Data for Learning : Building a Smart Education Data System.

Front Cover -- Contents -- Foreword -- Preface -- Acknowledgments -- About the Author -- Abbreviations -- Executive Summary -- Reference -- Chapter 1 What Is an Education Management Information System, and Who Uses It? -- Key Takeaways -- Definition -- What Does a Data System Look Like? -- Beneficiaries of a Data System -- Note -- References -- Chapter 2 Value of Data: Better Data, Better Education -- Key Takeaways -- Education Data Improve Learning -- The Value of Data to Strengthen the Whole System -- Data Guide Policy Makers and Ensure Efficient Resource Allocation and Management -- Data Help Schools, Teachers, and the Community to Improve Learning -- Note -- References -- Chapter 3 Understanding Where You Are Today: Assessing the Current State of Education Management Information Systems -- Key Takeaways -- Characteristics of a Successful Data System -- The Country-Specific Context Matters -- The Need to Benchmark: Standards and Assessment Methodology -- Lessons Learned from Two Decades of World Bank EMIS Activities -- Using Results-Based Financing as a Structured Approach for Assessment and Development of EMIS -- Note -- References -- Chapter 4 How to Design and Implement Routine Data Collection from Schools -- Key Takeaways -- A School Census Provides an Aggregate Snapshot of the Education Sector -- Creating an Effective School Census Process -- Collecting and Verifying Data in the School Census -- Effective Use of School Census Data -- Country Examples of School Census Efforts -- References -- Chapter 5 How to Build and Select an Effective Software Solution -- Key Takeaways -- Technological Solutions Play an Important Role in EMIS Infrastructure -- Selecting a Software Solution That Works for You -- Designing the System Architecture and Deploying Software Solutions -- Implementing Data Security Measures -- Procurement Procedures -- Notes.

References -- Chapter 6 Integration of Databases for Decision Making to Improve Learning Outcomes -- Key Takeaways -- Importance and Benefits of Establishing a UID System as Part of the EMIS -- National Policies Are the Foundation for the Success of a UID System -- How Is It Done, and What Is the Role of Technology? -- Privacy and Data Protection Provisions -- Examples of Successful UID Implementation in Different Economies -- Note -- References -- Chapter 7 Innovation in Advanced and Decentralized Systems: The Case of the United States -- Key Takeaways -- The Data-Centered Education System in the United States -- Policy Drivers for Data in a Decentralized System -- Spotlight on the State of Maryland -- Designing Longitudinal Data Systems -- Notes -- References -- Chapter 8 How to Build Progressive Centralized and Hybrid Data Systems: The Cases of Chile and Australia -- Key Takeaways -- Toward a Sound EMIS -- Driving Informed Decisions through EMIS-The Centralized Case of Chile -- Strengthening National Accountability and Transparency through Data while Maintaining a Decentralized Model-The Hybrid Case of Australia -- Notes -- References -- Chapter 9 Developing an Affordable and School-Centered EMIS: The Case of Fiji -- Key Takeaways -- Introduction and Country Overview -- How Did Fiji Develop an EMIS? -- Looking Ahead -- Notes -- Reference -- Chapter 10 Building an Education Management Information System in a Fragile Environment: The Case of Afghanistan -- Key Takeaways -- Introduction and Country Overview -- Building an EMIS amid Fragility -- Looking Ahead -- References -- Appendix A SABER-EMIS Rubric -- Appendix B Sample School Census -- Appendix C Structure of a Request for Proposals -- Boxes -- Box 1.1 Example of an Organizational Structure in Maryland (United States).

Box 1.2 Research, Analysis, and Dissemination of Data by Nonprofits Such as EdBuild -- Box 1.3 Channels for Reaching Data Users in Cameroon -- Box 2.1 Private Sector and NGOs Pushing for a Learning Focus within a Data-Driven Culture -- Box 2.2 Data Intervention-Similar Strategy, Contrasting Outcomes -- Box 2.3 Impact of Performance Data at the School Level -- Box 2.4 Informing Stakeholders of Rights and Responsibilities Improves Learning -- Box 2.5 Training Teachers in Data Literacy Improves Student Learning -- Box 2.6 Informing Parents to Improve Student Learning -- Box 3.1 Efficiency in Data Collection, Processing, and Reporting -- Box 3.2 Decentralization in Asia -- Box 3.3 More Community Involvement in Schools -- Box 3.4 Examples of a Decentralized Structure -- Box 3.5 Subsystems in Cameroon -- Box 3.6 Examples of Centralized Data System Structures -- Box 3.7 Success Stories of Results-Based Financing -- Box 4.1 Creating Demand for Data in Nigeria -- Box 4.2 Examples of Unregistered Schools in Sub-Saharan Africa -- Box 4.3 Key Questions to Consider While Designing a School Census -- Box 4.4 Data Validation in North Carolina (United States) -- Box 4.5 Feedback in the Form of Report Cards for Schools -- Box 5.1 Questions to Ask Prior to Selecting an EMIS Software Solution -- Box 5.2 Software as a Service -- Box 5.3 Examples of Proprietary School Information Systems -- Box 5.4 Fiji's Affordable EMIS -- Box 5.5 Examples of CSPro Applications -- Box 5.6 Commonly Used Relational Database Management Systems -- Box 5.7 Early Warning Systems in Education -- Box 5.8 Interoperability and Compatibility Programs in Australia -- Box 6.1 Use of UIDs in Ghana -- Box 6.2 Examples of Identification and Birth Registration in Latin America -- Box 6.3 A Strong Legal Framework Holds Potential for Expansion into the Education Sector.

Box 6.4 Example of a UID System in a Strong National Registry Context -- Box 6.5 Pilot Studies to Enable Access to Public Services for the Poor -- Box 6.6 Identification for Development -- Box 6.7 Examples of National ID Initiatives Targeting the Poor -- Box 6.8 Including Children in the National Registry Is the First Step -- Box 6.9 India's Biometric UID System: Aadhaar -- Box 6.10 Pilot Studies of Teacher and Student IDs Linked to National UIDs in Pakistan -- Box 6.11 Data Privacy and Information and Communication Technology in the Child Registration Process -- Box 6.12 Modern Technology Applications to Protect Personal Data -- Box 6.13 Mary's iMlango Success Story -- Box 7.1 An EMIS Supports Teachers in Answering Many Questions -- Box 7.2 An EMIS Supports Principals in Answering Many Questions -- Box 7.3 Teacher Evaluation Model-An EMIS Opportunity -- Box 7.4 Key Factors of Success -- Box 8.1 Example of Chilean Data Collection Software -- Box 8.2 Information Coverage of My School -- Box 8.3 Index of Community Socio-Educational Advantage -- Box 8.4 Example of a Website Similar to My School -- Box 9.1 Three Main Databases Prior to FEMIS -- Box 9.2 List of Supporting Policies for FEMIS -- Box 9.3 Reporting Requirements by the MoEHA -- Box 10.1 Data Collection in Insecure Environments -- Box 10.2 Short-, Medium-, and Long-Term EMIS Goals -- Box 10.3 Types of Training -- Box 10.4 Use of Mobile Phones in Data Collection -- Figures -- Figure P.1 Low and Stagnant Reporting of Indicators -- Figure 1.1 Components and Inputs of an EMIS -- Figure 1.2 Data Coverage, Sharing, and Analysis -- Figure 1.3 Data Available on Ministry of Education Websites -- Figure 1.4 Format of Data on Ministry of Education Websites -- Figure 2.1 EMIS and Learning-Centered Approach -- Figure 3.1 SABER-EMIS Policy Areas and Levers.

Figure 3.2 Policy Intent, Implementation, and Outcomes Cycle -- Figure 3.3 Education Data System-Information Cycle -- Figure 3.4 Centralized and Decentralized Data Systems -- Figure 3.5 Analysis of EMIS Benchmarking Results -- Figure 3.6 Executive Summary of the SABER-EMIS Assessment, Suriname -- Figure 3.7 SABER Scoring and EMIS Development -- Figure 3.8 Use of ISO 9000 Quality Processes to Assess the Soundness of an EMIS -- Figure 3.9 Key Steps of UFE Adapted to Assess Utilization of an EMIS -- Figure 3.10 EMIS Value Chain -- Figure 4.1 Data Coverage, Sharing, and Analysis -- Figure 4.2 School Census Process -- Figure 4.3 Sample EMIS Implementation Timeline -- Figure 4.4 Example of School Census Form Regarding School Personnel in the Philippines -- Figure 4.5 Snapshot of Ghana's School Census Instructional Manual -- Figure 4.6 Example of the School Census Survey Form in Ghana -- Figure 4.7 Information Validation and Feedback Loop -- Figure 4.8 Types of Student Data on the Websites of Ministries of Education -- Figure 4.9 EMIS Structure, Somalia -- Figure 4.10 Children out of School by Single Year Group, Kenya -- Figure 5.1 Components of EMIS Technology -- Figure 5.2 Client-Server Model -- Figure 5.3 Cloud-Based System -- Figure 5.4 Hybrid System -- Figure 5.5 Screenshot of Sentral Applications -- Figure 5.6 OpenEMIS Software Suite -- Figure 5.7 OpenEMIS Interface and Snapshot of Training Sessions in Belize and Maldives -- Figure 5.8 Snapshot of the Integrated os4ed Modules -- Figure 5.9 OpenIntel Sample Screenshots -- Figure 5.10 Microsoft Access Data Entry Application in Samoa -- Figure 5.11 Example of Data Entry Using Mobile Phones to Transmit Directly to the Ministry of Education Website -- Figure 5.12 Sample Screenshot of the CSPro Application -- Figure 5.13 Sample Screenshots of Open Data Kit Collect.

Figure 5.14 Mobile Technology for Data Collection.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.