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EFA Goal Two: Providing Free and Compulsory Primary Education for All 29●●●●●●Standardized assessment and evaluation tests should be conducted.Gender issues (parity, equality, equity) should be included in the monitoring andassessment.Standards should be set for schools to meet the needs of children withdisabilities.Focal points should be identified at the local level to assist in the assessment.Parent teacher associations (PTAs) should be involved in the assessment.Education planners from South Asia also recommended looking at the followingindicators in the assessment and monitoring process:• coverage• teacher-pupil ratio• percentage of trained teachers• facilities• correlation between enrolment and gender, geographical location, socioeconomicstatus• learning content: competency-based assessments• assessment of mode of delivery• availability of assisted devises in school3.4 Recommendations for NGO Participation in the AssessmentProcessAll participants agreed that NGOs, including community-based organizations should beinvolved in the assessment process, even as early as implementing pilot programmes.They can also enter into partnerships with other stakeholders, be involved in jointreview exercises and also act as an external evaluator or watchdog to the assessmentprocess.Some participants also suggested that NGOs can undertake assessment andmonitoring using tools and mechanisms already in existence in the country.It was also stressed that NGOs, UN agencies and other stakeholders follow themandate and agenda of the host country in conducting an assessment. There has tobe clear terms of reference, and standardized procedures for the assessment.Other recommendations for the possible roles NGOs can take in the assessmentprocess are:●●FundingInvolvement in data collection and analysis, including helping identify out-ofschoolchildren, and in the assessment of children with special needs.Education for All: Reaching the Unreached