12story About Emis 551w21

Story about EMIS Capacity Building Workshop on Monitoring and Evaluating Progress in Education in the Pacific 27 – 31 October 2008 Nadi, FIJI

Prepared by Nyi Nyi THAUNG, UIS (Bangkok)

What people say about Education Data 

Government senior officials say  



EMIS staff say   



We have everything We don’t have sufficient resources Nobody care about our work I am too busy I don’t know what to do

Local education staff say 



Reporting after reporting Everybody is asking same thing 2

What people say about Education Data 

Donors and developmental partners say    



We are confused. Too many sources How do they get this number, it is ridiculous Where does our to EMIS go Data, Data, Data and no information

Other say 

What is EMIS?

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Root causes of all these sayings Cause Decision making and planning at central level

Effect Data are collected and compiled for central level

Cause

Effect

Data are collected There is little ownership and and compiled for usage for local level central level 4

Root causes of all these sayings Cause There is little ownership and usage for local level

Effect They feel that this is additional burden for them They are doing this to fulfill the minimum duty

Cause

Effect

They feel that this Low quality of data and is additional incomplete coverage and delay burden for them in reporting 5

Root causes of all these sayings Cause Effect Low quality of data Data can not be used and incomplete coverage and delay in reporting Cause

Effectsssssss

Data can not be used

- Little or inadequate resource and capacity building for the EMIS - Parallel data collection - Planning without information 6

Vicious cycle of having no data or many data or useless data !!! Partial, unreliable, inconsistent, untimely data

Unable to undertake proper, systematic, effective monitoring

Little use of data for planning and no incentive for monitoring

Less intention/desire or feel less importance for policy makers to allocate adequate resources for monitoring

Inadequate resources available for monitoring

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Stopping the vicious cycle Changing paradigm  Evidence-based policy formulation  Result-oriented programme implementation  Pressure from everywhere – ability  Availability and affordability of IT solutions 

To have good data  You need a good system; and skillful, competent and committed people 8

What is EMIS  



Educational Management Information System A system (not computer system) to provide information and documentation services that collects, stores, processes, analyzes and disseminates information for educational planning and management. To co-ordinate and further improve dispersed efforts in the acquisition, processing, storage, transmission, analysis, repackaging, dissemination and use of educational management information 9

What does EMIS do…… 









To improve efficiency in collection, processing, storage, disseminatoin, analysis and supply of educational management information To streamline the collection and processing of education data To enhance the process of transforming data into information To smooth the flow and speed of relevant information to s To facilitate and promote the use of relevant information by various institutions and individuals at all levels for more effective educational planning, implementation and management. 10

How EMIS do……. •

•

• •

•

Integrate, link and streamline relevant information resources Effective and maximum use of IT technology to facilitate and enhance (not overburden) in processing, storage, analysis, and information dissemination Setup information standards and data quality assurance Minimum amount of data collection Maximum amount of information sharing and dissemination 11

EMIS: Features •

•

• •

A network of one or more EMIS centers located in relevant agencies and at the central, regional and local levels Each EMIS center should be equipped to perform the management information tasks especially processing and storage of data All functions of an EMIS center do not necessarily have to be completely computerized All information doesn’t necessarily have to be under one authority or one place but exist in coherent manner and able to provide integrated information as needs 12

Approaches of feeding data Other MIS and databases Central level School census DB

Sub-national level

Central level School census DB

Sub-national level EMIS DB EMIS DB EMIS DB

Schools

Schools

Schools

Schools

Schools

Schools

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When technology permits Web interface

Other MIS and databases Sub-national level Edu authorities

EMIS DB

Central level Edu authorities

Schools

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EMIS: Data scope TEACHERS CURRICULUM Higher Secondary Primary

Education for Out of school Youth

PUPILS

FACILITIES

FINANCE

SERVICES

FORMAL EDUCATION

Technical Vocational

Adult Education

NON-FORMAL EDUCATION

Literacy Programme

POPULATION, HOUSEHOLDS, EMPLOYMENTS

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EMIS: Operational Structure Processing/Storage

Outputs Reports, Tables, Charts

Link with other DBMS

-Annual report -Statistical Digest -Information Sheet -Poster -Brochures, Pamphlets

-Salary Personnel -Promotion Management -Recruitment Resource Management

Data EMIS database

Specific information Studies,

Papers

UNESCO

Dissemination

INSTITUTE for STATISTICS

-Finance -Facilities -Analytical reports -Diagnostic studies -Casual-effect Analysis -Internal efficiency -Simulations -Projections -Manpower Planning -External efficiency

Use

Policy Printed Format Electronic Format WEB

Planning

Management

Decision Making

Online Access Evaluation

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Evolution of EMIS

DSS “Decision System”

MIS “Management Information System” SIS “Statistical Information System” Summary Electronic forms

Manual Summary

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Evolution of EMIS Summary Reporting  General summay information for reporting  Statistical Information System (SIS)  More detailed summary data  Disseminate in the form of annual yearbook  Use mainly for reference, national level policy planning and resource allocation  Management Information System (MIS)  More management oriented information  Linkage and integrate other relevant information sources  Information are available in various formats and forms  Use for planning and monitoring of policy and programme at most levels 

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Evolution of EMIS  Decision

System (DSS)  Direct of key or future decisions  Online up-to-data data  Able to customize data retrieval and analysis  Fully integrated with other management systems

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So called EMIS………..  

Mostly are Statistical Information System (SIS) They are varied in    



Where the data processing take place Database and software platform What data are collected in which frequency Up to which istrative level are the individual school data available

Determining whether the system is good or bad    

Availability of data and information Timeliness Reliability and accuracy Dissemination

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Having Real EMIS • • •

•

• •

Consistent political commitment and Adapt and build on existing data systems Establish a SYSTEM rather than being overly concerned with IT Start with simple and affordable utilizing existing resources, skill and know-how; and gradually upgrade, expand and extend to a full-scale system Avoid complicated initial design and structure Do not neglect client demand/expectations UNESCO

INSTITUTE for STATISTICS

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Having Real EMIS •

•

• •

•

Think of long-term sustainability in building institutional mechanisms rather than piece-meal project approach Repeated training and continuous upgrading of people involved Proper staff incentives and reward Full utilization of collected data and derived information by every level of s including the general public and Be transparent, be available to all s UNESCO

INSTITUTE for STATISTICS

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Final words

• • • • • •

EMIS is not a toy, it’s a system Start with simple and gradually expand Rome was built not within a day Mangoes come from trees not from sky Practice makes perfect Garbage in, Garbage out

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