The current challenges of education in the world, and particularly in Latin America and the Caribbean, pose new information demands that require a permanent revision of the structures and analytical models associated with how the available information is presented. Consequently, there is a need to develop analytical models and indicator systems that are relevant to the questions being currently raised in the field of education. The definition of indicator systems based on unequivocal conceptual frameworks and analytical models characterised by well-defined dimensions and specified variables, must be guided by three main concerns: What kind of information is being produced, to what end, and who are its beneficiaries.
Along this line of work, different initiatives are under way that, drawing from various frameworks, commitments and political agendas of the region, have proposed a set of indicators applicable to measurable and quantifiable objectives. Thus, several schemes and sets of indicators have been proposed to monitor progress towards the Education for All (EFA) goals, describe the overall state of education in the region, and facilitate the follow-up of regional objectives and goals – the Summit of the Americas, among others.