INTRODUCTION
The concept of an Education Statistical Digest (ESD) for the OECS sub-region emanated out of the need for accurate and timely data and information from the national education systems of member states that could easily be the basis for quantitative and qualitative analysis, further research, and ultimately the development of policy and strategies targeted at the on-going development of a well-informed, robust education system that meets the ever-evolving needs and challenges of the global environment. Over the past years, UNICEF through the OECS Commission, has supported the continuous improvement and expansion of the OECS ESD into an annual report on the status of education in the sub-region.
The ESD has seen marked improvements over time as a result of the indefatigable efforts of the staff at the EDMU and the Statistical Services Unit (SSU) at the OECS Commission, supported by a team of very able and committed statisticians and education planners from the OECS states. The ESD is therefore a useful resource for tracking indicators that monitor and evaluate progress towards the attainment of targets and goals in the OECS Education Sector Strategy (OESS), as well as the Education for All (EFA) and the Sustainable Development Goals (SDG) proposed by UNESCO.
As with previous editions, this seventh edition of the ESD is the summary of data submitted by education institutions throughout the sub-region in response to the annual schools’ questionnaire; this edition responds to data for the 2017-18 academic year. The questionnaire covers all levels of education from early childhood to tertiary level, and is usually managed by the respective Ministries of Education; completed questionnaires were summarized by the member state statisticians, and the EDMU and SSU provided guidance and support to the ESD Lead Team in the final compilation of the work.
The preliminary section of the Digest provides important background information on country demographics and the general structure of education systems in the OECS region. Subsequent chapters detail the number of institutions; information on leaders and teachers; data on student enrolment; the internal efficiency of the systems; system outputs – specifically examination results; and some information on the financing of education in the sub-region. Recently, the inclusion of historical data has enhanced the presentation by reflecting changes over time. The ESD therefore assists decision-makers in identifying and considering trends and realities in OECS national education systems for open communication, research, reflection, further analysis, assessment and monitoring of system performance.
Education leaders and policy-makers, teachers, students and parents will find herein a wealth of information that can assist in more meaningful participation and benefit from, their educational environment. Development partners and donors will find justification for their support, as well as a rationale for expanding support into new areas, while academia will find timely and readily available data and information on education in the sub-region.