The designations employed and the presentation of the material in this publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area, or of its authorities, or concerning the delimitation of its frontiers or boundaries.
Les analyses et les recommandations concernant les politiques présentées dans ce rapport ne The analysis and policy recommendations of this Report do not necessarily reflect the views of UNESCO. The Report is an independent publication commissioned by UNESCO on behalf of the international community.
It is the product of a collaborative effort involving members of the Report Team and many other people, agencies, institutions and governments. Overall responsibility for the views and opinions expressed in the Report is taken by its Director.
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 and to facilitate better national and local planning and evaluation.
This Report draws heavily on administrative data provided annually by national governments to the UNESCO Institute for Statistics (UIS). Those for the 2001/02 school year are the latest available from this source. They comprise a quality-assured data set, compiled in such a way that statistics are comparable for 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.
Major efforts are under way by UIS to accelerate data collection and halve the current two-year time lag. Success in this endeavour will depend in many cases upon governments strengthening their own data collection and analysis capacities, with assistance from UIS and other agencies. UIS is also 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 studies. These enrich its analysis and enable it to map recent policy changes in countries and their potential impact on progress towards the achievement of EFA goals.
For more information about the Report,
EFA Global Monitoring Report Team
c/o UNESCO,7 place de Fontenoy
75352 Paris 07,France
Tel: +33 1 45 68 21 28
Fax: +33 1 45 68 56 27
Published in 2004 by the United Nations Educational, Scientific and Cultural Organization
7,place de Fontenoy,75352 Paris 07 SP
Graphic design by : Sylvaine Baeyens
Iconographe: Delphine Gaillard
Printed by Graphoprint, Paris
Printed in France
Previous EFA Global Monitoring Reports
2003/4 - Gender and Education for All –THE LEAP TO EQUALITY
2002 - Education for All –IS THE WORLD ON TRACK?
EFA Global Monitoring Report 2005:
Chapter 1: Understanding education quality
Chapter 2: The importance of good quality: what research tells us
Chapter 3: Assessing progress towards the EFA goals
Chapter 4: Policies for better quality
Chapter 5: Meeting our international commitments
Chapter 6: Towards EFA: the quality imperative
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