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economic reasons for not attending schools. Furthermore, one can study the impact of
educational level on employment prospects and economic return (external efficiency).

53. Some of the education-related surveys and censuses (either entirely
dedicated to education or including questions or components related to education)
which were conducted over the last five years by the BBS were:
• Household Expenditure Survey
• Sample Vital Registration Survey

54. Although there is a possibility to use the data from household surveys to
complement the administrative data produced by education ministries to formulate
better and more realistic education policy, so far, little evidence is registered on
utilisation of the surveys’ data in policy formulation and programme planning.

55. One of the most important data crucial for the education sector produced by
the BBS is population data. The data are normally derived from population censuses
and household surveys. Population data, particularly for the school-aged population, are
main components for the computation of a number of key indicators for the educational
sector, such as gross and net enrolment ratios, intake rates, etc. To produce education
indicators which require population data, the ministries (MOE, MOPME) depend on
projections produced by the BBS based on the last census. These demographic data
and their projections from the BBS are the country’s official data on population. The
BBS made population projections of a single year age group up to year 2015 based on
1991 Census and the sample vital registrations estimates. However, these data are
available at the national level only. In addition to that, a new population projection based
on the recent 2001 census has not yet been released. Furthermore, to derive the
relevant education indicators, such as GER and NER, school-age population data are
needed and a special request to the BBS is required.

4.2 Resource assessment

56. The quality of output and delivery capacity of statistics units are highly
dependent on the number and experience of staff and facilities. The following section
provides a brief assessment on the resource availability for the EMIS services in terms
of human, infrastructure and equipment, and financial resources at the different
administrative levels.

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