Foreword
As the OECS Commission publishes this third issue of the OECS Education Statistics Digest we recall Steven Pinker’s reflections on one of the virtues of cognitive psychology, “the unaided human mind is vulnerable to many fallacies and illusions because of its reliance on its memory for vivid anecdotes rather than systematic statistics.” Our work and especially our accountability to the people of the region demand that we provide data on our performance and the programmes for which we are responsible. By doing so, we offer the means for objectively evaluating the value that our work adds to the advancement of the Economic Union. It is one sure way that we will be taken seriously. We recognize and acknowledge however, that the contributions we make to improve the lives of people in our region cannot always be presented in terms of raw data.
The Commission remains resolute in its efforts to strengthen its research capabilities and to have at its disposal, and that of the OECS Member States, a rich body of quality data to support the regional development agenda. For this reason, a newly established Research and Statistics Unit (RSU) within the structure of the Commission will direct the Research, Statistical and Data Management Work Programme of the Organization. The RSU’s mandate is to efficiently manage an integrative data production and research agenda across all spheres of social, economic and environmental operations of the Commission’s work in the region.
In seeking these improvements we remain alert to the fact that our efforts do not merely end with the production of statistics but rather in its use both by the Commission and our various stakeholders. For this reason, we are heartened to note that OECS States that have recently developed new Education Sector Development Plans have gone through an extensive situational analysis that is based on up-to-date education data as well as information from other relevant social and economic sectors. Also of note, is the increasing uptake of opportunities by our Education Planners and Statisticians to use simulation modeling to explore and compare the impact of implementing various policy options in the system. The new plans that have emerged from these processes are more reflective of the realities of those States and take better account of their limited human and financial resources.
Successive publications of the education digest have sought to introduce new features in our effort to improve the value of the product to end-users. This year’s publication is complemented by a digital version that is accessible on any computing device, including mobile handsets. This is in addition to the usual hardcopy as well as the downloadable electronic format from the OECS Commission’s website. We are assured that the digital format will encourage greater use and facilitate better interface especially among the younger demographics. This format will also enable further analyses by easily downloading data into excel files.
Another new feature in this year’s publication is the focus of analysis on one critical issue confronting the education systems of Member States. On this occasion, the internal efficiency of the school system is given attention by examining data on student dropout, repetition, and the pupil-teacher ratios. The analysis has helped to develop, for example, a profile of students who are at risk of either prematurely exiting school system or completing their course of study in more years than is expected. Such analyses and the research that will emerge from them should help develop more informed policies to address the pervasive problem of high student drop-out.
As was the case previously, this publication was made possible through the tireless efforts of our community of Statisticians and Education Planners in the OECS. The fact that the process was led by groups of these dedicated officers not only bears out their commitment to this initiative but gives assurances of its sustainability well into the future. We commend their dedication and that of the Commission’s staff who have facilitated the process.
It is our hope that the data presented meets the needs of all who seek information about the OECS education system. We should be glad for your feedback and suggestions on how we can improve future publications.
Didacus Jules (PhD.)
Director General
Organisation of Eastern Caribbean States