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improve the quality of data are somewhat in place. The factors concerning the quality
assurance context are:
• Resources
• Quality awareness
• Transparency
• Source of data
• Timeliness and periodicity
• Relevance
• Metadata accessibility
• Assistance to the users

157. As shown in the graph below, although the major criteria (i.e. methodology
soundness, serviceability and accessibility) are above average, the other criteria (pre-
requisites of quality, accuracy, reliability and integrity) are below average in the primary
education sector. However, the situation in the post-primary level seems to be better as
all the criteria are average and above.

Prerequisites to quality
100%

80%
60%
Accessibility Integrity
40%
20%

0%

Functionality Validity BANBEIS, MOE
DPE, MOPME

Accuracy and reliability

158. Since the minimum professional competencies, as well as the necessary
foundation and mechanism for the EMIS are already there, the required action for
policymakers is to clearly formulate their demands for data or indicators and further put
in place the adequate institutional framework and resources (human, technical and
financial) required to address the identified needs. In turn, clear goals should be set for
the statistics units. The goals need to be regularly monitored and achievements

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