The study seeks to define a set ofoperationally relevant education indicators, to be used bycountries in the Caribbean region, to provide a database ofcomparable education indicators in Caribbean countries wheredata is available, namely Belize, Dominica, DominicanRepublic, Grenada, Guyana, Jamaica, St. Kitts and Nevis, St.Lucia, St. Vincent and the Grenadines, and Trinidad andTobago, and, to propose methods on how the common set ofindicators can be used for analyses of the educationsectors. Following the introduction under Section I, whichaddresses the current deficiencies in the Caribbeaneducation system, Section II defines operationally relevanteducation indicators in the areas of coverage, efficiency,and quality. In these areas, enrollment ratios should becomplemented with grade-specific indicators, efficiencycomplemented with a cost-effectiveness analysis, and,quality with a variety of standardized tests. Monitoring ofeducation indicators in the Caribbean Region, is thenreviewed in Section III, stipulating that despite atraditional limited availability of education statistics,and indicators, there has recently been substantial efforts- both at national, and regional levels - to improve datacollection. The new indicator database on ten CaribbeanCountries describes, and analyzes updated indicators so asto balance diagnostics of the education sectors relevant topolicy decisions, and, ensures comparability to allcountries, based on country syntheses, and cross-countrycomparison. Finally, Section IV provides policyrecommendations, that include the need to measure thecoverage, and efficiency of the entire education cycle; toproduce, and use grade-specific indicators, such as thecompletion, and survival rates; to harmonize educationstatistics and indicators to improve reporting andmonitoring in a systematic way; and, to participate ininternational exams to make meaningful comparison oflearning outcomes, and produce qualitative indicators.
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