saber education management information systems solomon
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Solomon IslandsEDUCATION MANAGEMENT INFORMATION SYSTEMS SABER Country Report
2015
Key Policy Areas Status1. Enabling Environment
Solomon Islands has successfully established EMIS as the point of reference that collects, processes, and disseminates education data on a regular basis. Between 2004 and 2015, a series of National Education Action Plans set the foundation for EMIS, yet no official policies support its continuity of operations. Absence of policies has resulted in lack of commitment toward devoting resources in developing EMIS as the core Ministry system, which is threatening its long-term sustainability. Moreover, a greater focus is put on allocating school grants than on collecting quality education data.
2. System SoundnessSolomon Islands uses the PINEAPPLES (Pacific Island Nation Evaluation Analysis Policy and Planning Leveraging Education Statistics) system, which is based on the Microsoft SQL server. Although the system has a complex design, most of its features are not in use. Paper-based census forms are used to collect data from schools every year, which are input manually into EMIS later. EMIS data contain basic demographic information on schools and students as well as human resource and financial data. However, assessment data, payroll, and other relevant education and noneducation databases are not integrated with EMIS. Quality assurance measures are ad hoc and vendor dependent.
3. Quality DataThe concepts and definitions of EMIS are clearly documented in a user guide provided by the vendor. These concepts are based on the technical guidelines prescribed by UNESCO. The education statistics are linked with the overall education strategy of ensuring equitable access, improved quality, and efficient management of resources. However, no internal or external audits are performed to validate the quality of data collected from schools. The entire process of data collection and dissemination takes approximately 13 to 16 months, which adds complexities and reduces comparability of information across the education system.
4. Utilization for Decision MakingMEHRD is the primary stakeholder that uses EMIS data, but its usage is limited to allocation of school grants. Education Authorities, principals, teachers, and parents do not use EMIS data for planning, school management, and teaching purposes. Although the government publishes the final statistics on the website, lack of user awareness and weak internet access results in underutilization of data by stakeholders.
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SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 2
Introduction
In 2011, theWorld Bank Group commenced amultiyearprogram designed to support countries insystematically examining and strengthening theperformance of their education systems. Part of theWorld Bank’s new Education Sector Strategy, thisevidence based initiative, called SABER (SystemsApproach for Better Education Results), is building atoolkit of diagnostics for examining education systemsand their component policy domains against globalstandards and best practices and in comparison with thepolicies and practices of countries around the world. Byleveraging this global knowledge, the SABER tools fill agap in the availability of data and evidence on whatmatters most to improve the quality of education andachievement of better results.
This report discusses the results of applying the SABEREducationManagement Information Systems (EMIS) toolin Solomon Islands. The objectives of this report are toexamine the system according to key policy areas,identify successes and challenges in the system, andprovide recommendations to support the continuedadvancement of EMIS in Solomon Islands.
Overview of SABER EMISInformation is a key ingredient in an effective educationsystem. SABER Education Management InformationSystems (EMIS) aims to help countries improve datacollection, data and system management, and data usein decision making. SABER EMIS assesses theeffectiveness of a country’s EMIS, with the aim ofinforming policy dialogue and helping countries bettermanage education inputs and processes to achieveoverall efficiency and strong learning outcomes.
A successful EMIS is credible and operational inplanning and policy dialogue as well as teaching andlearning. It produces and monitors education statisticswithin an education system and has a multifacetedstructure, comprising the technological and institutionalarrangements for collecting, processing, anddisseminating data (Abdul Hamid 2014). It is crucial fortracking changes, ensuring data quality and timelyreporting of information, and facilitating the utilizationof information in decision making.
The SABER EMIS assessment methodology is built onfour key policy areas that are essential to EMIS andmust be assessed to understand and ultimatelystrengthen the system. Each policy area is defined by aset of policy levers (actions that help governments reachthe policy area) and indicators (measuring the extent towhich the policy levers are achieved) (figure 1).
A strong enabling environment lays the foundation foran effective EMIS. Enabling environment refers to thelaws, policies, structure, resources, and culturesurrounding an EMIS that make data collection,management, and access possible. In essence, this policyarea is the context in which an EMIS exists. This definedscope of an enabling environment builds on lessonslearned from studies of education management systems.
System soundness ensures key processes, structures,and integration capabilities in an effective EMIS.Education data are sourced from different institutions,but all data feed into and make up EMIS. Databaseswithin an EMIS are not viewed as separate databases,but as part of the whole EMIS. Key aspects of systemsoundness include what data are covered in EMIS andhow data come together in the overarching system.
Quality data establishes the mechanisms required tocollect, save, produce, and utilize information in anaccurate, secure, and timely manner. Data quality is amultidimensional concept that encompasses more thanjust the underlying accuracy of the statistics produced. Itmeans that not only are the data accurate, but that thedata address specific needs in a timely fashion. Qualitydata lays the groundwork for utilization.
Figure 1: SABER EMIS Policy Areas and Levers
EnablingEnvironment
SystemSoundness
Quality Data
Utilization forDecision Making
Policy Levers: legal framework, organizational structureand institutionalized processes, human resources,infrastructural capacity, budget, data driven culture
Policy Levers: data architecture, data coverage, dataanalytics, dynamic system, serviceability
Policy Levers: methodological soundness, accuracy andreliability, integrity, periodicity and timeliness
Policy Levers: openness to EMIS users, operational use,accessibility, effectiveness in disseminating findings
Policy Areas
Source: Abdul Hamid 2014.
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An effective EMIS is utilized in decision making by allusers (parents, students, teachers, principals, andpolicy makers) across the education system. An EMISneeds to be used so that measures can be taken toimprove educational quality. Accurate information oneducation sector performance enables the design ofmore informed policies and programs. To assessutilization, it is imperative to understand where decisionmaking occurs, if the capacity to analyze and interpreteducation data exists, and if specific data are available toinform decisions.
Using the EMIS data collection instrument, policy leversare scored on a four level scale (latent, emerging,established, and advanced) to assess the extent to whichboth policy intent and implementation are achieved(figure 3).
Approach
Intent & ImplementationThe EMIS assessment examines policy intent and thedegree to which intended policies are effectivelyimplemented on the ground (figure 3). Intent refers tothe way in which EMIS and its overarching purpose arearticulated by decision makers and documented inpolicies and legislation, as well as standards and strategydocuments. Assessing intent alone only reveals part ofthe picture. As such, this EMIS assessment also evaluatespolicy execution. Implementation refers to the degree towhich policy intentions take place during the day to dayactivities of stakeholders (policy makers, countyadministrators, principals, teachers, and students).Implementation can be observed through utilization of
EMIS by stakeholders, budget allocation, distribution ofhuman resources, availability of professionaldevelopment activities, communication anddissemination of information, as well as the extent ofinstitutionalization across the system. Once policy intentand implementation are analyzed, the EMIS assessmentexplores the results of these two key components, witha focus on system effectiveness and efficiency, inaddition to strong outcomes in the areas of teaching andlearning, and management and planning. Strongeducation systems will ultimately use these outcomes toinform the effectiveness of policies and educationstrategies and make adjustments as necessary, creatingthe cyclical process illustrated in figure 2.
In Solomon Islands, EMIS intent and implementationwere accessed through desk research, analysis of systemapplications and utilization, as well as interviews with avariety of stakeholders (table 1).
Implementation
Outcomes
Intent
UtilizationProcessesInstitutionalizationBudgetHuman ResourcesCommunication
PoliciesVision & buy inStandardsStrategydocuments
Teaching & LearningManagementPlanning & MonitoringTransparencyGovernance
Figure 2: Policy Intent, Implementation and Outcomes Cycle,with Examples
Source: Authors.
1Latent
2Emerging
3Established
4Advanced
Figure 3: SABER Scoring and EMIS Development
Limited enablingenvironment,processes,structure, datamanagement,utilization
Basic enablingenvironment,processes,structure, datamanagement,utilization
Enablingenvironment,processes,structure, datamanagement,utilization in placewith someintegration
Comprehensiveenablingenvironment,processes,structure, datamanagement,utilization, andintegration inplace, withintelligentanalytics
Source: Abdul Hamid 2014.
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Table 1: Measuring EMIS Intent and Implementation inSolomon Islands
Policy Intent ImplementationMultiple meetings withMEHRDExtensive review ofrelevant central policiesResearched relevantstandards and planningdocuments
Interviews withstakeholders at central,provincial and schoollevelsEMIS system applicationat the central levelAnalysis of data qualityand comprehensivenessThorough utilizationassessment
Source: Authors.
MethodologyThe EMIS assessment methodology consists of a reviewof written policies and technical documents as well asinterviews with key stakeholders across the educationsystem to ensure proper implementation.
Research and investigation for Solomon Islands EMISassessment took place betweenMarch and April of 2015.The authors conducted a comprehensive review ofcentral policies, as well as technical documents and otherbackground materials. To further examine intent andimplementation, a series of interviews and meetingstook place with the following entities:
1. MEHRD (EMIS team and other educationdepartments)
2. Sample of EAs3. Sample of schools4. Focus group discussions with parents
Country OverviewSolomon Islands is an island country located in the SouthPacific, consisting of more than 900 islands, more than300 of which are now inhabited. About 80 percent of thepeople live in rural areas scattered around the country,making the provision of public services such as educationextremely difficult. It has a population of approximately561,200 people (2013), with 70 percent below the age of29 years. Being prone to natural disasters, investment inthe country is very weak, contributing to a low economicgrowth rate of 3 percent per annum (2015).
A challenging environment for service delivery includingweak infrastructure and institutional capacity constraints
at all levels, including at the teacher level, poses severechallenges to providing quality education. Only 8 percentof the population has access to broadband or internetservices, which is very slow, expensive, and unreliable.The majority of schools do not have access to electricityand communications, directly impacting educationalservices in the country. Although initiatives are beingundertaken to provide speedy and affordable internetconnections, access to rural areas still poses a significantchallenge.
The Education Act (1978) underpins the structure of theeducation system of Solomon Islands. The educationsystem is organized into three levels of governance: theMinistry of Education and Human ResourceDevelopment (MEHRD) at the national level, EducationAuthorities (EA) at the subnational level, and schools atthe local level (figure 4). The EAs are approved by theMEHRD to establish and manage their own schools. Thecentral government provides grants to EAs to managetheir schools. Some schools in the capital city are directlymanaged and supervised by MEHRD, not EAs. Currently,there are 31 EAs (including MEHRD) with at least one EAin each province. EAs can operate in the province theyserve or remotely from the capital, Honiara. The countryhas 1,211 schools, including private, public, andcommunity schools (EMIS 2014).
Figure 4: Governance Levels
Source: Authors.
The education system in Solomon Islands consists of fivesubsectors: Early Childhood Education (3–5 years),Primary Education (6—11 years), Lower SecondaryEducation (12–14 years), Upper Secondary Education(15–18 years), Technical Vocational Education andTraining (TVET) (15–21 years), and Tertiary Education(18–21 years) (figure 5).
MEHRD
EducationAuthorities
ProvincialEAs Church EAs Private EAs
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Figure 5: Structure of Education System in Solomon Islands
Source: SIEMIS User Guide.
In 2013, the MEHRD share of spending as a percentageof total government expenditure was 26.2 percent,which is equivalent to 6 percent of GDP (Line MinistryExpenditure Analysis, MEHRD). In addition, thegovernment receives support from many donors,especially Australia and New Zealand. Of the totalMEHRD budget (2013), the maximum expenditures areallocated to primary (32.4%), tertiary (31.8%), andsecondary (25.6%) education, and early childhoodeducation (ECE) spending is close to 2 percent. The netenrollments rates in primary schools for both males(89.2%) and females (88.5%) was high accompanied withvery low enrollment rates for ECE (31%) and secondaryschools (37%) (table 2).
Table 2: Education Indicators, at a GlanceNumber of schools (2014) 1,211Number of students (2014)Early childhood education 25,161Primary 125,753Secondary (lower and upper) 44,104TVET 3,490Tertiary 2,179Net enrollment rates (2013) Males FemalesEarly childhood education 30.5% 30.9%Primary 89.2 88.5Secondary 37.1 39.1Pupil teacher ratio (2013)Early childhood education 16.3Primary 25.4Secondary 26Public expenditure on education (2013)As a percentage of GDP 6%As a percentage of government expenditure 26.2%
Source:MEHRD Performance Assessment report (2006–13).
1 The terms “policy framework” and “legal framework” are usedinterchangeably. However, not all policies are approved or carry legal status.
Solomon Islands EMIS ResultsThis section presents the main results obtained from theassessment methodology described in the previoussections. Results and scores for each policy area arepresented, along with supporting evidence.
Policy Area 1: Enabling Environment
LatentSolomon Islands’ system is assessed in the following sixpolicy areas: (1) legal framework, (2) organizationalstructure and institutionalized processes, (3) humanresources, 4) infrastructural capacity, (5) budget, and (6)data driven culture.
In Solomon Islands, the legal framework for EMIS islargely driven by a series of National Education ActionPlans (NEAPs) from 2004 to 2015; however, no explicitpolicies support and define EMIS operations.1 The NEAP2013–15 sets a preliminary foundation for theestablishment of an EMIS by (1) outlining theresponsibility of MEHRD to improve the accuracy ofeducation information and data collection and (2)identifying the Planning, Coordination and Research Unit(PCRU) of MEHRD as the sole agency responsible formanaging EMIS. However, the language of the documentis very vague and does not clearly outline the need for anEMIS as a single point of reference for data collection,processing, and dissemination. As a next step, a strongerEMIS specific policy could be established to support thefunctioning, implementation, and utilization of EMIS.
A greater emphasis is placed on the allocation ofeducation grants than on the collection of qualityeducation data. The Updated Policy Statement andGuidelines for Grants to Schools in Solomon Islands 2012
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(SIGP 2012) drives the data collection process in thecountry. It plays a key role in EMIS by linking thereporting of data by schools to the allocation ofeducation grants. Although this acts as an incentive forschools to supply information, it also creates adverseincentives for them to report inflated numbers to receiveincreased funding. Thus, having a grants policy, by itself,is not a sufficient means to collect quality data. Countriesneed to put in place adequate EMIS specific policies thatfocus on developing mechanisms to collect quality datato assess the performance of the education system.Sound validation mechanisms at the school andprovincial levels are also essential to monitor quality andtimeliness of information provided to schools.
NEAP (2013–15) and SIGP (2012) emphasize data driveneducation decisionmaking, but only at the central level.Both policies underscore the importance of data as ameans to assess education sector performance, allocategrants, and manage schools. However, the focus onutilization of data is only at the central level, withouttaking into account EAs, schools, and other stakeholders.Involving EAs by providing them access to data wouldensure better utilization of information at the provinciallevel, because they would be better equipped to makeschool development decisions.
The Statistics Act (1970) guarantees confidentiality ofinformation collected from the school census forms.The law states that “information provided through thecensus is protected” and “may not be disclosed to anyunauthorized persons, or used for nondisclosedpurposes.” Although such a law exists in principle, peoplein the Ministry are not familiar with its clauses, and it isnot put into practice. Moreover, the law is ambiguousand does not clearly outline the code of conduct on datasecurity. A good practice could be to dedicate resourcestoward developing data privacy, confidentiality, andsecurity materials and establishing channels to shareawareness on the confidentiality of data collected by thegovernment. This would help MEHRD gain theconfidence of parents and communities because theywould be more responsive to sharing data on a largescale (figure 6).2
2 This example has been adapted from the U.S. Department of Education:Protecting Student Privacy.
No standalone budget is dedicated toward EMISoperations in the country. Currently, EMIS in SolomonIslands is completely funded by Australia and NewZealand, which have been significantly involved infunding EMIS systems in other Pacific countries such asKiribati and Vanuatu. Since the core areas of EMIS (suchas hardware and software) are funded by donors, noefforts are made by the government to allocate moneyto its operations. The only money that the governmentspends on EMIS is directed toward publishing andprinting the Performance Assessment Reports (PARs).Any small investments into the system such as softwareupgrades and related staff training are donor dependent,making the system highly unsustainable. Having aseparate budget allocated to the EMIS unit would be veryhelpful in ensuring the sustainability of the system.Funds received from donors should be channeledthrough the government systems and documented in theEMIS budget. In addition, regular investments should bemade into system quality reviews and training of staff toimprove the local capacity and institutionalize thesystem (figure 7).
A “Privacy Toolkit” includes a list of FAQs; a library ofcommonly cited resources related to data privacy,confidentiality, and security; and checklists of importantitems to include in data security plans.
Meetings with Education Authorities annually to offer indepth reviews of data policies and practices relating toprivacy, confidentiality, and data security.
Developing trainingmaterials that allow for effective dataexchange while still protecting privacy, securing data fromunauthorized access, and ensuring the proper governanceprotocols are in place.
Creating a help desk atMEHRD for education stakeholdersto submit questions to the department on privacy,confidentiality, and data security issues. The process forsubmitting questions involves calling a toll free number oremailing or mailing a question.
Figure 6: Examples of Documents on Data Privacy andConfidentiality
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Figure 7: Components of the EMIS Budget
EMIS human resources consists of a relatively small unitqualified in project management but lacking thetechnical skills needed for operating the system. TheEMIS team resides under the PCRU and consists of threemembers including an EMIS manager. The staff isresponsible for manually entering the informationcollected from the school census forms into the EMISsystem, validating the data through built in statisticaltools, and publishing reports for dissemination.Increasing the size of the team to include more technicalexperts specializing in database management,communications, and quality assurance would improvequality of outputs.
Professional development is another critical area thatrequires significant investment by the government.Being heavily dependent on donors, the governmentdoes not invest in professional development activities forstaff such as training and specialized courses tostrengthen technical skills. Uniquest, the vendor that setup EMIS, provided trainingmaterials to staff for their use,but this was very limited. Although internationalorganizations such as UNESCO and SPC have providedsome training to staff, this has also been on an ad hocbasis.
A database management system exists only at thecentral level, not at the regional or local levels. Also, thetools for data collection and dissemination are weak.The primarymeans of data collection is the annual schoolcensus, a paper based document that schools completeand return to the Ministry via postal or shipping services.Involvement of the EAs is limited to delivery of forms
from schools to MEHRD and vice versa, though even thisminimal role varies by EA. Because of limited resourcesand lack of infrastructure to set up internet connections(especially in remote areas), mechanisms are limitedthrough which schools could report back the dataelectronically. Although some schools (in Honiara) havecomputer stations through which they send the formsonline to the government, this is not a common practiceamong schools.
Solomon Islands has a weak culture of evidence baseddecision making. Although NEAP highlights the use ofdata to inform decision making, the value of data is notfully understood by education stakeholders.Government needs to initiate efforts to promote thecollection and utilization of data within and beyond theeducation system. This ensures a sense of accountabilityon each stakeholder, which makes the entire systemmore efficient (box 1): “There needs to be massiveawareness of why education data is important, especiallyin the rural areas. Education and information needs to beembedded into the culture of the country” (parent indiscussion with the author, March 2015).
Auditing
Training
Staffing
Infrastructure
Maintenance
Dissemination
Collection
Many Latin American countries such as Argentina andChile have policies that mandate the use anddissemination of education data, drive effectiveness, andsafeguard the system in a variety of ways. Policies thatmandate EMIS and EMIS resources establish continuityand sustainability for the system. Further, policies thatspecify responsibilities and roles for data collection andmanagement prevent interference fromexternal agencies.Similarly, policies that guide processes and procedures forworking with other units and other sources of datacontribute to improvements in quality, efficiency, andintegration. Policies can also help to establish the supplyof data into EMIS by requiring schools to submit data in atimely manner and positioning the EMIS team as theprimary data collection authority.
Source: Abdul Hamid 2014.
Box 1: Example of EMIS Specific Policies
Source: Authors.
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Policy Area 2: System Soundness
EmergingA sound information system is assessed in five areas: (1)data architecture, (2) data coverage, (3) data analytics,(4) dynamic system, and (5) serviceability.
A basic infrastructure supports Solomon Islands’ EMIS,but no blueprint guides its structure. Since 2004,MEHRD has used Pacific Island Nation EvaluationAnalysis Policy and Planning Leveraging EducationStatistics (PINEAPPLES) software as the main databasethat captures information collected from all schools. It isbased on the Microsoft SQL server, which is compatiblewith Microsoft applications, using Microsoft Excel toconduct statistical analysis andMicrosoft Word to createand publish documents. The system is built by anAustralian company called Uniquest, funded entirely bydonors from Australia and New Zealand.
The system is capable of archiving data (source data,metadata, and final statistics) dating back almost nineyears. The major problems are the difficulty of upgradingthe software and fixing regular bugs, making the systemcomplicated. Because of lack of investment by thegovernment and lack of commitment by the vendor, thesystem is not reviewed continuously for softwareupgrades. EMIS data are made available to public via theMEHRD website (mehrd.gov.sb). The website publishessome key education statistics, policy documents, andPAR, information for which is derived from EMIS andassessment data.
Since its inception, no well defined blueprint or wireframe has supported the construction of an EMIS. A userguide provided by the vendor accompanies the system,but it is a very complex 800 page report, which is notused or read by the EMIS team. A table of specificationsalso exists that documents education data definitions,data formats, and layouts, which is also not used inpractice, as confirmed by the MEHRD staff. Noestablished audit mechanisms are in place that ensureregular auditing and confidentiality of data. AlthoughEMIS promises to be a comprehensive system in terms ofits design structure, many features of the system are notused by the team because of lack of training provided tothe staff.
EMIS data include only basic administrative informationof schools and teachers; assessment, health, andfinancial data are not integrated into EMIS, making itdifficult to assess the effectiveness of the educationsystem. Each year, MEHRD sends out a 20 page annualschool survey form to the schools (public, private, andchurch) to be filled out and sent back to the Ministry bythe end ofMarch. EAs support the process by distributingand collecting the completed forms from schools andsending them back to MEHRD.
EMIS contains school level statistical information onstudent enrollments, transitions, repetitions, dropouts,and transfers to other schools. This information isdisaggregated by age, gender, and class level. EMIScaptures school performance and efficacy data such asstudent to teacher ratios, student to classroom ratios,and student to school ratios.
The system also contains information on availability ofresources in schools such as library resources(instructional videos, reference books, computers,printers, and video players), student textbooks, furniture(desks, chair, and benches), classrooms (number, roomsize, years of construction, and materials), and generalfacilities (toilets, electricity, water, internet, and medicalsupplies). It is important to note that a “head count”approach is used to collect student information;individual level data are not collected by the ministry.Education data collected at the student level can helpanswer more detailed policy questions, which can informbetter decision making (box 2).
Besides administrative data, EMIS captures thebreakdown of funding received per school. All schoolsare required to report all sources from which theyreceive funding: for example, if the schools receivefunding via donations and grants. In addition, schoolsreport if students are required to pay school fees.Although schools are required to report these dataaccurately, no mechanism validates the data and trackshow the allocated money is spent by these schools.
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EMIS also contains basic human resources data onteachers’ personal information, such as name, age,gender, marital status, number of children, citizenship,and home province. In addition, it also captures data ontheir employment status, duties, qualifications, andexperience.
The system is capable of performing basic tabulations;however, increased focus on predictive modeling andscenario analysis can push the system to a moreestablished level. The Analysis Workbooks are the maindata analysis and reporting tools contained in SIEMIS(SIEMIS User Guide). These workbooks are built onMicrosoft Excel and linked to the data contained in EMIS.Analysis is conducted using pivot tables and pivot charts,which draw data from the system to conduct descriptiveanalysis, data tabulations, and data relationships, asneeded by the users. Data can be easily aggregated anddisaggregated by age, gender, schools, and districts. It isalso possible to calculate ratios (e.g., teacher studentratios), rates (e.g., transition rates, enrollment rates,etc.), and relationship between variables (e.g., genderand enrollment). Although this information can beproduced in real time, outputs from this analysis areused by the staff only to produce the PAR, publishedonce every two years. Besides this, no other advancedstatistical tools are used to perform projections andestimations of statistics (e.g., projecting enrollment ratesfor the next five years). Staff are not equipped with any
other advanced statistical software such as STATA orSPSS to conduct high level analysis.
Few discussions are held between the centralgovernment, education authorities, and schools toreview the existing portfolio of data and identify newdata needs. Parents, teachers, and schools are neverconsulted or interviewed to understand their data needs.EMIS is seen as a “top up” initiative, with thegovernment reporting data to donors and otherinternational organizations, not to the educationauthorities and schools. Further, the same census formshave been distributed for more than 10 years withoutany consideration of capturing additional data.
Serious issues are seen with regard to compilation ofdata, data validity across different sources, andintegration of education and noneducation databasesinto EMIS. The process of compiling data into EMIS isvery lengthy and may involve duplication of informationand errors. Only two EMIS staff are in the unit who areresponsible for compiling the annual school survey formsand inputting data into the system. Since the data areentered manually, no other mechanism is available toreduce or identify any coding, editing, or tabulationerrors. Entering data into the system can take manymonths, which increases the time lag between datacollection, production, and dissemination.
EMIS stores time series data dating back to 2006. Thisenables the EMIS team to verify data consistency overtime and check for any deviation in trends. This becomesespecially important because schools have adverseincentives to report inflated enrollment numbers to getincreased funding. The system has also archived all datacollected since its inception, including source data as wellas final statistics.
EMIS is a standalone system, not integrated with anyother information systems, within or outside theeducation system. Within MEHRD, differentdepartments have different databases capturingeducation information such as (a) learning assessmentdata (ATLAS information system), (b) teacher payrolldata (SIEMIS), and (c) scholarships data (SIMS), but noneare integrated with EMIS. Other education divisionswithin MEHRD maintain some education data, also notintegrated into EMIS. These include (a) school inspectiondata, (b) school grants data, (c) a register of teachers, (d)
Besides school level data, EMIS in Fiji (also known asFEMIS) captures individual student data entered at theschool level, which contains information such as student IDnumber, registered birth number, parent details, gender,ethnicity, date of birth, home situation (e.g., householdincome, electricity, employment), school attendance,record of school fees, and financial assistance accessed. Inaddition, it captures health records for each student,including information on disabilities. FEMIS is also linked tothe national teacher data system and assessment datasystem. These linkages help in answering a range ofquestions such as which children with disabilities, in whichsettings, under what circumstances, are achieving whateducational outcomes? Or, which teachers with what typeof training are creating environments that result in goodlearning outcomes for children with disabilities?
Source: Sprunt 2014.
Box 2: Example of Data Collected by EMIS in Fiji
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teacher training and professional development, and (e) aregister of education authorities. Moreover, relevantnoneducation external databases such as workforcedata, internship information, and the like are notcollected or linked with the EMIS system. A well definedintegrated EMIS system includes both education andnoneducation data from different sources, collected atdifferent levels (student, school, and government levels),over a long period.
A key ingredient for data integration is having multiplecommon IDs (such as student, teacher, and subject IDs)that could link these different databases. Identifierscould be in the form of name, date of birth, enrollmentnumber, and so on. Data integration could helpgovernments draw and link information from differentsources, helping them identify trends and correlation,equipping them with tools that would facilitate strongerandmore targeted policy decisions. It would improve theefficiency of the system, serving as a one stop shop togather information on education indicators.
A comprehensive EMIS includes not only administrativedata but also financial, human resources, and learningdata (table 3). This information should be available atboth the individual and aggregate level. The type of dataentered into the system needs to follow logic and a fixedmethodology and have a well defined purpose (AbdulHamid 2014).
Table 3: Data Coverage, Best Practice, and Solomon Islands
Data Type Best Practice Solomon Islands
Administrativedata
DemographicHealthAttendance(enrollment,repeat, dropout,progression, etc.)School level
DemographicEnrollmentsRepetitionsDropoutsTransitions
Financial data
Budgets andrevenuesSpendingCash transfers andsubsidiesUnit cost perstudent
Unit cost perstudent
Humanresources data
GeneraldemographicsSalariesPerformanceevaluationProfessionaldevelopment
Generaldemographics
Learningoutcomes data
ClassroomassessmentsNationalassessmentsInternationalassessments
Source: Adapted from Abdul Hamid 2014.
Policy Area 3: Quality Data
EmergingThe quality of data collected by Solomon Islands’ EMIS isassessed in four policy areas: (1) methodologicalsoundness, (2) accuracy and reliability, (3) integrity, and(4) periodicity and timeliness.
The concepts and definitions of EMIS are welldocumented in a user manual, following technicalguidelines prescribed by UNESCO. Technical documentsare provided by the vendor, which contain detailedinformation on the terminology of the educationstatistics tracked by the system. Complete information isprovided on the structure of the entire database andhow information flows from one part of the system toanother (figure 8). Although not all databases in EMIS areactively functioning (only administrative data arefunctioning), the diagram is a useful tool for
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understanding how information in these databasestranslates into analysis and reporting. In addition,comprehensive microdiagrams are provided for eachcomponent of the databases to help users understandthe functions of the system.
Figure 8: Components of EMIS
Source: Adapted from SIEMIS User Guide, 2011.
Additonally, these documents provide information onhow to map Solomon Islands’ education structure to theInternational Standard Classification of Education(ISCED) education level codes precribed by UNESCO.Each statistic in SIEMIS can then be calculated for boththe regular education levels as well as ISCED levels. Thisalso facilitates easy reporting of statistics to the UNESCOquestionaire, which all countries worldwide are requiredto submit.
Education data captured by EMIS is linked to the overalleducation strategy articulated in NEAP (2013–15).Education statistics are linked to the three strategic NEAPgoals:
1. To achieve equitable access to education for allpeople in Solomon Islands
2. To improve the quality of education in SolomonIslands
3. To manage and monitor resources efficientlyand effectively.
However, the scope of education statistics in EMIS is notbroad, but instead is restricted to a small number ofindicators such as enrollments, completion rates, andbasic demographic indicators. The data collected are notcomprehensive, nor do the data track student and schoolperformance longitudinally. Moreover, metadata are notincluded with education statistics.
With regard to recording of data, the student’s age isrecorded according to a specific date or referenceperiod. Once the official primary age is entered intoSIEMIS by the EMIS staff, the system easily calculates theage group for each education level (figure 9).
Figure 9: SIEMIS Calculates Official Student’s Age
Source: SIEMIS User Guide, 2011.
Source data do not provide an adequate basis forcompiling statistics. The administrative school censuscontains information on the structure of the educationcycle, schools, students, and teachers’ personal details.It does not gather information on any indicators relatedto school management or education expenditure.Moreover, the census is not created in a manner thatallows for easy completion by school principals. Many ofthem struggle with completing these forms because oflack of training for collecting the required information.The template is also not compatible with the EMISsystem, and the data have to be manually entered bystaff into the computer. The school forms are also notreceived on time from schools, which delays the entiredata collection process. Revising the design of the schoolcensus forms to add more relevant education statisticsas well as a reduction in the manual entry of data intothe system would enhance EMIS in Solomon Islands.
No validation mechanisms are in place at the local orcentral level to monitor the quality of data entered into
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the system. However, a statistical tool in EMIS flagssuspicious values. The quality of data generated by EMISis dependent on the quality of information collectedfrom schools. Inadequate and incomplete informationcan compromise the quality of outputs produced by thesystem, which in turn can affect the ability of thegovernment to make sound policy decisions. For thisreason, having strong validation mechanisms at theschool and provincial levels as well as automated tools toflag suspicious data would be of critical importance. Toaddress these issues, EMIS has a built in tool called “XYCharts” to identify data that may seem suspicious orinaccurate. XY Charts is a tool that is able to spot any datathat is an outlier, by comparing current year values withthe previous year’s information. As an example, in figure10, plotting enrollment rates for the previous yearagainst the enrollment rates for the current year willproduce a set of ratios that is likely to vary within alimited range, because school sizes are not assumed tovary much over a span of one year. The chart helpsidentify any significant outliers to the trend observed(bold red dots that lie outside the gray area). Once theEMIS staff notice any suspicious data, they wouldinvestigate and cross verify this information with theschools.
Source: SIEMIS User Guide.
However, the scope of this tool is very limited because itcan compare information only against previous trends.Besides this tool, no other validation measures areadopted to verify data collected from schools at anytime. A good practice would be to assign central level
officers at the provinces to monitor school level datacollection.
EMIS staff are not bound by any professional code ofconduct while performing their duties. No proceduresare in place that require staff to follow any professionalconduct. No efforts aremade to promote research by theteam using the data generated from EMIS. Also, thestatistical practices are not transparent. No publicinformation is made available regarding how the datawere collected or compiled. There is a lack of awarenessof the publications and education statistics produced byEMIS.
Huge delays are seen in collecting data and producingstatistics from EMIS. The entire process of datacollection, processing, and dissemination can takeapproximately 13 to 16 months. Absence of policies andmandatory procedures results in schools not reportingdata on time. Geographical location is also another areaof concern. Schools located in rural and suburban areasfind it difficult to send their forms on time to MEHRDbecause of poor shipping and postal services. In addition,manual entry of data into EMIS takes three to fourmonths. As a result, the final annual statistics book (PAR)is published only once every two years. Having educationauthorities closely monitor schools and assisting them inproviding data on time would help reduce the time lag.
Policy Area 4: Utilization for DecisionMaking
Latent
The utilization of Solomon Islands’ EMIS data is assessedin four areas: (1) openness, (2) operational use, (3)accessibility, and (4) effectiveness in disseminatingfindings.
The Performance Assessment Report (PAR) is theannual statistics handbook produced and disseminatedby MEHRD.MEHRD uses EMIS data to produce the PAR,which is printed and published on the MEHRD websiteonce every two years. Although this is a useful tool foreducation stakeholders to assess the education system,it is rarely used in practice. Lack of user awareness of theexistence of these reports (due to poor disseminationstrategies) coupled with a weak internet makes itinaccessible for most stakeholders.
Enrollment rates, current year
Enrollm
entrates,previou
syear
Figure 10: Data Quality Measures: XY Charts
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SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 13
A two page school feedback report is sent byMEHRD toall schools, but this is rarely used in practice. At the endof the data completion cycle, schools receive a shortfeedback report from MEHRD that contains a briefanalysis of school performance. It contains descriptivestatistics on school demographics such as enrollmenthistory, enrollments by gender, repetition rates by gradeand province, and student teacher ratios (figure 11). Thisfeedback loop helps involve schools in the EMIS processby providing them with performance data, but it is notuseful for many reasons. First, there is a lack of datadriven culture in the country. School principals andteachers do not understand the importance of data toinform their decisions on teaching and student learning.Second, timelines are a major issue. The feedback reportis sent with long delays (sometimes more than a year),which makes the data redundant and lacking in context.Third, inaccurate reporting of data by schools makes thisinformation unreliable.
Creating awareness of the importance of data andequipping schools to analyze the data reported by themwould be a good start to help them understand its usage.Workshops and focus group discussions should be heldin schools to train school staff on (a) how to fill censusforms, (b) how to use data to make school improvementplans, and (c) training teachers on the use of data inclassrooms. MEHRD should also make attempts toreduce the time lag between data collection anddissemination so that schools receive the feedbackreport on time.
EMIS is open only to the central government (MEHRD)and donor organizations supporting the system. EMIS isa hierarchal initiative established to feed data fromschools to MEHRD. Although MEHRD collects datathrough EMIS, its usage is limited only to the allocationof school grants, not for improving governance andaccountability of the education system. Internationalorganizations, such as the UNESCO Institute of Statistics,and donors fromAustralia and New Zealand request datavia email, outside of EMIS. However, these organizations’usage of data is limited to basic information on educationstructure, enrollment figures, and other educationdemographics. Besides MEHRD and donor organizations,no other education stakeholder is aware of or uses EMISdata in their core operations.
Local education authorities do not have access to data,and as a result, they cannot use this information tomanage their schools and hold them accountable: “Wecannot monitor schools because we do not getinformation collected by the annual forms. Accessibilityof data is a major issue” (EA representative in adiscussion with author, March 2015). For schools, EMISrepresents mandatory filling and reporting of the annualschool census form to the Ministry.
Figure 11: Snapshot of the Feedback Received by Schools
Source: EMIS team, MEHRD.
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SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 14
Efforts could be made to improve the dissemination ofdata so that users are more aware and understand thebenefits of data. Lessons could be learnt from countriesthat have adopted strong dissemination materials tocreate a data driven culture in the society. Newsletters,publications, report cards, and other documents couldbe produced that would cater to the needs of variousstakeholders such as parents, teachers, principals, andother communities. As an example, Chile has developeda toolkit for data dissemination materials for differentaudiences that help them in policy making, providinginformation on student learning as well as holdingschools accountable (table 4).
Table 4: Example from Chile on Data Dissemination StrategyAssessmentguidelines
Provide pedagogical support to schoolprincipals, pedagogical coordinators, andteachers
Schoolreport
Provide pedagogical support to schoolprincipals, pedagogical coordinators, andteachers
Nationalreport
Inform policy to decision makers andgeneral public on student performanceacross grades and regions
Newspapersupplement
Hold schools accountable by publishing dataon school grades by subject across regions
Parentreport
Hold schools accountable and involveparents in school
Online bankitem
Provide pedagogical support to teachersthrough releasing test questions from allsubject areas and target grades
Press kit Inform policy by providing materials tojournalists and regional education offices
Data files Inform policy, provide pedagogical support,and hold schools accountable, depending onresearch topic, to researchers
Dataanalysis tool
Inform policy, provide pedagogical support,and hold schools accountable, depending onthe type of analysis, for researchers anddecision makers
Georeferentialsystem
Google Maps with the geographical locationof schools and their mean scores for parentsto hold schools accountable
MEHRDwebsite
Inform policy, provide pedagogical support,and hold schools accountable
Source: Ramirez 2013.
Regular announcements of the reports published via emails, postal services, and newspapers could increaseawareness. These dissemination materials ensureutilization of information from parents to schools toeducation authorities and national governments. Thelack of utilization of data to improve student learning isvoiced by parents in Solomon Islands (box 3).
Box 3: Voices of Parents
“Some schools delay in sending report cards, and thesedays could range for more than a year”—Parent in adiscussion with author, March 2015
“Number of students at each school level should be madepublic”—Parent in a discussion with author, March 2015
“Parents should be able to know which schools areperforming well” —Parent in a discussion with author,March 2015
“There is no legal mandate that the parents can use tomake schools accountable” —Parent in discussion withthe author, March 2015
“Parents should be able to know which schools areperforming well” —Parent in a discussion with author,March 2015
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SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 15
Recommendations and Proposed Support
This section presents a set of recommendations and proposedactivities based on the assessment of EMIS in Solomon Islands(table 5). Recommendations and activities aim to improveoverall EMIS functionality in a sustainable and effectivemannerto ensure better access and use of information for decisionmaking, planning, and student learning. The Strengths,Weaknesses, Opportunities, and Threats (SWOT) profile (figure12) summarizes key points from the needs assessment andinforms recommendations.
Figure 12: Solomon Islands EMIS SWOT ProfileStrengths
Strong political buy in from high level officialsThe National Education Action Plan (NEAP) lays thefoundation for EMISLinkage of the education statistics with the overalleducation strategyA system is already established at the central levelData analysis tools already exist
Weaknesses
Detailed policies supporting EMIS operations do notexistLack of integration of different education databases(e.g., assessment/ finance) into EMISEMIS processes not expanded to the provincial levelLimited auditing/validationmechanismsFlaws in the system that create adverse incentives forschools to report inflated education dataPoor internet access, especially in remote areas,which inhibits technological activities in the countryManual processing of dataNo revisions or updates to school census formsLimited involvement of Education AuthoritiesProfessional development activities for staff arelimitedLong delays in production of PerformanceAssessment Reports
Opportunities
Involvement of education authorities beyondcollection and distribution of census formsQuality of feedback reports provided to schools couldbe enhancedCreating awareness, publicizing, and regularlyupdating the content of the existing MEHRD websiteDesignating MEHRD officials and EducationAuthorities closer to schools (especially in remoteareas) to manage/ monitor themExisting donor funding could be channeled throughgovernment systems
Threats
Heavy dependence on donors threatens the longterm sustainability of the systemWeak capacity of primary data providers and officialsat the local levelLimited channels for communication to inform andupdate stakeholdersLimited communication and coordination acrossdifferent units in the Ministry
Table 5: Solomon Islands EMIS Rankings
1. Enabling Environment Latent
2. System Soundness Emerging
3. Quality Data Emerging
4. Utilization for Decision Making Latent
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Institutionalization of EMIS as the core managementinformation system of the government would requirestrong policies and a dedicated EMIS budget. Heavydependence on donors to fund its core operations, suchas infrastructure, has resulted in a lack of investmentdedicated toward its maintenance and long termsustainability. As a next step, a policy should bedeveloped that focus on EMIS as the single point ofreference for data collection, processing, anddissemination with a dedicated budget allocatedtowards its operations. Funds fromdonors should also berouted through the government systems.
The policy should include clearly outlined mandatorypractices to be adopted by various educationstakeholders at each level of the education system. Awell defined EMIS policy should have clearly statedprocedures and regulations for (a) central, local, andschool reporting requirements, (b) defined responsibilityand ownership of data, (c) allocation of EMIS budget, (d)data collection processes, (e) data submissionrequirements, (f) procurement guidelines (if purchasingthe software/hardware from an external vendor), (g)technical specifications of EMIS, (h) type of datacollected, (i) data validation mechanisms (internal andexternal), (j) confidentiality clauses, (k) disseminationstrategy, (l) extent to which data should be utilized bystakeholders, (m) code of conduct for staff, and (n)professional development activities.
Efforts should be made to improve the local capacity ofEMIS staff by investing in their professionaldevelopment activities. Currently the EMIS team isstaffed with people who do not have any technicalexpertise in the area of EMIS or database systems. As aresult, any breakdown in the system makes themdependent on the support of vendors. Regular trainingand support should be provided to make staff more selfsufficient. A stronger push is needed from thegovernment to invest in these types of resources. Someinitiatives have been in the pipeline, like thedevelopment of the EMIS Regional design facility by theSecretariat for the Pacific Community to providecontinuous on the job training to staff.
EAs should be involved in the process of data collection,processing, and dissemination. EMIS in Solomon Islandsis a centralized and hierarchal initiative, with the schools
feeding data directly to EMIS. EAs could be instrumentalin assisting schools to complete census forms and ensuretimely submission of data to MEHRD. They could also beinvolved in monitoring the quality of data provided byschools, which would make them accountable. Providingthem access to EMIS data would ensure more effectiveutilization of information at the local level and increasethe accuracy and reliability of source data.
The type of data collected and indicators produced byEMIS must be reviewed and further developed toinclude student level data. Currently the annual censuscollects aggregate data on students. A head countapproach is used to estimate the enrollment rates andother education statistics. Collecting individual leveldata would provide more useful information to schools,teachers, and parents as well as increase theirengagement in the process. Workshops with the EMISteam and different departments within MEHRD shouldbe conducted to review data needs and revise censusforms accordingly.
Integration of other education databases into EMISwould result in more effective utilization of educationdata for decision making. Currently EMIS is a standalonesystem, containing basic demographic information onschools. Student assessment data are fed into a separateinformation system (ATLAS), which contains data onliteracy and numeracy skills. Besides assessment, there isa human resource management information system andfinancial information system, which are not integratedwith EMIS either. The government should develop astrategy to encourage dialogues among differentstakeholders to integrate all the existing educationdatabases.
EMIS needs to be supported by regular internal andexternal audits to improve the accuracy of datacollected and utilized in decision making. The SIGPcreates adverse incentives for schools to report inflateddata to receive increased funding. As such, validationprocedures to verify data collected from schoolsbecomes even more critical. Posting MEHRD officers andeducation authorities in provinces (both rural and urban)to monitor schools closely would go a long way inimproving the accuracy and reliability of source data. Inaddition, stronger automated tools to deal with missingvalues and identify suspicious data could be developed.
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Specialized workshops should be held in schools toinstill a data driven culture among educators.Utilization of data requires a shift in behavior and socialnorms, making communication campaigns a useful tool.Specialized training courses should be conducted forprincipals and teachers to (a) train them on the effectiveuse of the EMIS feedback report and (b) teach them howto complete school census forms. This is especiallyimportant when a new principal or staff is appointed whohas little knowledge on completing these forms.
The quality of feedback reports sent to schools shouldbe enriched with more relevant microlevel informationon school performance. Currently MEHRD sends a twopage feedback document to every school, which containsa brief summary on school enrollment history, abreakdown of enrollment by gender and class level,repetition rates by grade, and student teacher ratio.Although this is a useful tool for knowing the basiceducation statistics of a school, it does not give anyinformation about school performance. Enriching the
report by providing detailed information on studentperformance in examinations, absenteeism rates, schoolexpenditures, management of resources, and so onwould be a more useful tool for school managers andteachers.
Clearly articulated data utilization and disseminationstrategies need to be developed, including processes toensure the timely production of an annual statisticshandbook, as well as additional utilization anddissemination opportunities such as pamphlets andweb based portals. The PAR gets published once everytwo years because of considerable delays in datacollection and processing. Efforts need to be made toensure annual production of these statistics. Also,MEHRD needs to put in place a dissemination strategy tocreate awareness and build a data driven culture.Regular announcements via e mails, as well asmonthly/quarterly updates on education statistics,would go a long way in broadening the number ofrecipients and engaging stakeholders across the country.
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SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 19
AcknowledgmentsThis report was prepared by SABER EMIS teammembersSarah Mintz and Namrata Saraogi, under the supervisionof Husein Abdul Hamid (Senior Education Specialist,Education Global Practice, World Bank). The report wasdeveloped in collaboration with Fred Brooker (SeniorEducation Specialist, Australian Department of ForeignAffairs and Trade) and in partnership with the PacificBenchmarking for Education Results (PaBER) initiative.3
With PaBER, SABER has assessed various parts of theeducation system including School Accountability andAutonomy, Student Assessment, Teacher Policies, andnow EMIS. Similar to SABER, the PaBER initiative linkspolicy with implementation, identifies areas tostrengthen policy, expands knowledge dissemination,and improves the quality of education and studentperformance across the pacific. The partnership has runpilot programs in Papua New Guinea, Samoa, andSolomon Islands.
Special thanks to colleagues providing insights andfeedback: Stephen Close, Manar El Iriqsousi, CassiaMiranda, and Michael Melamed. The report benefitedimmensely from the guidance and support of DoreenAlfred (PaBER Coordinator). The SABER EMIS team isgrateful to the Department of Education, especially Dr.Franco Rodi (Permanent Secretary), Richard Hellyer(Technical Adviser), Constance Nasi (Under Secretary,National Education Services), Mike Haukaria (Manager,EMIS Unit), and Richard Adomana (Reporting andMonitoring Officer, Strategic Support Unit).
AcronymsEA Education AuthorityECE Early Childhood EducationEMIS Education Management Information
SystemsISCED International Standard Classification of
EducationMEHRD Ministry of Education and Human Resource
DevelopmentNEAP National Education Action PlanPaBER Pacific Benchmarking for Education ResultsPAR Performance Assessment Report
3 PaBER is funded by the Australian government and is coordinated throughthe Educational Quality and Assessment Programme (formerly the SouthPacific Board for Educational Assessment).
PCRU Planning, Coordination and Research UnitPINEAPPLES Pacific Island Nation Evaluation Analysis
Policy and Planning Leveraging EducationStatistics
SIEMIS Solomon Islands Education ManagementInformation Systems
SIGP Solomon Islands Grants Policy
ReferencesAbdul Hamid, Husein. 2014. “SABER EMIS Framework Paper.”
World Bank, Washington, DC.Ministry of Education and Human Resource Department
(MEHRD). 2012. “Up dated Policy Statement andGuidelines for Grants to Schools in Solomon Islands.”
———. 2013. “MEHRD Performance Assessment Report 2006–13.”
———. 2013. “National Education Action Plan 2013–2015.”———. 2014. “SIEMIS Improvement Plan.”———. n.a. Education Act 1978.———. n.a. “Line Ministry Expenditure Analysis.”Ramirez, Maria Jose. 2013. “Disseminating and Using Student
Assessment Information in Chile.” Systems Approach forBetter Education Results (SABER) student assessmentworking paper no. 3. World Bank, Washington, DC.http://documents.worldbank.org/curated/en/2012/01/16238811/disseminating using student assessmentinformation chile.
Sprunt, B. 2014. “Efforts to Improve Disability Disaggregationof the Fiji Education Management Information System.”Working Paper, Nossal Institute for Global Health,University of Melbourne, Melbourne.
U.S. Department of Education. n.a. “Safeguarding StudentPrivacy.”https://www2.ed.gov/policy/gen/guid/fpco/ferpa/safeguarding student privacy.pdf.
Uniquest Pty Ltd. 2011. “SIEMIS User Guide.”
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Appe
ndixA:
Summaryof
PolicyLeverB
enchmarking
PolicyArea
PolicyLever
Score*
Weight
Benchm
ark
Enab
lingen
vironm
ent
Legalframew
ork
1.12
15%
Emerging
Organiza
tionalstructure
andinstitu
tionalized
processes
1.78
15%
Emerging
Human
resources
0.64
15%
Latent
Infrastructuralcapacity
1.24
15%
Emerging
Budget
0.00
15%
Latent
Data
driven
cultu
re0.57
10%
Latent
System
soun
dness
Data
archite
cture
1.90
20%
Emerging
Data
coverage
1.34
30%
Emerging
Data
analytics
1.78
15%
Emerging
Dynamicsystem
1.04
15%
Emerging
Serviceability
1.67
20%
Emerging
Qua
lityda
ta
Metho
dologicalsou
ndne
ss2.78
25%
Establish
edAccuracy
andreliability
1.42
25%
Emerging
Integrity
0.78
25%
Latent
Perio
dicity
andtim
eliness
0.67
25%
Latent
Utilizationinde
cision
making
Ope
nness
0.13
15%
Latent
Ope
ratio
naluse
1.13
50%
Emerging
Accessibility
1.20
20%
Emerging
Effectiven
essindissem
inatingfin
dings
0.80
15%
Latent
*0–0.9=Latent;1–1.9=Em
erging;2–2.9=Establish
ed;3–4
=Ad
vanced
.
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Appe
ndixB:
Extend
edRu
bric,Solom
onIsland
sScoresH
ighlighted
Red
PolicyLevers
Indicators
Descrip
tionof
Best
Practices
Scoring
Latent
Emerging
Establishe
dAd
vanced
POLICY
AREA
1:EN
ABLINGEN
VIRO
NMEN
T
Thesystem
contains
crucialcom
pone
ntso
facompreh
ensive
enab
lingen
vironm
ent,
which
addresses
relatedpo
licy
elem
entsan
den
ables
thefunctio
ning
ofan
effectivean
ddyna
mic
system
Thesystem
lacks
major
compo
nentso
facompreh
ensive
enab
lingen
vironm
ent
Thesystem
contains
basic
compo
nentso
facompreh
ensive
enab
ling
environm
ent
Thesystem
contains
most
compo
nentso
facompreh
ensive
enab
ling
environm
ent
Thesystem
contains
crucialcom
pone
ntso
facompreh
ensive
enab
lingen
vironm
ent
1.1
Legalframew
ork
Institu
tionalizationof
system
:EMISis
institu
tionalized
asan
integralpartof
theed
ucationsystem
andthe
governmen
t
Thereisan
existing
legalframew
orkto
supp
orta
fully
functio
ning
EMIS
Alegalframew
orkis
notinplace
Basic
compo
nents
ofalegal
fram
eworkor
inform
almechanism
sare
inplace
Moste
lemen
tsof
alegalframew
orkare
inplace
Anexistinglegal
fram
eworksupp
ortsa
fully
functio
ning
EMIS
Respon
sibility:respo
nsibility
for
collecting,processin
g,and
dissem
inatinged
ucationstatisticsis
givento
aclearly
desig
nated
institu
tionor
agen
cyDy
namicfram
ework:thelegal
fram
eworkisdynamicandelastic
sothat
itcanadapttoadvancem
entsin
techno
logy
Data
supp
ly:the
legalframew
ork
mandatesthatschoo
lsparticipatein
EMISby
providinged
ucationdata
Compreh
ensiv
e,qu
ality
data:the
requ
iremen
tfor
compreh
ensiv
e,qu
ality
data
isclearly
specified
inthe
EMISlegalframew
ork
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PolicyLevers
Indicators
Descrip
tionof
Best
Practices
Scoring
Latent
Emerging
Establishe
dAd
vanced
Data
sharingandcoordinatio
n:the
legalframew
orkallowsfor
adeq
uate
data
sharingandcoordinatio
nbe
tweentheMinistry
ofEducation
andagen
cies
and/or
institu
tions
that
requ
ireed
ucationdata
Utiliza
tion:
thelegalframew
ork
emph
asize
sdatadriven
education
policy
Budget:the
educationsystem
budget
includ
esalineite
mforE
MIS
Confiden
tiality:thelegalframew
ork
guarantees
that
respon
dents'data
are
confiden
tialand
used
forthe
sole
purposeof
statistics
1.2
Organ
izationa
lstructurean
dinstitu
tiona
lized
processes
Organiza
tionalstructure
and
institu
tionalized
processes
Thesystem
isinstitu
tionalized
with
inthegovernmen
t,has
welld
efined
organizatio
nal
processes,andhas
severalfun
ctionalities
beyond
statistical
repo
rting
Thesystem
isno
tspecified
inpo
licies,
andwhate
xistsd
oes
noth
avewelld
efined
organizatio
nal
processes;EM
IShas
limite
dfunctio
nalities
Theinstitu
tional
structureof
the
system
isno
tclearly
specified
inpo
licies,ithas
some
organizatio
nal
processes,andits
functio
nalitiesa
relim
ited
Theinstitu
tional
structureof
the
system
isde
fined
with
inthe
governmen
t,ithas
defin
edorganizatio
nal
processes,bu
tits
functio
nalitiesa
relim
ited
Thesystem
isinstitu
tionalized
with
inthegovernmen
t,has
welld
efined
organizatio
nal
processes,andhas
severalfun
ctionalities
beyond
statistical
repo
rting
1.3
Human
resources
Person
nel:thecore
taskso
fEMISare
iden
tifiedandEM
ISisstaffedwith
qualified
peop
le
Qualifiedstaffo
perate
thesystem
,and
oppo
rtun
ities
are
availableto
improve
theirp
erform
ance
and
retention
Minim
umstandardso
fqu
alificatio
nareno
tmet
forthe
majority
ofstaffthato
perate
the
system
and
oppo
rtun
ities
areno
tavailableto
improve
Somestaffare
qualified
toop
eratethe
system
andlim
ited
oppo
rtun
ities
are
availableto
improvestaff
Themajority
ofstaff
arequ
alified
toop
eratethesystem
,andfreq
uent
oppo
rtun
ities
are
availableto
improve
Allstaffarequ
alified
toop
eratethesystem
,andwelle
stablishe
dop
portun
ities
are
constantlyavailableto
improvestaff
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PolicyLevers
Indicators
Descrip
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Best
Practices
Scoring
Latent
Emerging
Establishe
dAd
vanced
Professio
naldevelop
men
t:professio
naltrainingisavailablefor
EMISstaff
theirp
erform
ance
and
retention
performance
and
retention
staffp
erform
ance
andretention
performance
and
retention
1.4
Infrastructural
capa
city
Data
collection:
toolsfor
data
collectionareavailable
Thesystem
hasa
well
defin
edinfrastructure
tope
rform
data
collection,
managem
ent,and
dissem
ination
functio
nsinan
integral
manne
r
Thesystem
lacksa
welld
efined
infrastructure
Thesystem
hasa
basic
orincomplete
infrastructure
Thesystem
hasa
ninfrastructure
that
allowsittope
rform
someof
itsfunctio
nsinan
integralmanne
r
Thesystem
hasa
well
defin
edinfrastructure
tofully
perform
itsdata
collection,
managem
ent,and
dissem
ination
functio
nsinan
integral
manne
r
Database(s):databasese
xistun
derthe
umbrellaof
thedata
wareh
ouse
and
have
both
hardwareandsoftware
means
Data
managem
entsystem:a
system
isinplacethat
manages
data
collection,
processin
g,andrepo
rting
Data
dissem
ination:
data
dissem
inationtoolsa
reavailableand
maintaine
dby
theagen
cyprod
ucing
educationstatistics
1.5
Budg
et
Person
neland
professio
nal
developm
ent:theEM
ISbu
dget
contains
aspecificbu
dget
forE
MIS
person
neland
theirp
rofessional
developm
ent
Thesystem
budget
iscompreh
ensiv
e,en
surin
gthat
the
system
issustainable
andefficient
Thesystem
suffe
rsfrom
serio
usbu
dgetary
issue
s
Thesystem
hasa
basic
orincompletebu
dget
Thesystem
budget
contains
the
majority
ofrequ
ired
categorie
stoen
sure
that
mostp
artsof
thesystem
are
sustainableand
efficient
Thesystem
budget
iscompreh
ensiv
e,en
surin
gthat
the
system
issustainable
andefficient
Mainten
ance:the
EMISbu
dget
contains
aspecificbu
dget
forsystem
mainten
ance
andrecurren
tcosts
Repo
rting:theEM
ISbu
dget
contains
aspecificbu
dget
forrep
ortin
gcosts
Physicalinfrastructure:the
EMIS
budget
contains
aspecificbu
dget
for
physicalinfrastructure
costs
SOLO
MONISLANDS
EMIS
SABE
RCO
UNTR
YRE
PORT
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SYSTEM
SAP
PROAC
HFO
RBE
TTER
EDUCA
TIONRE
SULTS
24
PolicyLevers
Indicators
Descrip
tionof
Best
Practices
Scoring
Latent
Emerging
Establishe
dAd
vanced
Efficient
useof
resources:processes
andproced
ures
areinplaceto
ensure
that
resourcesa
reused
efficiently
Data
driven
cultu
reDa
tadriven
cultu
re
Adata
driven
cultu
reprioritize
sdataas
afund
amen
talelemen
tof
operations
and
decisio
nmaking,bo
thinsid
eandou
tsideof
theed
ucationsystem
Thesystem
suffe
rsbe
causethereisno
tadata
driven
cultu
rethat
prioritize
sdata
managem
enta
nddata
utilizatio
ninde
cisio
nmaking
Thesystem
hasa
data
driven
cultu
rethat
demon
stratesa
basic
appreciatio
nof
data
and
interestin
developing
better
data
utilizatio
npractices
Adata
driven
cultu
reexiststhat
prioritize
sdata
managem
enta
ndutilizatio
nwith
inandbe
yond
the
educationsystem
Adata
driven
cultu
reexiststhatp
rioritize
sdata
managem
enta
ndutilizatio
nwith
inand
beyond
theed
ucation
system
,and
eviden
ceof
that
cultu
reis
presen
tindaily
interactionand
decisio
nmakingat
all
levels
POLICY
AREA
2:SYSTEM
SOUNDN
ESS
Theprocessesa
ndstructureof
EMISare
soun
dan
dsupp
ortthe
compo
nentso
fan
integrated
system
Thesystem
lacks
processesa
ndstructure
Thesystem
has
basicp
rocesses
andastructure
that
dono
tsupp
ortthe
compo
nentso
fan
integrated
system
Thesystem
has
someprocesses
andastructure,bu
tthey
dono
tfully
supp
ortthe
compo
nentso
fan
integrated
system
Theprocessesa
ndstructureof
the
system
aresoun
dan
dsupp
ortthe
compo
nentso
fan
integrated
system
2.1
Data
archite
cture
Data
archite
cture
Thedata
archite
ctureis
welldefined
toen
sure
fullsystem
functio
nality
Thesystem
'sdata
structuredo
esno
thave
awelld
efined
data
archite
cture
Thesystem
'sdata
archite
cture
includ
essome
compo
nents;
however,itis
incomplete
Thesystem
'sdata
structurehasm
ost
elem
entsof
the
data
archite
cture;
however,ith
assomede
ficiencies
that
affectthe
system
'sfunctio
nality
Thedata
archite
ctureis
welldefined
toen
sure
fullsystem
functio
nality
2.2
Data
coverage
Administrativ
edata:EMIScontains
administrativ
edata
Thedata
inthesystem
iscompreh
ensiv
eand
coversadministrativ
e,fin
ancial,hum
an
Thedata
inthesystem
arefarfrom
being
compreh
ensiv
eand
coverage
islim
ited
Thedata
inthe
system
includ
esomeof
thedata
areas
Thedata
inthe
system
includ
emostb
utno
tallof
thedata
areas
Thedata
inthesystem
arecompreh
ensiv
eand
covera
lldata
areas
Financialdata:EM
IScontains
financial
data
SOLO
MONISLANDS
EMIS
SABE
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UNTR
YRE
PORT
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SYSTEM
SAP
PROAC
HFO
RBE
TTER
EDUCA
TIONRE
SULTS
25
PolicyLevers
Indicators
Descrip
tionof
Best
Practices
Scoring
Latent
Emerging
Establishe
dAd
vanced
Human
resourcesd
ata:EM
IScontains
human
resourcesd
ata
resources,andlearning
outcom
esdata
Learning
outcom
esdata:EMIS
contains
learning
outcom
esdata
2.3
Data
analytics
Data
analytics
Toolsa
ndprocesses
areavailableto
perform
data
analytics
atdiffe
rent
levelson
aregularb
asis
Therearetoolsa
ndprocessestope
rform
limite
dtabu
latio
ns
Basic
toolsa
ndprocessesa
reavailable,bu
tthe
system
isno
tcapableof
cond
uctin
gadvanced
analyticalstep
s(e.g.,pred
ictiv
emod
els,
projectio
ns)
Toolsa
ndprocesses
areavailable;
however,data
analyticsa
reno
tpe
rformed
regularly
Toolsa
ndprocesses
areavailableto
perform
data
analytics
atdiffe
rent
levelson
aregularb
asis
2.4
Dyna
micsystem
Qualityassurancemeasures:the
system
isdynamicandmaintains
quality
assurancemeasures
Thesystem
inplaceis
elastic
andeasily
adaptableto
allowfor
changes/advancem
ents
indata
need
s
Thesystem
inplaceis
note
asily
adaptableto
changes/advancem
ents
indata
need
s,be
cause
noqu
ality
assurance
standardsa
reused
Thesystem
inplaceisno
teasily
adaptableand
requ
iressignificant
timeand
resourcesto
accommod
ate
changesa
nd/or
advancem
ents
Thesystem
inplace
iseasilyadaptable,
butitrem
ains
reason
ablycomplex
Thesystem
inplaceis
elastic
andeasily
adaptableto
allowfor
changes/advancem
ents
indata
need
s
Data
requ
iremen
tsand
considerations:the
rearemechanism
sfora
ddressingne
wandem
erging
data
requ
iremen
tsSystem
adaptability:EM
ISiselastic
andeasilyadaptableto
allowfor
changesa
nd/ora
dvancemen
tsindata
need
s
2.5
Serviceability
Validity
acrossdata
sources:
inform
ationbrou
ghttogethe
rfrom
diffe
rent
data
and/or
statistical
fram
eworks
inEM
ISisplaced
with
inthedata
wareh
ouse
usingstructural
andconsisten
cymeasures
Services
provided
bythesystem
arevalid
acrossdata
sources,
integrateno
nedu
catio
ndatabasesintoEM
IS,
andarchivedata
atthe
Thereareserio
usiss
uesrelated
todata
validity
and
consisten
cy
Thereare
inconsisten
cies
relatedto
data
validity
and
consisten
cy
Thedata
are
consisten
tand
valid;h
owever,
someconcerns
still
exist
Services
provided
bythesystem
arevalid
acrossdata
sources,
integrateno
nedu
catio
ndatabasesintoEM
IS,
andarchivedata
atthe
SOLO
MONISLANDS
EMIS
SABE
RCO
UNTR
YRE
PORT
|201
5
SYSTEM
SAP
PROAC
HFO
RBE
TTER
EDUCA
TIONRE
SULTS
26
PolicyLevers
Indicators
Descrip
tionof
Best
Practices
Scoring
Latent
Emerging
Establishe
dAd
vanced
Integrationof
none
ducatio
ndatabases
into
EMIS:d
atafrom
sourcesc
ollected
byagen
cies
outsideof
EMISare
integrated
into
theEM
ISdata
wareh
ouse
serviceof
EMISclients
byen
surin
gthe
relevance,consisten
cy,
usefulne
ss,and
timelinesso
fits
statistics
serviceof
EMISclients
byen
surin
gthe
relevance,consisten
cy,
usefulne
ss,and
timelinesso
fits
statistics
Archivingdata:m
ultip
leyearso
fdata
arearchived
,including
source
data,
metadata,andstatisticalresults
Services
toEM
ISclients:services
provided
bythesystem
toEM
ISclients
includ
een
surin
gtherelevance,
consisten
cy,usefulness,and
timelinesso
fitsstatistics
POLICY
AREA
3:QUAL
ITYDA
TA
Thesystem
hasthe
mecha
nism
sreq
uired
tocollect,save,
prod
uce,an
dutilize
inform
ation,
which
ensuresa
ccuracy,
security,an
dtim
ely,
high
quality
inform
ationforu
sein
decision
making
Thesystem
lacks
mecha
nism
stocollect,
save,o
rprodu
cetim
ely,high
quality
inform
ationfor
decision
making
Thesystem
has
basicmecha
nism
sto
collect,save,
andprod
uce
timely,qu
ality
inform
ation;
however,its
accuracy
might
bequ
estio
nable
Thesystem
has
mostm
echa
nism
sinplacene
eded
tocollect,save,an
dprod
ucetim
ely,
high
quality
inform
ationforu
seinde
cision
making;
however,som
ead
ditio
nal
measuresa
rene
eded
toen
sure
accuracy,security
,an
d/or
timely
inform
ationthat
canbe
used
for
decision
making
Thesystem
hasthe
requ
iredmecha
nism
sinplaceto
collect,
save,p
rodu
ce,and
utilize
inform
ation,
which
ensures
accuracy,security
,and
timely,high
quality
inform
ationforu
sein
decision
making
SOLO
MONISLANDS
EMIS
SABE
RCO
UNTR
YRE
PORT
|201
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SYSTEM
SAP
PROAC
HFO
RBE
TTER
EDUCA
TIONRE
SULTS
27
PolicyLevers
Indicators
Descrip
tionof
Best
Practices
Scoring
Latent
Emerging
Establishe
dAd
vanced
3.1
Metho
dological
soun
dness
Concep
tsandde
finition
s:data
fields,
records,concep
ts,ind
icators,and
metadataaredefin
edand
documen
tedinofficialope
ratio
nsmanualsalon
gwith
othe
rnational
datasets,and
endo
rsed
bythe
governmen
tThemetho
dological
basis
forp
rodu
cing
educationalstatistics
from
rawdata
follows
internationally
accepted
standards,
guidelines,and
good
practices
Themetho
dological
basis
forp
rodu
cing
educationalstatistics
does
notfollow
internationally
accepted
standards,
guidelines,org
ood
practices
The
metho
dological
basis
forp
rodu
cing
educational
statisticsfollows
thebasic
sof
internationally
accepted
standards,
guidelines,and
good
practices
Themetho
dological
basis
forp
rodu
cing
educational
statisticsfollows
mostreq
uired
internationally
accepted
standards,
guidelines,and
good
practices
Themetho
dological
basis
forp
rodu
cing
educationalstatistics
from
rawdata
follows
internationally
accepted
standards,
guidelines,and
good
practices
Classification:
defin
eded
ucation
system
classifications
arebasedon
technicalguide
lines
andmanuals
Scop
e:thescop
eof
education
statisticsisb
roader
than
andno
tlim
itedto
asm
allnum
bero
find
icators
(e.g.,measuremen
tsof
enrollm
ent,
classsize
,and
completion)
Basis
forrecording:d
atarecording
system
sfollowinternationally
accepted
standards,guidelines,and
good
practices
3.2
Accuracy
and
reliability
Source
data:availablesource
data
providean
adeq
uate
basis
for
compilingstatistics
Source
data
and
statisticaltechniqu
esaresoun
dandreliable,
andstatisticalou
tputs
sufficien
tlypo
rtray
reality
Source
data
and
statisticaltechniqu
eslack
soun
dnessa
ndreliability
Source
data
and
statistical
techniqu
eshave
basic
soun
dness
andreliability,bu
tstatisticalou
tputs
dono
tportray
reality
Source
data
and
statistical
techniqu
esfollow
mostreq
uired
elem
entsto
besoun
dandreliable,
butstatistical
outputsd
ono
tpo
rtrayreality
Source
data
and
statisticaltechniqu
esaresoun
dandreliable,
andstatisticalou
tputs
sufficien
tlypo
rtray
reality
Validationof
source
data:sou
rcedata
areconsisten
twith
thede
finition
,scop
e,classification,as
wellastim
eof
recording,referencepe
riods,and
valuationof
educationstatistics
Statisticaltechniqu
es:statistical
techniqu
esareused
tocalculate
accurate
ratesa
ndde
rived
indicators
SOLO
MONISLANDS
EMIS
SABE
RCO
UNTR
YRE
PORT
|201
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SYSTEM
SAP
PROAC
HFO
RBE
TTER
EDUCA
TIONRE
SULTS
28
PolicyLevers
Indicators
Descrip
tionof
Best
Practices
Scoring
Latent
Emerging
Establishe
dAd
vanced
3.3
Integrity
Professio
nalism:EMISstaffe
xercise
theirp
rofessionwith
technical
inde
pend
ence
andwith
outo
utsid
einterferen
cethat
couldresultinthe
violationof
thepu
blictrustinEM
ISstatisticsa
ndEM
ISitself
Educationstatistics
containe
dwith
inthe
system
areguided
byprinciples
ofintegrity
Educationstatistics
containe
dwith
insystem
areno
tguide
dby
principles
ofintegrity
Education
statistics
containe
dwith
inthesystem
are
guided
bylim
ited
principles
ofintegrity
(1of
the
3principles
ofprofessio
nalism,
transparen
cy,and
ethicalstand
ards)
Educationstatistics
containe
dwith
inthesystem
are
mostly
guided
byprinciples
ofintegrity
(2of
the3
principles
ofprofessio
nalism,
transparen
cy,and
ethicalstand
ards)
Educationstatistics
containe
dwith
inthe
system
areguided
byall3
principles
ofintegrity
:professio
nalism,
transparen
cy,and
ethicalstand
ards
Transparen
cy:statisticalpo
liciesa
ndpractices
aretransparen
tEthicalstand
ards:p
oliciesa
ndpractices
ined
ucationstatisticsa
reguided
byethicalstand
ards
3.4
Perio
dicity
and
timeliness
Perio
dicity:the
prod
uctio
nof
repo
rts
andothe
routpu
tsfrom
thedata
wareh
ouse
occurinaccordance
with
cycles
intheed
ucationsystem
Thesystem
prod
uces
data
andstatistics
perio
dically
inatim
ely
manne
r
Thesystem
prod
uces
data
andstatistics
neith
erpe
riodically
nor
inatim
elymanne
r
Thesystem
prod
uces
some
data
andstatistics
perio
dically
andin
atim
elymanne
r
Thesystem
prod
uces
mostd
ata
andstatistics
perio
dically
andina
timelymanne
r
Thesystem
prod
uces
alldataandstatistics
perio
dically
andina
timelymanne
rTimeliness:fin
alstatisticsa
ndfin
ancial
statisticsa
rebo
thdissem
inated
ina
timelymanne
r
POLICY
AREA
4:UTILIZA
TIONFO
RDE
CISIONMAK
ING
Thesystem
iswho
llyutilizedby
diffe
rent
usersfor
decision
makingat
diffe
rent
levelsof
theed
ucation
system
Thereareno
signstha
tEM
ISisutilizedin
decision
makingby
the
majority
ofed
ucation
stakeh
olde
rs
Thesystem
isused
bysome
education
stakeh
olde
rs,b
utno
tfor
major
policyde
cision
making
Thesystem
isused
bymoste
ducatio
nstakeh
olde
rsbu
tis
notfully
operationa
lin
governmen
tal
decision
making
Thesystem
iswho
llyutilizedby
diffe
rent
usersfor
decision
makingat
diffe
rent
levelsof
theed
ucation
system
4.1
Ope
nness
EMISstakeh
olde
rs:EMISprim
ary
stakeh
olde
rsareiden
tifiedanduse
thesystem
inaccordance
with
the
legalframew
ork
Thesystem
isop
ento
educationstakeh
olde
rsinterm
softhe
iraw
aren
essa
ndcapacity
toutilize
the
system
Thesystem
lacks
open
nessto
education
stakeh
olde
rsinterm
sof
theira
waren
essa
ndcapacity
toutilize
the
system
Thesystem
isop
ento
someed
ucation
stakeh
olde
rsin
term
softhe
iraw
aren
essa
ndcapacity
toutilize
thesystem
Thesystem
isop
ento
themajority
ofed
ucation
stakeh
olde
rsin
term
softhe
iraw
aren
essa
nd
Thesystem
isop
ento
alledu
catio
nstakeh
olde
rsinterm
sof
theira
waren
essa
ndcapacity
toutilize
the
system
Usera
waren
ess:curren
tand
potential
EMISusersa
reaw
areof
EMISandits
outputs
SOLO
MONISLANDS
EMIS
SABE
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UNTR
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PORT
|201
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SYSTEM
SAP
PROAC
HFO
RBE
TTER
EDUCA
TIONRE
SULTS
29
PolicyLevers
Indicators
Descrip
tionof
Best
Practices
Scoring
Latent
Emerging
Establishe
dAd
vanced
Usercapacity
:EMISusersh
avethe
skillstointerpret,manipulate,and
utilize
thedata
prod
uced
bythe
system
toultim
atelydissem
inate
findings
capacity
toutilize
thesystem
4.2
Ope
ratio
naluse
Utiliza
tioninevaluatio
n:data
prod
uced
byEM
ISareused
toassess
theed
ucationsystem
Data
prod
uced
bythe
system
areused
inpracticeby
themain
educationstakeh
olde
rs
Data
prod
uced
bythe
system
areno
tusedin
practiceby
education
stakeh
olde
rs
Data
prod
uced
bythesystem
are
used
inpracticeby
someed
ucation
stakeh
olde
rs
Data
prod
uced
bythesystem
areused
inpracticeby
the
majority
ofed
ucation
stakeh
olde
rs
Data
prod
uced
bythe
system
areused
inpracticeby
themain
educationstakeh
olde
rs
Utiliza
tioningovernance:d
ata
prod
uced
byEM
ISareused
for
governance
purposes
Utiliza
tionby
scho
ols:data
prod
uced
byEM
ISareused
byscho
ols
Utiliza
tionby
clients:data
prod
uced
byEM
ISareused
byclients(includ
ing
parents,commun
ities,and
othe
ractors)
Utiliza
tionby
governmen
t:thesystem
isableto
prod
ucesummative
indicators(derived
varia
bles)to
mon
itore
ducatio
nsystem
4.3
Accessibility
Und
erstandabledata:d
ataare
presen
tedinamanne
rthatise
asily
digestible
Educationstatisticsa
represen
tedinan
unde
rstand
able
manne
r,arewidely
dissem
inated
using
clearp
latformsfor
utilizatio
n,complem
entedby
user
supp
ort
Thesystem
suffe
rsfrom
serio
usaccessibility
issue
s
Thesystem
has
major
accessibility
issue
s
Thesystem
has
minor
accessibility
issue
s
Educationstatisticsa
represen
tedinan
unde
rstand
able
manne
rand
arewidely
dissem
inated
usinga
clearp
latform
for
utilizatio
n,complem
entedby
user
supp
ort
Widelydissem
inated
data:edu
catio
nstatisticsa
redissem
inated
beyond
the
Ministry
ofEducationand/or
the
educationstatisticsprod
ucingagen
cyto
othe
rEMISstakeh
olde
rsPlatform
sfor
utilizatio
n:platform
sare
standardize
dacrossEM
ISandare
custom
izableto
user
need
s
SOLO
MONISLANDS
EMIS
SABE
RCO
UNTR
YRE
PORT
|201
5
SYSTEM
SAP
PROAC
HFO
RBE
TTER
EDUCA
TIONRE
SULTS
30
PolicyLevers
Indicators
Descrip
tionof
Best
Practices
Scoring
Latent
Emerging
Establishe
dAd
vanced
Usersup
port:assistance
isprovided
toEM
ISusersu
ponrequ
esttohe
lpthem
accessthedata
4.4
Effectiven
essin
dissem
inating
finding
s
Dissem
inationstrategy:n
ational
governmen
tshave
aninform
ation
dissem
inationstrategy
inplace
Dissem
inationof
educationstatisticsv
iaan
EMISisstrategicand
effective
Dissem
inationis
neith
erstrategicno
reffective
Dissem
inationis
reason
ably
strategic,bu
tineffective
Adissem
ination
plan
hasb
een
implem
ented;
however,the
reis
room
for
improvem
ent(for
fulleffectiven
essin
relatio
nto
strategic
engagemen
t)
Thedissem
inationof
educationstatisticsv
iaan
EMISisstrategicand
effective
Dissem
inationeffectiven
ess:
dissem
inationof
EMISstatisticsis
effective
SOLOMON ISLANDS EMISSABER COUNTRY REPORT |2015
SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS31
The Systems Approach for Better Education Results (SABER)initiative collects data on the policies and institutions of education systems around the world and benchmarks them against practices associated with student learning. SABER aims to give all parties with a stake in educational results—from students, administrators, teachers, and parents to policy makers and business people—an accessible, detailed, objective snapshot of how well the policies of their country's education system are oriented toward ensuring that all children and youth learn.
This report focuses specifically on policies in the area of Education Management Information Systems.
This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, and conclusions expressed inthis work do not necessarily reflect the views of TheWorld Bank, its Board of Executive Directors, or the governments they represent. TheWorldBank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shownon anymap in this work do not imply any judgment on the part of TheWorld Bank concerning the legal status of any territory or the endorsementor acceptance of such boundaries.
www.worldbank.org/education/saber