此为英文文档 International Standard Classification of Teacher Training Programmes,ISCED-T 2021

InternationalStandardClassification

ofTeacherTrainingProgrammes

ISCED-T2021

UNESCO

TheconstitutionoftheUnitedNationsEducational,ScientificandCulturalOrganization(UNESCO)wasadoptedby20countriesattheLondonConferenceinNovember1945andenteredintoeffecton4November1946.TheOrganizationcurrentlyhas195MemberStatesand11AssociateMembers.

ThemainobjectiveofUNESCOistocontributetopeaceandsecurityintheworldbypromotingcollaborationamongnationsthrougheducation,science,cultureandcommunicationinordertofosteruniversalrespectforjustice,theruleoflaw,andthehumanrightsandfundamentalfreedomsthatareaffirmedforthepeoplesoftheworld,withoutdistinctionofrace,sex,languageorreligion,bytheCharteroftheUnitedNations.

Tofulfilitsmandate,UNESCOperformsfiveprincipalfunctions:1)prospectivestudiesoneducation,science,cultureandcommunicationfortomorrow’sworld;2)theadvancement,transferandsharingofknowledge

throughresearch,trainingandteachingactivities;3)standard-settingactionsforthepreparationand

adoptionofinternalinstrumentsandstatutoryrecommendations;4)expertisethroughtechnicalcooperationtoMemberStatesfortheirdevelopmentpoliciesandprojects;and5)theexchangeofspecializedinformation.

UNESCOInstituteforStatistics

TheUNESCOInstituteforStatistics(UIS)isthestatisticalofficeofUNESCOandistheUNdepositoryforglobalstatisticsinthefieldsofeducation,science,technologyandinnovation,cultureandcommunication.

TheUISwasestablishedin1999.ItwascreatedtoimproveUNESCO’sstatisticalprogrammeandtodevelopanddeliverthetimely,accurateandpolicy-relevantstatisticsneededintoday’sincreasinglycomplexand

rapidlychangingsocial,politicalandeconomicenvironments.

Publishedin2022by:

UNESCOInstituteforStatistics

C.P250SuccursaleH

Montréal,QuébecH3G2K8

Canada

Email:

uis.publications@

ISBN:9789291892921

©UNESCO-UIS2022

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Designandlayoutby:Freire.Design,SL

Coverdesignby:AlfonsFreire

FOREWORD

Teachersaregenerallyconsideredthesinglemostinfluentialvariableinaneducationsystem

forachievingqualitylearningoutcomes.Therefore,reachingtheglobaleducationgoaland

targetswillgreatlydependonteachersthatareempowered,adequatelyrecruited,well-trained,professionallyqualified,andsupportedwithinwell-resourced,efficientandeffectivelygovernedsystems.

Initialandcontinuingprofessionaldevelopmentforteachersiskeytotheprofessionalisationoftheteacherworkforce.However,thedifferencesbetweennationalteachertrainingprogrammesmakeitdifficulttocomparecountriesandtomonitorprogresstowardsnationaland

internationalgoals,inparticulartomonitorSustainableDevelopmentGoal(SDG)target4.c:

By2030,substantiallyincreasethesupplyofqualifiedteachers,includingthroughinternationalcooperationforteachertrainingindevelopingcountries,especiallyleastdevelopedcountries

andsmallislanddevelopingStates.

TheInternationalStandardClassificationofTeacherTrainingProgrammes(ISCED-T)hasbeendevelopedtoofferasolution,throughthedefinitionofinternationallyagreedcategorieswhichwillsupporttheproductionofcross-nationallycomparablestatisticsonteachertraining.Its

creationwasendorsedduringthe40thsessionoftheUNESCOGeneralConferencein2019.

ThepreparationofISCED-TwasguidedbyaglobalTechnicalAdvisoryPanel(TAP),comprisedofexpertsinclassificationsandthosespecialisedinteachers’educationandqualifications

statistics.ThePanelincludedrelevantinternationalorganisationsandpartners,suchas

representativesoftheInternationalTaskForceonTeachersforEducation2030,Eurostat,theOrganisationforEconomicCo-operationandDevelopment(OECD),andtheUnitedNations

StatisticsDivision.Itwasalsoguidedbyanextensivereviewprocess,includingaseriesofformalconsultationsofMemberStates,UNESCOCategory1InstitutesandrelevantCategory2CentreswhichwascoordinatedbytheUNESCOInstituteforStatisticsandtheUNESCODivisionfor

PoliciesandLifelongLearningSystems(EducationSector).

TheambitionisthattheapplicationofISCED-Twillleadtomorereliableandcomparable

statisticsonteachertrainingprogrammes,whichinturnwillsupportthemonitoringofglobal

goalsandtargetsandultimatelyincreasetheprovisionofqualityandequitableeducationforall.

BorheneChakroun

Director

UNESCODivisionforPoliciesandLifelongLearningSystems

ISCED-T2021

3

TABLEOFCONTENTS

SECTION1|WHATISISCED-T?7

SECTION2|PURPOSEANDSCOPEOFISCED-T9

Purpose9

Scope9

SECTION3|UNITSANDCONCEPTSOFCLASSIFICATIONINISCED-T11

Mainunitsofclassification11

SECTION4|CODINGSCHEMEOFISCED-T13

Codingscheme13

SECTION5|EXAMPLESOFTHEAPPLICATIONOFISCED-T17

Example117

Example218

Example318

Example419

Example520

SECTION6|GOVERNANCEOFISCED-T21

SECTION7|RECOMMENDATIONSANDFUTURECONSIDERATIONS23

Recommendations23

Futureconsiderations23

GLOSSARY25

ISCED-T20215

LISTOFTABLES

Table1:Teachingpracticeratios12

Table2:ISCED-Tcodingscheme13

Table3:ISCED-Tcodingscheme:Example117

Table4:ISCED-Tcodingscheme:Example218

Table5:ISCED-Tcodingscheme:Example319

Table6:ISCED-Tcodingscheme:Example419

Table7:ISCED-Tcodingscheme:Example520

6ISCED-T2021

SECTION1

WHATISISCED-T?

1.TheInternationalStandardClassificationofTeacherTrainingProgrammes(ISCED-T)isaframeworkforassembling,compilingandanalysingcross-nationallycomparablestatisticsonteachertrainingprogrammesandtherelatedteacherqualifications.

2.ISCED-TisbasedontheInternationalStandardClassificationofEducation(ISCED),whichservestoclassifyeducationprogrammesandtherelatedqualificationsbyeducationlevelsandfields.

3.ISCED-TcomplementsISCEDwithadditionaldimensionsfortheclassificationofteachertrainingprogrammesaccordingtointernationallyagreedcategories.

ISCED-T2021

7

SECTION2

PURPOSEANDSCOPEOFISCED-T

Purpose

4.TheprimarypurposeofISCED-Tistoproduceinternationallycomparabledataonteachertrainingprogrammestoimprovetheavailabilityandqualityofteacherstatistics,especiallyaboutnationalprogrammesforpre-serviceteachereducation.

5.ThesecondarypurposeofISCED-Tistocontributedirectlytotheidentification,developmentandcollectionofdataatrelevantnational,regionalandinternationallevelsfor:

a.combinationsofteacherqualificationsandteachertrainingprogrammesthatmakeuppathwaystotheteachingprofession;

b.thescopeandqualityofteachingpracticewithinteachertrainingprogrammes;andc.knowledge,skillsandcompetenciesforteacherqualifications.

6.Atathirdlevel,ISCED-Tmayinfluencetheidentification,developmentandcollectionofdatarelatedtootheraspectsofteachertrainingprogrammesatnationalandregionallevels,

including,whererelevant:

a.in-serviceteachereducation;

b.postgraduateteachereducationstudies;

c.continuingprofessionaldevelopment(CPD)forteachers;

d.regionalandglobalcollaborationstoimprovethequalityofteachertrainingprogrammes;

e.researchintotheteacherprofession,includingnewpedagogies;

f.alternativepathwaystotheteachingprofession,includingteacherinternshipprogrammes;

g.newdigitalformsofteachertrainingprogrammes,certificationsandcredentials;andh.professionalstandardsforlicensingofteachers.

Scope

7.TheteachertrainingprogrammeistheprimaryfocusofISCED-T.Ateachertraining

programmeisdefinedasacoherentsetorsequenceofeducationalactivitiesdesigned

andorganizedtoachievepredeterminedlearningobjectivesoraccomplishaspecificsetofeducationaltasksoverasustainedperiodtoprepareteachersfortheiroccupation.

8.Thequalificationtowhichoneormoreteachertrainingprogrammesmayleadisclassifiedinthesamemannerastheassociatedteachertrainingprogramme,andisincludedin

ISCED-T2021

9

ISCED-T.Insomecases,ateachertrainingprogrammemaycomprisemorethanone

qualification.Teachertrainingprogrammesarealwayslinkedtoaspecificprovider,whichmaybepublicorprivate,andwhichcouldbeauniversity,collegeorsimilarbody.The

qualificationsearnedaretypicallyrecognizedbyagovernmentbody.

9.ISCED-Tcanbeappliedtoallpre-serviceteachertrainingprogrammesandteacher

qualificationsofferedgloballythattrainteachersforteachingatpre-primary,primary,

lowersecondaryanduppersecondarylevels.ISCED-Tcanbeappliedtoteachertrainingprogrammesofferedinbothpublicandprivateeducationalinstitutions.

10.ISCED-TisbasedonthebroaderISCEDclassificationdesignedtoclassifyeducation

programmesandtheresultingqualificationsintointernationallyagreedlevelsofeducation.ThebasicconceptsanddefinitionsofISCEDapplytoISCED-T.

11.ISCED-Tisaframeworkappliedacrossfivedimensionsofateachertrainingprogramme(seeSection3)namelythe:

a.ISCEDlevelofthequalificationobtaineduponcompletionoftheteachertrainingprogramme;

b.targetteachingleveloftheteachertrainingprogramme;

c.minimumeducationallevelrequiredforentryintotheteachertrainingprogramme;

d.theoreticaldurationoftheteachertrainingprogramme;and

e.teachingpracticeratio.

12.TheunderpinningcurriculumofateachertrainingprogrammeisnotclassifiedinISCED-Tas

therearemanyvariationswhichmaybebothgeographicallyandinstitutionallyspecific.

13.ISCED-Tisnotdesignedtoproducedatarelatedtothequalitativeelementsofteachertrainingprogrammes-suchastheassessmentofthelearningoutcomesofstudent

teachersorteachersuponcompletionofaprogramme,thequalityofthedeliveryofaprogramme,orthescopeofthecurriculumcontentofaprogramme.

10

ISCED-T2021

SECTION3

UNITSANDCONCEPTSOFCLASSIFICATIONINISCED-T

Mainunitsofclassification

14.ThebasicunitsofclassificationinISCED-Tareteachertrainingprogrammesandtherelatedqualifications.

15.ThelevelofthequalificationobtaineduponcompletionoftheteachertrainingprogrammeistheISCEDleveloftheteachertrainingprogrammeanditsrelatedqualification.

16.ThetargetteachingleveloftheteachertrainingprogrammeistheISCEDlevel(0-3)atwhichgraduatesfromtheteachertrainingprogrammewillteach(seeTable2).ISCED

levels4andhigherareexcludedastheyfalloutsidethetargetlevelsforteachertrainingprogrammesclassifiedinISCED-T.IfateachertrainingprogrammequalifiesgraduatestoteachatmorethanoneISCEDlevel,alllevelsareindicatedintheISCED-Tcodeoftheprogramme(seeSection4).

17.Theminimumeducationallevelrequiredforentryintotheteachertrainingprogramme1istheISCEDleveloftheminimumpriorlearningrequiredtogainaccesstoateacher

trainingprogramme,typicallythroughsuccessfulcompletionofaneducationprogramme,asdefinedinISCED2011:

a.Thepriorlearningmaybeformallylinkedtoateachertrainingprogrammeor

qualification,ormaybenon-formal,evidencedthrougharecognitionofpriorlearningprocesses.

b.Insomecases,workplaceexperiencemayalsoberequired,suchasinvocationalandoccupationalsettings,butthisinformationisnotconsideredinISCED-T.

18.Thetheoreticaldurationoftheteachertrainingprogramme2istheintendedtimeto

completetheprogrammemeasuredinfull-timeequivalents,whichistheprescribedlengthoftime,usuallycalculatedinyearsorpartsofayear,takenbyafull-timestudenttoachievethespecifiedlearningoutcomesoftheteachertrainingprogramme:

1AtthetimeISCED-Twasdeveloped,noteachertrainingprogrammethatrequiredadoctorateorequivalentdegreeforentryhadbeenobserved.

2ThefollowingISCEDrangesareusedasguidesfortheFTEdurationofteachertrainingprogrammes:ISCEDlevel2:durationtypicallyvaries

from2to5years;themostcommondurationis3years.ISCEDlevel3:durationtypicallyvariesfrom2to5years;themostcommondurationis3years.ISCEDlevel4:durationtypicallyvariesfrom6monthsto2or3years.ISCEDlevel5:durationtypicallyvariesfrom2to3years.ISCEDlevel6:thedurationofBachelor’sorequivalentlevelprogrammestypicallyvariesfrom3to4ormoreyearswhendirectlyfollowingISCEDlevel3,or1to2yearswhenfollowinganotherISCEDlevel6programme.ISCEDlevel7:thedurationofMaster’sorequivalentlevelprogrammes

typicallyvariesfrom1to4yearswhenfollowingISCEDlevel6,orfrom5to7yearswhendirectlyfollowingISCEDlevel3.ISCEDlevel8:durationisaminimumof3years.

ISCED-T2021

11

a.Iftheintendedtimeisarangeofyears,theaverageormostcommontimeneededtocompleteaprogrammeisused.

b.Iftheaverageormostcommondurationisunknown,theminimumtheoreticaldurationofaprogrammeisusedforclassification.

19.Teachingpracticeratioistheratioofthetheoreticaldurationofthework-based(in-school)componentoftheoverallteachertrainingprogrammerelativetothetheoreticaldurationofthesameprogramme:

a.Theteachingpracticeratioisexpressedasapercentageandcalculatedasthe

theoreticaldurationofthework-basedcomponent(numerator)dividedbythe

theoreticaldurationoftheprogramme(includingthework-basedcomponent)

(denominator).Forcross-nationalcomparativepurposesoneyearisdefinedas52weeks.

b.TeachingpracticeratiovaluerangesarespecifiedinTable1.TherangesarebasedonavailableinformationandcouldbefurtherrefinedduringfuturereviewsofISCED-T.

c.Theteachingpracticeratiocanbeappliedtobothgeneral/academicandprofessionalorientatedteachertrainingprogrammesbutwouldbemoreprevalentinprofessionalprogrammesandinternshippathways.

d.Iftheintendedtimespentonteachingpracticeisarangeofweeks,theaverageormostcommonteachingpracticetimeisused.

e.Iftheaverageormostcommonteachingpracticetimeisunknown,theminimumamountoftimestudentsinateachertrainingprogrammemustspendinteachingpracticeisusedforclassification.

Table1:Teachingpracticeratios

Code

Ratio

0

None

1

≤10%

2

>10%,<20%

3

≥20%

12

ISCED-T2021

SECTION4

CODINGSCHEMEOFISCED-T

Codingscheme

20.TheISCED-Tcodingschemecomprisesfivedimensionsofclassificationofteachertrainingprogrammes(seeTable2).

21.TheISCED-Tcodeisasequenceoffivenumbersintheorderofthefivedimensions.22.Forthefirstdimension,theISCEDleveloftheteachertrainingprogrammeisused.

23.Fortheseconddimension,ifateachertrainingprogrammeleadstomultipletarget

teachinglevels,alltargetlevelsareindicatedinthesecondelementoftheISCED-Tcode.Forexample,programmesthatqualifygraduatestoteachinloweranduppersecondaryeducation,arecodedas9.

Table2:ISCED-Tcodingscheme

1.Levelofthequalificationobtaineduponcompletionoftheteachertrainingprogramme

2.Lowersecondaryeducation

3.Uppersecondaryeducation

4.Post-secondarynon-tertiaryeducation

5.Short-cycletertiaryeducation

6.Bachelor’sorequivalentlevel

7.Master’sorequivalentlevel

8.Doctororequivalentlevel

ISCED-T2021

13

2.Targetteachingleveloftheteachertrainingprogramme

0.ISCEDlevel0

1.ISCEDlevel1

2.ISCEDlevel2

3.ISCEDlevel3

4.ISCEDlevels0and1

5.ISCEDlevels0,1and2

6.ISCEDlevels0,1,2and3

7.ISCEDlevels1and2

8.ISCEDlevels1,2and3

9.ISCEDlevels2and3

3.Minimumeducationallevelrequiredforentryintotheteachertrainingprogramme

1.ISCEDlevel1

2.ISCEDlevel2

3.ISCEDlevel3

4.ISCEDlevel4

5.ISCEDlevel5

6.ISCEDlevel6

7.ISCEDlevel7

8.ISCEDlevel8

9.Notspecified

14

ISCED-T2021

4.Theoreticaldurationoftheteachertrainingprogramme

1.≤1year

2.>1year,≤2years

3.>2years,≤3years

4.>3years,≤4years

5.>4years,≤5years

6.>5years,≤6years

7.>6years

5.Teachingpracticeratio

0.None

1.≤10%

2.>10%,<20%

3.≥20%

9.Notspecified

ISCED-T2021

15

SECTION5

EXAMPLESOFTHEAPPLICATIONOFISCED-T

Example1

44312

24.EarlychildhoodandprimaryschoolteachersinCountryAaretrainedatateachers’trainingcollege.Studentscangainaccesstotheteachertrainingprogrammeaftercompletingat

leastuppersecondaryeducation.Thepre-servicetrainingprogrammeforfull-timestudentshasadurationofoneyear,anditincludestwofour-weekperiodswherethestudent

teachersareplacedwithinschoolstoshadowpracticingteachers.Theteachertraining

programmeisnotofferedbyauniversitybutpreparesthecandidateforentryinBachelordegreestudiesand/orthelabourmarket.

Table3:ISCED-Tcodingscheme:Example1

ISCED-TDimension

Calculation/description

Coding

Levelofthequalificationobtained

PreparesforaBachelor’sdegreebutisnotofferedbyuniversities=Post-secondarynon-tertiaryeducation(ISCED4)

4

Targetteachinglevel

Earlychildhoodeducation=ISCEDlevel0

Primaryeducation=ISCEDlevel1

4

Minimumeducationallevelrequiredforentry

Studentscangainaccesstotheteachertraining

programmeaftercompletingatleastuppersecondaryeducation=ISCEDlevel3

3

Theoreticalduration

Pre-servicetrainingprogrammeforfull-timestudentsisoneyear

1

Teachingpracticeratio

8/52=15.4%=2

2

ISCED-T2021

17

Example2

68342

25.BothprimaryandsecondaryschoolteachersinCountryBrequireatleastaprofessionalBachelor’sinEducationDegree(BEd,fouryears).Studentscangainaccesstotheteachertrainingprogrammeaftercompletinguppersecondaryeducation(i.e.,theymusthave

aschoolleavingcertificatewiththerightsubjectcombinationsandaminimumof60%

aggregateinthetwomainteachingsubjects).TheBEdrouterequiresstudentteacherstospendtimeinschoolsfor8weeksinyears2and3,andfor12weeksinyear4.

Table4:ISCED-Tcodingscheme:Example2

ISCED-TDimension

Calculation/description

Coding

Levelofthequalificationobtained

BEd=ISCEDlevel6

6

Targetteachinglevel

Primaryeducation=ISCEDlevel1

Loweranduppersecondaryeducation=ISCEDlevels2and3

8

Minimumeducationallevelrequiredforentry

Studentscangainaccesstotheteachertraining

programmeafterobtainingaschoolleavingcertificate=ISCEDlevel3

3

Theoreticalduration

BEd=4years

4

Teachingpracticeratio

BEdrouterequiresstudentteacherstospendtimeinschoolsfor8weeksinyears2and3,andfor12weeksinyear4=(8+8+12)/208=28/208=13.5%=2

2

Example3

73623

26.UppersecondaryschoolteachersinStateCrequireatleastamaster’sdegreeineducationorarelatedfield.AccesstothequalificationisafirstdegreeatISCEDLevel6.TheMaster’sDegreeiscompletedovertwoyearsbyfull-timestudents,andoverfouryearsbypart-timestudents.Inbothinstancesaperiodof6monthsisrequiredforwork-basedlearning.StateCisinacountrywithahighlydecentralisedsystemofeducation.

18

ISCED-T2021

Table5:ISCED-Tcodingscheme:Example3

ISCED-TDimension

Calculation/description

Coding

Levelofthequalificationobtained

Master’sDegree=ISCEDlevel7

7

Targetteachinglevel

Uppersecondaryeducation=ISCEDlevel3

3

Minimumeducationallevelrequiredforentry

Studentscangainaccesstotheteachertraining

programmeaftercompletingafirstdegree=ISCEDlevel6

6

Theoreticalduration

2years

2

Teachingpracticeratio

6months=26/104=25%=3

3

Example4

69343

27.SecondaryschoolteachersinCountryDaretrainedthroughtwoparallelpathways.The

newlyintroducedteacherinternshippathwayislinkedtofour-yearBachelorinEducationdegreesatvariousuniversitiesacrossCountryD.Theprogrammecanbecompletedover6yearsonapart-timebasis.Studentteachersareplacedinschoolsfromtheoutsetand

needonlyaschoolleavingcertificateattheuppersecondaryleveltoenrolfortheBEd.Thehighlyimmersedwork-basedlearningenvironmentresultsinthisprogrammehavingtheequivalentofupto6monthsofteachingpracticeperyear.

Table6:ISCED-Tcodingscheme:Example4

ISCED-TDimension

Calculation/description

Coding

Levelofthequalificationobtained

BEd=ISCEDlevel6

6

Targetteachinglevel

Loweranduppersecondaryeducation=ISCEDlevels2and3

9

Minimumeducationallevelrequiredforentry

Studentscangainaccesstotheteachertraining

programmeafterobtainingaschoolleavingcertificate=ISCEDlevel3

3

Theoreticalduration

4years

4

Teachingpracticeratio

6monthsperyearovera4-yearFTE=50%=3

3

ISCED-T2021

19

Example5

69343

28.VocationallecturersinCountryEaretrainedwithinthesamepolicyframeworkasschool

teachers,althoughthecurriculaofthetrainingprogrammesaresubstantiallydifferent.Theprogrammeisbasedonafour-yeardegreeprogramme,andrequiresanuppersecondaryschoolleavingcertificateplusatleasttwoyearsofworkplaceexperienceforentry.Afull

yearofwork-basedlearningmakesupthefourthyearofthequalification.

Table7:ISCED-Tcodingscheme:Example5

ISCED-TDimension

Calculation/description

Coding

Levelofthequalificationobtained

Bachelor’s=ISCEDlevel6

6

Targetteachinglevel

Loweranduppersecondaryeducation(vocational)=ISCEDlevels2and3

9

Minimumeducationallevelrequiredforentry

Studentscangainaccesstotheteachertrainingprogrammeaftercompletingaschoolleaving

certificate&2yearsofexperience=ISCEDlevel3

3

Theoreticalduration

4years

4

Teachingpracticeratio

12monthsovera4-yearFTE=52/208=25%=3Internshiproute:No

3

20

ISCED-T2021

SECTION6

GOVERNANCEOFISCED-T

29.TheUNESCOInstituteforStatistics(UIS)isthecustodianofISCED-Tandisresponsiblefor

thedevelopment,maintenance,updatingandrevisionofthisreferenceclassification.TheUISalsoprovidesguidanceontheeffectiveandconsistentuseofISCED-Tfordatacollectionandanalysis.

30.TheUISaimstomaintainlinkswithcustodiansofotherprogrammeclassificationsrelevanttoteachertrainingprogrammesinordertoensureconsistencyacrossrelatedstandard

frameworks.

31.AnISCED-TCommitteeshouldbeformedinordertoadviseUISregardingtheclassificationofteachertrainingprogrammesandqualifications,toreviewthecurrentversionofISCED-Tandtoidentifypotentialareasforfurtherdevelopment.TheCommitteeshouldconsistof

UNESCO(asleadagencywithintheUNsystemoforganizations),custodiansofotherrelatedclassificationsasappropriate,andkeyeducationdatacollectionpartners,suchasOECD

andEurostat,aspermanentmembers.ThecompositionoftheCommitteemembership

shouldaimtobebalancedbothtechnicallyandgeographically,andthereforewouldincludeinadditionanumberofteachereducational,statisticalandclassificationexpertswith

knowledgeofISCED-Tandrepresentingdifferentregionsoftheworldonanon-permanent

basisaswellasrepresentativesfromtheresearchandusercommunity.

32.FurtherresponsibilitiesoftheUISinclude:

a.promotingtheuseofISCED-Tforcross-nationallycomparablestatisticsonteachertrainingprogrammes;

b.providingdocumentationandsupporttoenabletheUnitedNationsCommittee

ofExpertsonInternationalStatisticalClassifications(UNCEISC)toassessthe

classificationandtakeitthroughtheapprovalprocessforbecomingamemberoftheFamilyofInternationalStatisticalClassifications;

c.providingeffectivemechanismstoadvisecountriesonimplementation,includingguidancematerials,trainingandtechnicalsupporttoensuretheeffective

implementationandutilizationoftheclassificationthroughoutthewo