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Story about EMIS

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 We have everything

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Story about EMIS

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  1. 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)

  2. What people say about Education Data • Government senior officials say • We have everything • We don’t have sufficient resources • EMIS staff say • 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

  3. 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 support to EMIS go • Data, Data, Data and no information • Other say • What is EMIS?

  4. Root causes of all these sayings

  5. Root causes of all these sayings

  6. Root causes of all these sayings

  7. Vicious cycle of having no data or many data or useless data !!! Little use of data for planning and no incentive for monitoring Partial, unreliable, inconsistent, untimely data Less intention/desire or feel less importance for policy makers to allocate adequate resources for monitoring Unable to undertake proper, systematic, effective monitoring Inadequate resources available for monitoring

  8. Stopping the vicious cycle • Changing paradigm • Evidence-based policy formulation • Result-oriented programme implementation • Pressure from everywhere – Accountability • Availability and affordability of IT solutions • To have good data • You need a good system; and skillful, competent and committed people

  9. 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

  10. 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 users • 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.

  11. 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

  12. 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 user needs

  13. Schools Schools Schools Schools Schools Schools Approaches of feeding data Other MIS and databases Central level School census DB Central level School census DB Sub-national level Sub-national level EMIS DB EMIS DB EMIS DB

  14. Schools When technology permits Web interface Other MIS and databases Sub-national level Edu authorities Central level Edu authorities EMIS DB

  15. PUPILS FACILITIES TEACHERS CURRICULUM SERVICES FINANCE Higher Secondary Primary Technical Vocational FORMAL EDUCATION Adult Education Education for Out of school Youth NON-FORMAL EDUCATION Literacy Programme POPULATION, HOUSEHOLDS, EMPLOYMENTS EMIS: Data scope

  16. Studies, Papers Reports, Tables, Charts UNESCO INSTITUTE for STATISTICS EMIS: Operational Structure Processing/Storage Outputs Dissemination Use • Annual report • Statistical Digest • Information Sheet • Poster • Brochures, Pamphlets Policy Planning Management Decision Making Evaluation Printed Format Electronic Format WEB Online Access Link with other DBMS • -Salary • Promotion • Recruitment Personnel Management • -Finance • Facilities Resource Management Data • Analytical reports • Diagnostic studies • Casual-effect Analysis • Internal efficiency • Simulations • Projections • Manpower Planning • External efficiency Specific information EMIS database

  17. Evolution of EMIS DSS “Decision Support System” MIS “Management Information System” SIS “Statistical Information System” Summary Electronic forms Manual Summary

  18. 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

  19. Evolution of EMIS • Decision Support System (DSS) • Direct support of key or future decisions • Online up-to-data data • Able to customize data retrieval and analysis • Fully integrated with other management systems

  20. 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 administrative 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

  21. UNESCO INSTITUTE for STATISTICS Having Real EMIS • Consistent political commitment and support • 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

  22. UNESCO INSTITUTE for STATISTICS 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 users including the general public and • Be transparent, be available to all users

  23. 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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