Professional Documents
Culture Documents
Storage mechanisms
Ministry of for data, and
Education and methods for fast
other Ministries retrieval and analysis
(Finance, Planning,
Labour, etc.) EMIS
Both manual and
computerised
features
The EMIS operates essentially as a subsystem within the general country arrangements and
organization for educational policy, planning and management, by establishing and
maintaining a systematic intersectional exchange and flow of information, an EMIS links the
Ministry of Education to other agencies and institutions in education and other sectors that
are also engaged in educational activities.
An EMIS aims to coordinate information resources such as the education statistics unit the
education information and documentation services, and units and departments holding
various administrative records for education. The aim is to integrate the various sources of
educational management information into one coordinated system to serve the entire country.
Characteristics of Technology Integrated Education Management Information System
1) Provides reports with fixed and standard formats - Hard-copy and soft-copy reports,
2) Uses internal data stored in the computer system,
3) End users can develop custom reports,
4) Requires formal requests from users.
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Research and
Planning
Monitoring
and Evaluation
Management
and
Administration
EMIS
Strategic
Planning
System Operational
Administration Management
Three levels of data use correspond to the activities and tasks of the education system. The
higher the level of detail and quantity of information there is to use, the lower the level of
decision-making. The quantity of data required decreases at higher levels of decision-making,
the information becoming more aggregated and synthesized, integrating all available data.
Education policy-makers are responsible for strategic decisions concerning the planning of
the whole of the education system. The category of decisions at this level concerns the
general policy and attainable medium or long-term objectives. The information required will
deal more with aggregates used for setting the objectives on the national, regional or
provincial level.
Education planners comprise decision-makers who are in charge of management and
operational control of the allocation of resources, for an efficient and equitable distribution.
This level translates the general objectives into more technical operational decisions. It
therefore requires more specific data to optimize the use of resources.
Education administrators perform administrative and operational tasks at the school, district
and provincial levels. Administrative decisions are made at to the local level and hence
require more detailed information.
While the three decision-making levels require distinct information, they are linked because
decisions at the policy level would be relevant and efficient inasmuch as they are based on
precise and reliable information gathered from the lower levels. The EMIS system should
integrate the complex relations between the different levels of decision-making to fulfill its
role as an education management information system.
L. Lack of guidance for dealing with educational dilemmas such as “fees or free”,
“private or public”, “standardization or customization”, “skill or knowledge
teaching”.
Conclusion
The development of an Education Management Information System (EMIS) is essential in
the modern management of education systems. It is designed to support information based
decision-making processes. Computer technology, database tools, and technical skills provide
necessary assistance in the data and information production capacity for the education
system. However, an EMIS unit needs a clear vision to see and know what to produce, who
the product is designed to support, and which departments and units to include. The
development of EMIS involves nurturing a new management culture more than establishing a
data and information system. The process of data collection, integration, analysis, and
dissemination is important, but even more critically; it is the culture of data sharing,
information use, and organizational management that leads to the effectiveness of the EMIS
development. It is important to remember that EMIS development is not IT development.
No one wants just “policy talk.” Policy must be supported by evidence or analysis of the
evidence. EMIS is developed to provide that evidence. EMIS and other management
functions such as monitoring and evaluation, policy research and analysis, and budgeting and
planning together should provide the results of the analyses of that evidence. This is the
support that Ministries of Education need and policy makers in the Ministries of Education
deserve.
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