36 educatiOn management infOrmatiOn systems that the cOmmissiOn has decided tO rely On dO nOt always prOvide sufficient, reliable and timely infOrmatiOn 58. the education indicators used by the commission and other development partners to measure the achievement of the intended results are based on the partner governments’ education statistics systems. it is therefore essential that these systems are able to provide reliable statistics. in addition, the partner governments should also produce periodic reports to allow the commission and other development partners to measure progress on the supported education programmes, including outcome indicators. box 5 nePAl: reliAbility of stAtistics Although the education management information system is considered by the development partners to be robust, there is concern about the quality and reliability of data underlying the statistics. some evaluations reported evidence of deficiencies in checking the accuracy of school data, and systemic incentives for the schools to over-report attendance (as the financing of schools is pupil-based). schools also reported on registered pupils and not on the actual attendance. furthermore, household surveys reported lower participation of children in the schools. the extent of these problems is not known, and the development partners commissioned three technical reviews of school education, carried out in 2005 and 2006. they included a survey of 1 000 randomly selected schools in 20 sampled districts. in general, the figures presented in these reviews were in line with the official ones. however, there were significant differences concerning the gross enrolment rate at primary level (130 instead of 144 officially) and the percentage of girls and Dalits30 receiving scholarships (respectively 33 % and 65 % instead of 53 % and 81 % officially). the development partners pointed to a need for more cross-checking and triangulation of data and they envisaged the possibility of performing regular sample checks in the districts. there are no long series of independent statistics provided by the Unesco institute for statistics concerning the net enrolment and completion rate, possibly because of lack of reliable population data almost 10 years after the last census took place. 30 thelowestcasteinnepal. special report no 12/2010 – EU development assistance for basic education in sub-saharan Africa and south Asia 
36 národné informačné systémy pre riadenie vzdelávania, z ktorýCh sa komisia rozhodla vyChádzať, neposkytujú vždy dostatočné, spoľahlivé a aktuálne informáCie 58. ukazovatele vzdelávania, ktoré používa komisia a ostatní rozvojoví partneri na meranie dosiahnutia plánovaných výsledkov vychádzajú zo štatistiky vzdelávacích systémov vlád partnerských krajín. preto je nevyhnutné, aby tieto systémy poskytovali spoľahlivé štatistiky. vlády partnerských krajín by okrem toho mali pravidelne vydávať správy, ktoré komisii a ostatným rozvojovým partnerom umožnia merať pokrok v oblasti podporovaných vzdelávacích programov vrátane výsledných ukazovateľov. rámček 5 nepál: spoľahliVosť štatistík hoci rozvojoví partneri považujú informačný systém pre riadenie vzdelávania za komplikovaný, existujú obavy, pokiaľ ide o kvalitu a spoľahlivosť údajov uvedených v štatistikách. niektoré hodnotenia priniesli dôkazy o nedostatkoch pri kontrole presnosti školských údajov a systémových stimuloch pre školy, ktoré vykazovali nadmernú účasť (keďže financovanie škôl je závislé od počtu žiakov).