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Quality of data

               Findings
               171.       There exists a data validation mechanism at the  Upazila level for primary
               education. However, due to a lack of skills and human resources, rigorous measures
               cannot be undertaken. At the secondary and tertiary levels, data validation is done
               centrally by BANBEIS. The centralised data processing makes it more difficult and there
               is little local participation in data validation as well as utilisation of data. All these factors
               in turn affect the reliability, consistency and timeliness of data.

               172.       After schools have completed the questionnaires, these forms are submitted
               to the sub-district (Upazila/Thana) education officers. They are the first education
               authorities to validate the data submitted from schools. They are the officials who
               actually monitor and know the situation of the individual school  in his/her authority.
               However, most of the capacity building activities and training only reached the district
               level and rarely touch further levels.

               173.       During the study, it was found that the EMIS software used in both ministries
               have few or no automated built-in data validation functions. Error and missing data
               reporting facilities are very limited.

               174.       The findings show that there remain serious concerns yet to be fully
               addressed about the accuracy and quality of the EMIS data, especially enrolment data
               by age. The quality of current data by age is so weak that it is difficult to do any age-
               related data analysis.

               Recommendations

               175.       The instructional manual and checklist on validation of the data on school
               census forms should be prepared and distributed. Follow-up training is to be organized
               for the staff at local level, especially at Upazila/Thana level. Necessary enforcement and
               procedures are to be established in order to set up and sustain this practice. This would
               greatly improve the quality of data submitted from schools.

               176.       Design the data entry software to include various data validation rules and
               techniques, as well as comprehensive error generation report modules which would
               save significant manpower, energy and enhance the accuracy of data.




















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