The collection and analysis of timely data is critical in education planning and development. Education statistics provides a means for conducting both quantitative and qualitative analysis. The information garnered from such analysis is vital in assisting with the development of policy and strategies for further improving the education system.
This is the third edition of the OECS Statistical Digest. Member States of the Organization of Eastern Caribbean States (OECS) produces this annual report to help inform policy- makers about the progress of education in the region. Annual school census data collection is held on October 15 yearly. Data presented in this digest is based on submissions from schools in response to the 2013/14 academic year annual schools’ questionnaire information from which was submitted by the respective Ministry of Education from the early childhood to tertiary level of education to the OECS Commission. Historical data has been included to reflect changes over time. This year’s edition features an in-depth analysis of data presented in Chapter 4 - Internal Efficiency specifically (repetition, drop outs and pupil-teacher ratios).
This digest is a tool which is useful to guide and assist decision makers in observing current trends and realities in OECS education system. It is hoped that the information contained in this digest will allow for open communication, research and reflection on issues in OECS education. The data contained also presents data which allows for analysis of trends, the assessment and monitoring of system performance which can be used to propel necessary action for improving education. The data collected are used to calculate indicators necessary to track and monitor progress towards the attainment of targets and goals in the OECS Education Sector Strategy (OESS), Education For All (EFA) and Millennium Development Goals (MDG).
The preliminary chapters of the Digest provide brief details on country demographics and pictorial representation of the general structure of education systems in the OECS. The other chapters detail the number of Institutions, information on leaders and teachers, data on student enrolment, a look at the internal efficiency of the systems, system outputs – specifically examination results – and some information on financing education.
Introduction