ROLE OF INFORMATION IN MANAGING EDUCATION Ensuring appropriate and relevant information is available when needed

What is needed to effectively manage education? Valid, reliable and appropriate information available on time System in place to identify information requirements, collect appropriate information, process and analyze such information Need commitment from all key stakeholders towards using information in decision making Need information system to be in place to ensure availability of information (EMIS) Need baseline information before monitoring and evaluation can take place

EMIS-Information system for managing education What is EMIS? Why have it? How is it developed? Who collects information? Who access and uses EMIS? Where should it be housed? What would it cost? What would it take to sustain the system? Are resources allocated for the development and sustaining EMIS? What system is in place for building capacity of those involved in EMIS?

What is EMIS? Not a software for storing data nor a data collection process A system for managing information that forms the basis of management, planning and evaluation of an education system. Provides information on state of education, its internal and external efficiency, its pedagogical and institutional operations, its performance, its shortcomings and needs.

What is EMIS? Needs to be as complete as possible and addresses the information needs of all stakeholders in education (user-driven) Not only collects and stores data, but processes information that is used to formulate education policies, their management and evaluation. Includes tool (software) to assist in data collection, storage and analysis

Why have EMIS? Strengthen capacities in management, planning and dissemination of information at all levels of the education system Without EMIS, information necessary for decision making not available Need to improve capacities in collecting, processing, storing, analysing, and disseminating key messages to decision-makers Coordinate dispersed efforts in acquiring, processing, analysing and disseminating education management information;

Decision makers need to understand how resources are translated into learning outcomes, especially the efficiency and effectiveness of existing processes. Helps provide analysts and decision makers with information to understand how educational inputs are transformed into educational outputs. Access to quality and timely data helps improve decision-making and ensure that limited resources target areas in most need and where returns will be highest. Why have EMIS?

-Rationalizes flow of information necessary for decision-making by eliminating duplications and filling in the information gaps; -Links and assembles different existing information systems; -Integrates and synthesizes in one single system the quantitative and qualitative data; and -Improves data collection, and the use and dissemination of information for education management, in order to respond to the constantly evolving needs for information. Why have EMIS?

Changing Nature of EMIS EMIS not static and must respond to changing situation and information needs of country Changing focus in education (from Access to Quality) requiring different information Diversity of education providers, each with own information needs (government vs private schools) Increasing call for transparency and accountability (FOI) and implication on data availability Increasing call for qualitative information and implication on information collection

What does it take to develop EMIS? Careful consideration, understanding and planning followed by commitment; Resource mobilization (both human and financial) towards EMIS design, development and maintenance to ensure sustainability, Strategy in place for addressing organizational and human resource concerns Balancing focus between developmental and technical issues to avoid dominance of technology Sustained high level support and political will are essential

High level professional development required to build and institutionalize EMIS and to strengthen capacities for data collection and use. Broad-based involvement of stakeholders in system design and development essential. Shared vision and clearly defined, realistic expectations (target) essential. Supplying better data not enough to insure meaningful data use. What does it take?

Local demand for data and information at all levels is critical to successful development. System must provide data on inputs, processes and outputs of the education system. Multiple strategies for data dissemination to serve information need of all stakeholders. Ensuring supply of relevant and reliable data on time requires fast attention to many details in the supply chain from schools to MOE Ensuring timely availability of required data not easy. What does it take?

Ownership of process crucial, bottoms-up instead of top-down approach to development Process to be driven by local demand for information and not by external demand Integrating data and data systems across units and levels is very challenging Building capacities for data use is essential to success of EMIS. Computerization means more work for everyone over the short term. Limits to what technology can do for us so need to build capacity of staff. What does it take?

Use of EMIS Facilitates M & E for education system by providing information, which is used to improve efficiency and effectiveness, etc. Allows for setting of new policies, and revising old ones, based on evidence instead of self-perceptions. Stakeholders such as parents require information about education institutions and student outcomes in order to make decisions about education choices and opportunities

Managing and implementing EMIS Appropriate systems and procedures must be in place to ensure valid data is collected and analysed in a timely manner to support decision making Need to change mindset of information gatherers as well as information users towards a culture of informed decision- making based on information provided by sound EMIS rather than based on political reasons or hunches.

What makes EMIS work? Availability of resources Commitment and political will Neutrality and institutional independence Institutionalization of process Capacity to influence policy decisions Use of data for key policy decisions Local ownership of process Clear purpose for EMIS and how data used

Developing sound and sustainable EMIS 1. Readiness analysis – does everyone appreciate the need to have an EMIS and its role? 2.Identify Educational Outcomes (Targets) to monitor – Addressing stakeholders’ concerns about education 3.Develop Performance Indicators for each Outcome – The tool for monitoring performance 4.Develop Baseline Information (where it does not exist) – what is the current status

5. Select short-term Targets and long-term Results, – taking one step at a time 6. Monitor Data Collection – Keeping on track 7. Evaluate Data – Deciding on diagnosis 8. Report on Findings and Key Messages – Conveying the right message based on evidence 9. Use of Findings and Key Messages – What actions to implement 10. Ensure sustainability - How to make it last? Developing sound sustainable EMIS

EMIS; changing concerns to results Who identifies concerns in education and based on what? Transforming concerns to outcomes and results Relationship between outcomes and education strategic plan Stakeholders role in identifying concerns about education Concerns as basis for setting both short-term and long-term outcomes Outcomes as basis for monitoring progress

Dimensions monitored by EMIS systems Quantity: Outputs, numbers of students, teachers Quality: learning outcomes Equity: social distribution of outputs, outcomes Efficiency: unit costs of learning outcomes Effectiveness: unit cost per unit time of learning outcomes Salience: degree to which education system meets needs of individuals, the overall education system and the country’s economic and social needs

Role of Technology in EMIS Technology helps facilitate all stages of EMIS especially in data storage, analysis and reporting Tendency to over-emphasize technology in developing EMIS. This leads to narrowing of focus on EMIS No one system fits all so technology should reflect information needs of country From experience imposing technology (software) on country often not sustainable

Organizational Issues Where should EMIS be housed? Who should manage? How will it be maintained? How is it to be developed and who should be involved? How is it to be funded? Who is demanding what data and when? What are the sources of data? What is the most effective and efficient way of collecting data? Who should have access?

Human Resource Development Issues What knowledge and skills are needed but not available? (design, build, maintain, review, use, How much professional development is needed? What strategy is needed to ensure knowledge and skills are addressed in the long run

Technical Issues What infrastructure is in place? What infrastructure is needed? What data-base tools are needed? What network system is needed? What standards and protocol necessary for access and exchange?

The Challenges Acquiring equipment, software, and personnel only a minor part of the picture Wide variation in expertise, skills, infrastructure and commitment among countries Funding EMIS in the long term the biggest challenge Integrating data from different sources and data system to suit country’s data need Developing skills needed at all level Incorporating influx of technology and internet Cope with Freedom of Information Laws