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This Wiki is about statistical data quality in general and more specifically about education data quality. It is a knowledge portal constituted of information related to the Data Quality Assessment Framework developed by UNESCO Institute for Statistics and the World Bank for assessing the quality of education statistics.

The objective of the project is to provide an interactive platform for anyone interested in participating to the development of this repository of knowledge about the Education DQAF.


The DQAF Manual

This section of the wiki is dedicated to the Data quality assessment operations that UIS is engaged in in close collaboration with various Sub-Saharan countries and partners. These operations are mainly quality assessment missions conducted in a country over a two weeks period by a group of specialists in education, education information management, education statistics and quality management. A report is presented to the national authorities in charge of Education and generally includes the mission findings, a diagnosis, some recommendations and proposals for a plan of actions aiming at durable quality improvement. The assessment is technically based on a principal framework derived from the data quality assessment framework (DQAF) developed originally by the IMF to assess the quality of major national macro-economic statistical series.
This manual is intended to mainly inform on what the DQAF is and How to use it.

The UIS Education DQAF

From here is presented the framework that the assessment team uses to evaluate the quality of the production and management of the system of statistics and decision making information for the education sector in the reviewed country. UIS and the World Bank built a prototype of that frame for the Education sector using the generic DQAF structure developed by IMF. It identifies practices relevant to assess the quality ; these practices are classified into indicators (3 digits), sub dimensions (2 digits) and then the 6 dimensions : 0 Pre-requisites of quality, 1 Integrity, 2 Methodological soundness, 3 Accuracy and reliability, 4 Serviceability, 5 Accessibility ; these dimensions span the whole information value chain. The prototype was progressively improved as presented in Main evolutions in the DQAF Methodology. At the time of the review, each practice is scored according to whether it is Observed, Largely observed, Largely not observed and Not observed.

DQAF Events

One might access from this page onward the whole list of achieved DQAF fact finding missions and, when approved by national authorities, the mission reports and the matrices as well as an executive summary of the report content presenting the findings, the recommendations and the proposals for a plan of action. A calendar of all past missions and meetings is also available from there.

Good practices

In addition to assisting individually reviewed country in improving the quality of its education management information, this Education DQAF overall initiative aims also at identifying goods practices in reviewed countries and letting them known to other countries as well as identifying documents presenting practices worth considering for further improvements the actions plans might introduced at country level. Recognised good practices are used in the scoring mechanisms. Good practices are grouped at the 3-digit level of the DQAF structure.

Countries

Every country is unique in her education systems, the organisation for the design and the monitoring of her education policies, and that of her system for official statistics ; this does not preclude sharing good practices and harmonisation programmes with neighbour countries, or at continental or international level. From this entry, one finds country pages describing the National education system, the National statistical system as well as the availability of national education data. The African countries are grouped according to regional economic communities ; some countries may belong to more than one community.

Education Management Information System (EMIS)

The Education management information system (EMIS) encompasses more than just the official statistics about the education statistical domain ; it was defined as a System for collection, processing, analysis, publication, dissemination, and rendering of information services for the management of educational resources and services. This is developed from this page onward by presenting excerpts from various policy or technical documents.

The Education statistics

Official statistics on education are an element for decision making for nation education authorities but also for government and for regional and international organisations created by their member countries. Comparability over time and space is a critical issue so are the harmonisation processes. This section of the wiki presents the main methodological issues related to education statistics. UIS role is to provide guidance to Member States on the use of international standards, so it is use as the main reference for this section of the wiki.

The Quality of statistics

Improving the quality of information for decision making is the overall goal of DQAF fact finding missions. This section presents the main frameworks existing so far to manage and assess quality and how they are linked together and with the Education DQAF framework ; including the general principles outlined by ISO for the management of quality, the South African statistical quality assessment framework (SASQAF), the National quality assurance framework (NQAF) being fine-tuned by a UN Expert group composed of national representatives and international observers and chaired by South Africa.

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