guide/</a>).</p>
2 years ago
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String updated in the repository

  1. SDG Metadata
  2. 4-c-1
  3. English
<p>Regional and global aggregates are calculated as weighted averages using the denominator of the indicator as the weight. As described previously, where publishable data are not available for a given country or year, values are imputed for the purpose of calculating the regional and global aggregates.</p>
<p>Regional and global aggregates are calculated as weighted averages using the denominator of the indicator as the weight. As described previously, where publishable data are not available for a given country or year, values are imputed for the purpose of calculating the regional and global aggregates.</p>
2 years ago
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String updated in the repository

  1. SDG Metadata
  2. 4-c-1
  3. English
<h5><strong>At country level</strong></h5>
<p>The UIS estimates certain key items of data that may be missing or incomplete in order to have publishable estimates at the country level. Where this is not possible the UIS imputes missing values for use only for calculating regional and global aggregates.</p>
<p>For the purposes of calculating the percentage of trained teachers, the UIS may make one or more of the following:</p>
<p>&#x2022; An adjustment to account for over- or under-reporting, for example:</p>
<p>o To include teachers in a type of education &#x2013; such as private education or special education &#x2013; not reported by the country; and/or </p>
<p>o To include teachers in a part of the country not reported by the country.</p>
<p>&#x2022; An estimate of the number of trained teachers in each level of education if the country only reported data for combined levels (eg total secondary rather than lower and upper secondary separately).</p>
<p>In all cases estimates are based on evidence from the country itself (eg information from the data provider on the size of the missing component, via correspondence, publications or data on the Ministry&#x2019;s or National Statistical Office&#x2019;s Webpage, or via surveys conducted by other organizations) or on data from the country for a previous year. These figures may be published: (i) as observed data if the missing items are found in a national source; (ii) as national estimates if the country is persuaded to produce estimates and submit them in place of missing data; or (iii) as UIS estimates, if the estimates are made by the UIS.</p>
<h5><strong>At regional and global levels</strong></h5>
<p>Regional and global aggregates are derived from both publishable and imputed national data. Publishable data are the data submitted to the UIS by Member States or the result of an explicit estimation made by the Institute based on pre-determined standards. In both cases, these data are sent to Member States for review before they are considered publishable by the UIS. </p>
<p>When data are not available for all countries, the UIS imputes national data for the sole purpose of calculating regional averages. These imputed data are not published nor otherwise disseminated. </p>
<p>Where data are available for a country for both an earlier and a more recent year than the missing year, a simple linear interpolation is made. Where data are only available for an earlier year, the most recent value is used as an estimate. Similarly, where data are only available for a more recent year, the last value is used as an estimate.</p>
<p>Where the relevant data are not available at all for a country, estimates may be based on another variable which is clearly linked to the item being estimated. For example, trained teachers may be based on total teachers.</p>
<p>Where no data are available for the country in any year that can inform the estimate, the unweighted average for the region in which the country lies is used.</p>
<h5><strong>At country level</strong></h5>
<p>The UIS estimates certain key items of data that may be missing or incomplete in order to have publishable estimates at the country level. Where this is not possible the UIS imputes missing values for use only for calculating regional and global aggregates.</p>
<p>For the purposes of calculating the percentage of trained teachers, the UIS may make one or more of the following:</p>
<p>&#x2022; An adjustment to account for over- or under-reporting, for example:</p>
<p>o To include teachers in a type of education &#x2013; such as private education or special education &#x2013; not reported by the country; and/or </p>
<p>o To include teachers in a part of the country not reported by the country.</p>
<p>&#x2022; An estimate of the number of trained teachers in each level of education if the country only reported data for combined levels (eg total secondary rather than lower and upper secondary separately).</p>
<p>In all cases estimates are based on evidence from the country itself (eg information from the data provider on the size of the missing component, via correspondence, publications or data on the Ministry&#x2019;s or National Statistical Office&#x2019;s Webpage, or via surveys conducted by other organizations) or on data from the country for a previous year. These figures may be published: (i) as observed data if the missing items are found in a national source; (ii) as national estimates if the country is persuaded to produce estimates and submit them in place of missing data; or (iii) as UIS estimates, if the estimates are made by the UIS.</p>
<h5><strong>At regional and global levels</strong></h5>
<p>Regional and global aggregates are derived from both publishable and imputed national data. Publishable data are the data submitted to the UIS by Member States or the result of an explicit estimation made by the Institute based on pre-determined standards. In both cases, these data are sent to Member States for review before they are considered publishable by the UIS. </p>
<p>When data are not available for all countries, the UIS imputes national data for the sole purpose of calculating regional averages. These imputed data are not published nor otherwise disseminated. </p>
<p>Where data are available for a country for both an earlier and a more recent year than the missing year, a simple linear interpolation is made. Where data are only available for an earlier year, the most recent value is used as an estimate. Similarly, where data are only available for a more recent year, the last value is used as an estimate.</p>
<p>Where the relevant data are not available at all for a country, estimates may be based on another variable which is clearly linked to the item being estimated. For example, trained teachers may be based on total teachers.</p>
<p>Where no data are available for the country in any year that can inform the estimate, the unweighted average for the region in which the country lies is used.</p>
2 years ago
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