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produces analytical publications using school census data. BANBEIS is planning to
publish data at the divisional and district level covering some basic indicators in
subsequent publications. The University Grants Commission also publishes an annual
report presenting the statistics of the public and private universities in Bengali every
year.

141. Apart from these publications, other concerned departments and divisional
education offices produce reports which include some basic statistics. However, due to
the unavailability of data, lack of skill and expertise, all these reports contain little or no
analysis of the data. The utilisation of the data is also low. Little information and limited
indicators are available in comparison with the data collected in the annual school
questionnaires. The various indicators to assess progress toward Education for All
(EFA) and MDG goals are not available. Also the quality and consistency of the data are
of concern among the users.

142. The distribution mechanisms of all these publications are not systematic.
There is a lack of clearly defined procedures and strategies. Sometimes potential or
actual users do not always receive the publications and, in most cases, barely enough
publications are produced for even internal users. There is no indication of distribution
of the information electronically.

143. Throughout the various data collections in the education sector (primary,
general secondary and tertiary) data are extensively collected and exist in the
databases. However, there is little useful information available and, at the same time,
little effective use of information. This status is common all across the levels (central to
local level). This low utilisation of statistics is partly due to: 1) the concerned statistics
unit being unable to produce useful information from the collected data; 2) weak
analysis capability and lack of human resources in the statistics and planning services;
and 3) little or no practice in the use of educational statistics among planners. Analysis
on the data from the EMIS databases and more in-depth use of the data for policy-
related measures would be needed. Furthermore, the delay in the production and
diffusion of statistics make the situation more severe. This is one of the main reasons
that other departments gather the data themselves. The data and information from
various households and censuses are also not used or effectively exploited, especially
socio-demographic data used for the projection of education demand and resources.

Analytical aspects

144. The rationale behind the whole chain of collection and production of statistical
data is to provide the data and information needed for sound management of the
education sector – to generate information and analysis of education issues which
would enlighten decision-makers, and to facilitate and support their decision-making
processes. This requires adequate training of the staff, and such training is not well
undertaken. It also requires development of a culture of data use, which is needed at
the highest levels of the Ministries of Education, after which it can permeate down to
other levels. At the same time, the technical difficulties to access the data for analysis
also discourage the staff and researchers to do the analysis. This situation stems from

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