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end. The multi-year data are stored in one single database. The GIS map data are
captured and stored in Arcview format.

121. The data for technical institutions, professional institutions and both public
and private universities are processed manually and stored in Excel format by the
statistics division. The data of these institutions has yet to be integrated in the EMIS
database, and software development is under process.

122. The database structure evolved year by year. Changes and revisions are
made every year. The database structure for the year 2003 and school census of
secondary schools, colleges and Madrasah have been improved from the 1999 and
2001 school censuses. There are also some changes and revisions for the primary
school census for the year 2004.

123. For pre-primary and primary education, the MIS unit of the DPE has
developed the data capture programme to be used at the district level. It uses Microsoft
Access as its database platform and the interface programme was written in Microsoft
Access VBA. At the central level, there is another programme to append and merge the
data sent from the district EMISs to produce a national database.

Summary findings of data entry instruments

124. The development of a systemic approach, with capacity to produce both
quantitative and qualitative education indicators from the school census data, should
allow restructuring of data items by entering the questions around the pupils and their
environment. This could be supported in particular by the adoption of the concept of
pedagogical group as a focal point of the questionnaire. A pedagogical group approach
fulfils the traditional requirements of a quantitative analysis of the system, while offering
potential for analyses to understand variables related to the quality of education.

125. The current questionnaires collect information on students, staff, school
infrastructure and supplies, but each of these variables is in effect collected
independently within each school. This approach does not permit qualitative analyses,
for example the relationship between gender of teacher and the gender parity. If the
questionnaire is structured around the concept of a pedagogical group – which is the
group of students at one grade level taught by the same teacher at the same time in the
same classroom – the link between pedagogical group, teachers, classroom and
supplies can be analysed. Such analysis can only be undertaken if there is a linkage in
the data between students and their teachers.

5.3 Analysis on production and use of data and indicators

5.3.1 Information needs

126. A culture of decision-making using statistics is emerging among stakeholders,
and the demand for even more qualitative information is growing faster. Existing

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