This edition of the OECS Education Statistical Digest captures statistics from the Early
This ninth-annual publication of the Digest begins to provide an account of the recovery effort in the wake of a global pandemic which caused significant disruptions in the provision of education and social services in the region. COVID-19 itself provoked several changes in relation to education practice and policy. This experience has necessitated deep reflection within the Commission and OECS Member States. Ironically, although we have made significant strides to fully embrace data-driven decision- making, the pandemic proved that our structures were not robust enough and that there are other indicators that need to be tracked to understand the status of education better.
Capacity constraints continue to hamper our ability in the region to deliver on our mandate to learners. In addition, increasing vulnerability due to climate change, emerging health crises and geopolitical conflicts add to the challenges we already have as we aim to improve access to quality education. Despite these challenges, the regional education sector cannot underestimate the importance of timely and accurate information. We also must maintain sight of the critical role that teachers and school leaders play in collecting and managing data. There is a growing need to better engage these stakeholders in the data management process. Teachers and schools must better understand the value of education data in their practice and for the broader purpose of education sector management
In response to the above, the Education Development Management Unit (EDMU) has continued to engage with Member States and Development Partners such as UNICEF, UNESCO, World Bank Group, KIX LAC, and GPE to strengthen capacity. Strengthening capacity involves integrating technologies such as Education Management Information Systems (EMIS), developing a regional Monitoring, Evaluation, Reporting, and Learning (MERL) platform, conducting Knowledge Exchanges, and training education Planners and Statisticians.
Building on improvements from the last publication, I am pleased to acknowledge the Digest team’s improved efficiency. It is worth noting that the Member States provided data at a relatively early stage for this edition. The Digest document continues to be a well-referenced document with the likes of policy planners, researchers and development partners. The work of producing education data and statistics is becoming increasingly important on a global scale. Amidst several competing priorities and crises, data is needed to validate and justify the resources that are invested in the education sector. It is also important to leaders in the sector to identify where investments are having the desired impact. As such, efforts will continue to keep improving the Digest both in terms of its distribution and value to stakeholders at all levels.