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Introduction to the National and Regional Mid-Decade Assessment 7●●Case studies may be undertaken, especially in areas where standard statisticsare not available and inadequate.The structure and process of implementation should be examined carefully toidentify how the policies were differently implemented with regard to the differenttarget groups.The current plan aims to mobilize national and regional organizations and resourcesand produce a first draft of national working reports with raw data 2 by the end of 2006,which would enable the GMR Unit to further follow up any useful materials from theglobal reporting point of view.Subsequently, the country teams will continue to work on the analysis andpolicy-anchoring of the reports to be ready before the end of 2007. The Sub-regionalSyntheses of the assessment should be available for a 2008 Regional Policy Reviewfor setting the agenda for the remaining period up to 2015.National, Regional and Global Monitoring and AssessmentAbove all, it is the prime responsibility of the Government, which is accountable for itsown policies, to implement, monitor and assess the education reform processes andoutcomes in their own countries. The main expected outputs of the EFA mid-decadeassessment are national assessment reports from participating countries in the region.An output at the regional level will be a Regional Synthesis Report, summarizing themajor issues and patterns of achievements and remaining disparities drafted bya group selected by the country teams of the respective sub-regions. The policyimplications for the remaining period up to 2015 will be the themes of the subsequentregional policy review.Predictably and rightfully so, the resultant national reports on internal disparities in theachievement of quality education will be largely for internal use as part of their ownnational development plans and strategies. The sub-regional and regional synthesisreports can also be used by the sub-regional, regional and international bodiesconcerned with education and other development goals.All the above does not exclude or replace the need for an “independent” GlobalMonitoring Report. Instead, as the national assessments are largely inward-looking2Caveat: Please note that the “raw data” utilized by the countries for their internal analysis are oftennot ISCED standardized and UIS quality-controlled and therefore may not be appropriate for comparisonacross countries with different education structures. For comparative purposes, you may refer to thedata set published by UIS (www.uis.unesco.org).Education for All: Reaching the Unreached
8 EFA Mid-Decade Assessmentand somewhat parochial in details, the unique role of the GMR, with a focus on globalthemes and strategies, is enhanced. Only the GMR can take a global perspective,further strengthened by the availability of the details at country levels.1.2 Guidelines on the Mid-Decade AssessmentKo-Chih Tung, Regional Advisor, <strong>UNESCO</strong> Institute for StatisticsAll countries in the region are invited to participate in the EFA mid-decade assessmentand take charge of their own national EFA assessment in line with the calendarpresented in the text box on the next page. The management of the nationalassessment will be the responsibility of the National Government as this is critical tothe ownership of the process.Preliminary assessment tasks include the following:Set up● Designation of an inter-agency methodological advisory and/or steeringcommittee to guide the assessment objectives, content, strategies, and methods.● Drafting of terms of reference for the overall assessment committee and thedesignation of specific membership.●●●Identification of issues of funding, national capacities, and subsequent needs foradvisory services, technical assistance and capacity-building.Cost estimation and financial planning.Design and development of an analytical framework, methods, schema, andindicators for assessment.Implementation● Design and development of data collection from various sources:• NSO demographic censuses and household surveys• Ministry administrative data collection• Multiple Indicator Cluster Surveys (UNICEF)• Specialized case studies and sample surveys●●Data analysis, utilizing internationally accepted indicators, measurement andanalysis of inequalities and disparities.Policy analysis, interpretation of findings, formulation of conclusions andrecommendations.Education for All: Reaching the Unreached
Page 2 and 3: EFA Mid-Decade AssessmentEducation
Page 4 and 5: Preface1ForewordiiiHow close are co
Page 6 and 7: Prefacevcommunities where the langu
Page 8 and 9: Table of Contents1Table of Contents
Page 10 and 11: Table of ContentsixTable of Content
Page 12 and 13: Table of ContentsxiThis document co
Page 14 and 15: IntroductionxiiiEFA Mid-Decade Asse
Page 16 and 17: Introduction to the National and Re
Page 32 and 33: EFA Goal One: Expanding Early Child
Page 40 and 41: EFA Goal Two: Providing Free and Co
Page 50 and 51: EFA Goal Three: Promoting Life Skil
Page 62 and 63: EFA Goal Four: Improving Adult Lite
Page 68 and 69: EFA Goal Five: Achieving Gender Par
Page 70 and 71: EFA Goal Five: Achieving Gender Par
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EFA Goal Five: Achieving Gender Par
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EFA Goal Five: Achieving Gender Par
Page 76 and 77:
EFA Goal Six: Enhancing Educational
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EFA Goal Six: Enhancing Educational
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Country Work Planning Guide 658Coun
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Country Work Planning Guide 678.4 N
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Country Work Planning Guide 69Pleas
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Addendum 71TWG on EFA member agenci
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Annexes 7315.30-16.00 Break16.00-17
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Annexes 7515.00-15.30 Break15.30-16
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Annexes 7710.2 List of Participants
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Annexes 79CHINAINDIAINDONESIADong J
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Annexes 81MALAYSIAMALDIVESKhammoune
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Annexes 83NEPALPAKISTANShagdarsuren
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Annexes 85THAILANDVIET NAMCharuaypo
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Annexes 87Rehabilitation Internatio
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Annexes 89Dominique ALTNERChief, Ed
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Annexes 91Education for All: Reachi
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