Education Management Information System

1. Mekong Institute & UNESCO Regional Office-Bangkok Training Course on “Training of Trainers from the Greater Mekong Sub-Region on Decentralized Education Planning in the Context of Public Sector Management Reform” Education Management Information System 23 February – 6 March 2009; KhonKaen, Thailand Module E4 Prepared by the Education Policy and Reform Unit UNESCO Bangkok February 2009

2. What are the necessary conditions to have good data at national level as well as international level

3. What People Say • 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

4. What People Say • 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?

5. Roots and Causes (1)

6. Roots and Causes (2)

7. Roots and Causes (3)

8. Vicious circle 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

9. Stopping the vicious circle • 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

10. 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

11. 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.

12. How does EMIS do it … • 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

13. 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

14. 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 Schools Schools Schools Schools Schools Schools Slide 14

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

16. EMIS: Data scope 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

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

18. Evolution of EMIS (1) DSS “Decision Support System” MIS “Management Information System” SIS “Statistical Information System” Summary Electronic forms Manual Summary

19. Evolution of EMIS (2) • 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

20. Evolution of EMIS (3) • 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 • 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

21. 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

22. Having Real EMIS (1) • 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

23. Having Real EMIS (2) • 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

24. Having Real EMIS (3) Build the system which also serve the data providers not only for the policy makers

25. 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

26. Thank You