Story about EMIS

Dr. Noor Miyono

Capacity Building Workshop on Monitoring and Evaluating
Progress in Education in the Pacific
Nadi, FIJI
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

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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?

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Root causes of all these sayings
Cause Effect
Decision making Data are collected and
and planning at compiled for central level
central level

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

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Root causes of all these sayings
Cause Effect
There is little They feel that this is additional
ownership and burden for them
usage for local They are doing this to fulfill the
level minimum duty
Cause Effect
They feel that this Low quality of data and
is additional incomplete coverage and delay
burden for them in reporting

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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 Effects
Data can not be - Little or inadequate resource and capacity
building for the EMIS
used - Parallel data collection
- Planning without information

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Vicious cycle of having no data or many
data or useless data !!!
Little use of data
for planning and
no incentive for
Partial, unreliable, monitoring
inconsistent,
untimely data

Less intention/desire or
feel less importance for
policy makers to allocate
Unable to undertake adequate resources for
proper, systematic, monitoring
effective monitoring

Inadequate resources
available for monitoring 7
Stopping the vicious cycle

Changing paradigm
 Evidence-based policy formulation

 Result-oriented programmed 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

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 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
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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.
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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
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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
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Approaches of feeding data

Other MIS and

databases

Central level School Central level School

census DB census DB

Sub-national level 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 Central level
level Edu Edu
authorities authorities
EMIS DB

Schools

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EMIS: Data scope
PUPILS
TEACHERS FACILITIES

CURRICULUM SERVICES
FINANCE
Higher
Technical
Secondary
Vocational
Primary
FORMAL EDUCATION

Adult Education
Education for
Out of school
Youth NON-FORMAL EDUCATION
Literacy Programme

POPULATION, HOUSEHOLDS, EMPLOYMENTS

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EMIS: Operational Structure
Processing/Storage Outputs Dissemination Use
-Annual report
-Statistical Digest
Reports,
Tables, -Information Sheet Policy
Charts -Poster
Printed
-Brochures, Pamphlets Format
Link with other DBMS Planning
Personnel -Salary
-Promotion
Management - Electronic
Recruitment
Format Management
Resource -Finance
Management -Facilities
WEB
Data -Analytical reports
Decision
EMIS database Specific Making
information -Diagnostic studies

-Casual-effect Analysis
Online
Access
-Internal efficiency
Studies, Evaluation
-Simulations
Papers
-Projections

-Manpower Planning

-External efficiency

UNESCO
INSTITUTE for STATISTICS
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Evolution of EMIS
DSS “Decision
Support 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 Support System (DSS)


Direct support of key or future decisions

Online up-to-date 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 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 20
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

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 users including the general public and
• Be transparent, be available to all users

UNESCO
INSTITUTE for STATISTICS
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Final words

• EMIS is not a toys, 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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