In each of the foregoing sections, an annual data-based reviewing process through the National EFA Forum has been assumed. Achievements towards the inter-dependent and complementary EFA goals need to be documented at every level of the system and analysed by all involved: children, parents, teachers, education administrators, community leaders, elected and appointed officials at all levels, community and donor partners.

Information-based forward targeting and planning thus become a process of year-by-year refinement, linked to 'top-down' and 'bottom-up' communications to and from the EFA Secretariat and the various layers of EFA Commissions. Successful initiatives can be documented, components analyzed, and, where feasible, expanded so as to accelerate more comprehensive civil society 'ownership' of EFA (EFA Dakar Framework for Action, 2000, para. 8, Strategy 3).

The core issue is that the achievement of EFA goals can be substantially accelerated when empowered schools, communities or individuals are determined to match the government's commitment to the right of every Cambodian to basic education, by their own commitment to help in tangible and planned ways.

A vital asset in this iterative, annual review process is the EMIS (and related MIS databases). These already operate as a two-way process of data inputs and outputs at every level of the system, from school, to cluster, to district, to province, to nation.

A key EFA strategy for Cambodia is documentation for recognition. An annual challenge is to find, document, publicise and acknowledge 'good practices'; and to document, reward and publicise schools, communities, clusters, districts and provinces that attain specific targets.

Rewarding innovations and achievements can be effectively done at relatively no cost. For example, senior RGoC officials (e.g. the S/G of EFA and the Minister of MoEYS) can provide letters, certification, media coverage, advocacy opportunities or other forms of public and personal recognition, wherever this is indicated. The EFA Secretariat and associated working groups can play a key role in this.

By annually mapping the status of EFA goals, more precise targeting will evolve year by year, with extra support to those groups and places needing additional technical, financial or material resources to accelerate progress towards achieving specific goals. This is consistent with EFA global strategies (EFA Dakar Framework for Action, 2000, para. 8, Strategy 11).

With continuity provided through the EFA Secretariat, and with regular links within the MoEYS and with related ministries, the EFA Secretariat will have a key 'clearing-house' role as outlined. Its support team will need to become familiar with, and regularly address, data and reports relevant to the expanded focus of basic education beyond the education sector.