EFA, MDGs and National Indicators
These Technical Guidelines propose a number of characteristics and phenomena, as well as a set of core indicators on the international targets, that are used to describe or measure the main components of basic education, relating to access, quality, relevance and affordability. They are grouped according to the six target dimensions contained in the Framework for Action to Meet Basic Learning Needs, which was agreed at the World Conference on Education for All (Jomtien, Thailand, March 1990), and the Education Sector Strategic Plan and Policy Document.
The CCM Forum aims at obtaining a comprehensive review of progress, achievements and shortfalls in the provision of basic education for all children, youth and adults. The data required for deriving the core indicators and other measures cover all components of basic education, as outlined in the national and international conventions to ‘Meet Basic Learning Needs’. This means all of the main actors and categories of persons involved (pupils, teachers, illiterates, etc.), all types of educational institutions and programmes (public and private, formal and non-formal), and all levels of public expenditure on education (by central, regional, provincial and local government) play critical roles in the success of the programmes and plans.
The information gathered at the end of the session seeks to elucidate two general concerns that are important for education policy: (i) the evolution or trends in the provision of basic education and in its impacts, and (ii) disparities in the provision of basic education.
The disaggregation of data is essential to measure important disparities in the provision of basic education. Special attention is given to identify disparities in education and literacy by gender, between major geographical or administrative units (e.g. rural, urban), between urban and rural areas, and between public and private educational institutions and programmes. To the extent possible, the core national and international indicators are disaggregated according to all these dimensions in order to measure the degree of disparity and to identify the disadvantaged areas and population groups for priority attention.