| Description |
1 online resource (xix, 139 pages) : color illustrations, color maps |
| Series |
World Bank e-Library |
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World Bank e-Library.
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| Contents |
Front Cover; Contents; Acknowledgments; Executive Summary; Abbreviations; Background: What Is an EMIS?; Stage 1: Accountability and Compliance; Stage 2: Instruction and Management; Stage 3: Intelligent and Integrated; Chapter 1 Overview of World Bank EMIS Activities; Introduction and Methodology; Overview of the World Bank Education Portfolio; Education Portfolio through the Lens of EMIS; Notes; Chapter 2 Successes in EMIS Implementation; Establishing EMIS to Facilitate Information Sharing: The Case of Armenia; EMIS in Fragile Contexts: The Case of Afghanistan |
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EMIS as a Management Tool: The Case of Bosnia and HerzegovinaCreation of a Digital Platform to Access EMIS Data: The Case of Guatemala; Strengthening and Expansion of EMIS to an Online System: The Case of Honduras; EMIS as a Tool to Strengthen Teaching and Learning: The Case of Lithuania; Expansion of EMIS to Remote Schools: The Case of Malaysia; EMIS as a Planning Tool: The Case of Nigeria; Chapter 3 Challenges in EMIS Implementation; Leadership Challenges; Data Challenges; Operational Challenges; System and Technological Challenges; Chapter 4 Annual School Census and Statistical Handbooks |
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Pakistan (Sindh): Education Sector Project (SEP) (P107300), 2009-12Republic of Congo: Support to Basic Education Project (P084317), 2004-13; Ghana: Basic Education Sector Improvement Project (P000975), 1997-2001; Maldives: Third Education and Training Project (P055944), 2000-07; Lao People's Democratic Republic: A Second Education Development Project (P078113), 2004-14; Sierra Leone: Rehabilitation of Basic Education (P074320), 2003-09; Chapter 5 Conclusion: Lessons Learned; Chapter 6 Examples of EMIS Implementation beyond World Bank Support; EMIS in the Philippines; EMIS in Cambodia |
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EMIS in the Republic of KoreaNote; Chapter 7 Other World Bank Activities Relevant to EMIS; Need for ID4D Systems; Benefits; Portfolio of ID4D Projects; Management Information Systems for Social Service Schemes for the Poor; Management Information Systems to Improve the Quality of Health Care; Appendix A Database of EMIS Projects; Appendix B Database of ID4D Projects; Bibliography; Boxes; Box 2.1 Armenia: Education Financing and Management Reform Project (1998-2002); Box 2.2 Afghanistan: Education Quality Improvement Program (EQUIP) (2005-09) |
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Box 2.3 Bosnia and Herzegovina: Education Development Project (2000-05)Box 2.4 Guatemala: Universalization of Basic Education Project (2001-09) ; Box 2.5 Honduras: Education Quality, Governance, and Institutional Strengthening Project (2006-13); Box 2.6 Lithuania: Education Improvement Project (2002-07); Box 2.7 Malaysia: Education Sector Support Project (1999-2005); Box 2.8 Nigeria: Second Primary Education Project (2000-04); Box 3.1 Albania: An Education Sector Project (2000-05); Box 3.2 Bulgaria: Education Modernization Project (2000-04) |
| Summary |
Provides an overview of the World Bank's portfolio in the area of Education Management Information Systems (EMISs) over the course of 17 years, from 1998 to 2014. It seeks to identify overall trends and characteristics of World Bank support in this area, with the intent of informing future project preparation and analytical work. The portfolio review revealed that although several good practices were evident, operational performance of EMIS activities fell short of expectations, with widespread deficiencies that ranged from unclear definitions and understanding of the EMIS to ineffective implementation and utilization. Examples of successful activities include the development of an EMIS to manage teachers and provide access to education (for example, Afghanistan); utilization of an EMIS as a management tool (for example, Bosnia and Herzegovina); creation of an online EMIS to improve access to education data (for example, Honduras); use of an EMIS to strengthen teaching and learning (for example, Guatemala and Lithuania); and use of an EMIS as a management tool for schools (for example, Malaysia). These success stories highlight how a well-implemented EMIS can improve the performance of an education system. The challenges that have been identified as contributing to the shortcomings are related to the following: Misalignment of activities and unrealistic EMIS goals; Institutionalization of the EMIS; Sustainability challenges resulting from inconsistent leadership; Missed integration opportunities; Private players in education; EMIS at the local level. Future projects could benefit from the SABER (Systems Approach for Better Education Results)-EMIS Assessment Framework. The SABER-EMIS Framework focuses on the need for a strong enabling environment, system soundness, quality data, and effective utilization as the key factors essential for the successful implementation of an EMIS. Initial needs assessment of a country's EMIS can play a critical role i n benchmarking countries and provide a valuable foundation for the design of new projects |
| Notes |
"World Bank study." |
| Bibliography |
Includes bibliographical references |
| Notes |
Online resource; title from PDF title page (EBSCO, viewed September 1, 2017) |
| Subject |
World Bank -- Evaluation
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| SUBJECT |
World Bank fast |
| Subject |
Educational statistics -- Data processing -- Case studies
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Educational evaluation -- Case studies
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Management information systems -- Case studies
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EDUCATION -- Essays.
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EDUCATION -- Organizations & Institutions.
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EDUCATION -- Reference.
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Educational evaluation
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Educational statistics -- Data processing
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Evaluation
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Management information systems
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| Genre/Form |
Case studies
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| Form |
Electronic book
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| Author |
Mintz, Sarah, author
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Saraogi, Namrata, author
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World Bank Group, issuing body.
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| ISBN |
9781464810572 |
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1464810575 |
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