The availability of accurate, timely and consistent data, both quantitative and qualitative, is essential for the effective monitoring of progress towards the EFA goals. Such data are also vital for evidenced-based education policy and for the rigorous evaluation of practice. Disaggregated data are needed to identify areas of greatest inequality.
The EFA Global Monitoring Report draws mainly on administrative data provided annually by national governments to the UNESCO Institute for Statistics (UIS). The 2006 report is based on data for the 2002/03 school year, the latest available from this source at the global level. They comprise a quality-assured data set, compiled in such a way that statistics are comparable fore the majority of countries, using the International Standard Classification of Education. Inevitably there is some time lag between the collection (and often the publication) of data by national governments and their release by UIS for use in this and other reports.
Efforts are underway to accelerate data collection. Success will depend in many cases upon governments strengthening their own data collection and analysis capacities. UIS is seeking to put in place a major programme of statistical capacity building, since the quality of data published reflects the quality of data that countries provide.
It should be noted that the Report also uses many other data sources, including national household surveys and specially commissioned country case studies. These enrich its analysis and enable the mapping of recent policy changes in countries and their potential impact on progress towards the achievement of EFA goals.
Education
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EFA - Global Monitoring Report
