The EFA plan places considerable importance on capacity building requirements to make future discussions regarding the actual implementation of the plan highly credible. While capacity building requirements will be addressed at all commission levels, there is a need for especially strong emphasis on strengthening the role of local level EFA commissions in achieving stated goals, particularly with respect to (i) internalization of EFA principles, (ii) dissemination, (iii) implementation, and (iv) monitoring. Budgetary provisions for these capacity building requirements have been previously described in Section 3.

Monitoring the EFA plan will build upon strengthened EFA commission monitoring systems at all levels, including longer-term review of medium-term performance targets. In both the medium and long term, the sector performance monitoring process and progress in achieving EFA will focus on a small number of key policy performance indicators in order to ensure timely and reliable data collection and analysis. The broad areas of performance monitoring are summarised in the table below.

Table 4.1: EFA/Sector Performance Monitoring Matrix
SECTOR		INDICATOR
ECCE & ECCD		Improved quality and effectiveness of policies governing ECCE & ECCD Enrolment trends in ECCD and ECE at all levels (e.g., national, provincial, etc) Improvements in equitable access to pre-school in urban, rural, and remote areas Improved transition rates from pre to primary school Improved quality of stakeholder--r training and capacity Improved quality and effectiveness of child care center support services Curricula and learning materials for children under 6 meet agreed quality criteria Effective quality evaluation system in ECCE/D (both public and private) Progress along benchmarks measuring institutional and capacity building goals in ECED and related institutions
Basic Formal Education		Improved quality and effectiveness of Basic Education Policies Improved evaluation of transition rates within the Basic Education Cycle Improved evaluation of teacher in-service training Improved quality and effectiveness of curricula Improved quality of infrastructure Improved quality of school administration and management Improved support of children in vulnerable circumstances Improved community support and engagement in education Improved student learning Improvements in teacher practice according to standardized but flexibly applied criteria Increase in the number of initiatives that promote innovative educational practice throughout the basic education system, particularly with respect to child friendly schools Valid student assessment procedures Better monitoring of quality aspects of Basic Education (both public and private) Progress along benchmarks measuring institutional and capacity building goals in the Primary, Secondary, and Teacher Training, and other related Institutions
Nonformal Education & Out-of-		Improved attitudinal receptivity to quality re-entry programs by out-of-school youth Effective quality health care provisions for out-of-school youth and children Effective functional literacy programs of quality
School Youth		Equivalency programs of quality for out-of-school youth and children Effective income generation programs for out-of-school youth Effective distance education programs serving the general population that use mass media Improved monitoring systems to assess the effectiveness of NFE mediated programs Progress along benchmarks measuring institutional and capacity building goals in Non-formal and related institutions
Gender Equity		Institutional framework to advocate for the rights of women within the education system Improved student gender parity at all levels of the education system Increases in female representation at management level within the education system Regular review of institutional planning to ensure the inclusion of gender concerns as a cross-cutting issue Improved monitoring system to assess progress towards gender equity
Table 4.2: CORE EFA INDICATORS
1.	Gross enrolment in Early Childhood Development Programmes The total number of pupils enrolled in Early Childhood Development Programmes, irrespective of age, expressed as a percentage of the total population of 3 to 5 years of age.
2.	Percentage of new entrants in grade 1 who have attended some form of organized early childhood programme.
3.	Apparent (Gross) Intake Rate (AIR) Total number of new entrants in primary grade 1, irrespective of age, as a percentage of the population of official entry age.
4.	Net Intake Rate (NIR) New entrants in primary grade 1 who are of the official school-entrance age as a percentage of the total population of official entry age.
5.	Gross Enrolment Ratio (GER) The total number of pupils enrolled in primary education, regardless of age, as a percentage of the total population of primary school age.
6.	Net Enrolment Ratio (NER) The number of pupils of the official primary school age enrolled in primary education, as a percentage of the total population of primary school age.
7.	Current public expenditure in primary education: as a percentage of GNP; and per pupil, as a percentage of GNP per capita.
8.	Public expenditure on primary education as a percentage of Total Public Education Expenditure on education.
9.	Percentage of schoolteachers having the required academic qualifications.
10.	Percentage of basic education teachers who are certified to teach according to national standards.
11.	Pupils Teacher Ratio - the number of pupils for one teacher.
12.	Repetition rates by grade - the number of repeaters as a percentage of the total number of students enrolled in the same grade.
13.	Survival rate to grade 5-the percentage of a pupil cohort actually reaching grade 5
14.	Coefficient of efficiency - the ideal number of pupil years needed for a pupil cohort to complete the primary cycle expressed as a percentage of the actual number of pupil school/years.
15.	Percentage of children having reached at least grade 4 of primary schooling who master a set of nationally defined basic learning competencies.
16.	Literacy rate of 15 to 24 years old - the number of people aged 1 5-24 who are literate as a percentage of the total population of the same age group.
17.	Adult literacy rate - percentage of the population over 15 years of age that is literate.
18.	Literacy Gender Parity Index - ratio of female to male literacy rates.