A WORLD BANK STUDY Lessons Learned from World Bank Education Management Information System Operations P ort f olio R e v iew, 1 9 9 8 – 2 0 1 4 Husein Abdul-Hamid, Namrata Saraogi, and Sarah Mintz Lessons Learned from World Bank Education Management Information System Operations World Bank Study Lessons Learned from World Bank Education Management Information System Operations Portfolio Review, 1998–2014 Husein Abdul-Hamid, Namrata Saraogi, and Sarah Mintz © 2017 International Bank for Reconstruction and Development / The World Bank 1818 H Street NW, Washington, DC 20433 Telephone: 202-473-1000; Internet: www.worldbank.org Some rights reserved 1 2 3 4 20 19 18 17 World Bank Studies are published to communicate the results of the Bank’s work to the development com- munity with the least possible delay. The manuscript of this paper therefore has not been prepared in accordance with the procedures appropriate to formally edited texts. 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All queries on rights and licenses should be addressed to World Bank Publications, The World Bank Group, 1818 H Street NW, Washington, DC 20433, USA; e-mail: pubrights@worldbank.org. ISBN (paper): 978-1-4648-1056-5 ISBN (electronic): 978-1-4648-1057-2 DOI: 10.1596/978-1-4648-1056-5 Cover photo: © Pixabay, www.pixabay.com. Cover design: Debra Naylor, Naylor Design, Inc. Library of Congress Cataloging-in-Publication data has been requested. Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Contents Acknowledgments xi Executive Summary xiii Abbreviations xix Background: What Is an EMIS? 1 Stage 1: Accountability and Compliance 2 Stage 2: Instruction and Management 3 Stage 3: Intelligent and Integrated 4 Chapter 1 Overview of World Bank EMIS Activities 7 Introduction and Methodology 7 Overview of the World Bank Education Portfolio 8 Education Portfolio through the Lens of EMIS 9 Notes 17 Chapter 2 Successes in EMIS Implementation 19 Establishing EMIS to Facilitate Information Sharing: The Case of Armenia 19 EMIS in Fragile Contexts: The Case of Afghanistan 20 EMIS as a Management Tool: The Case of Bosnia and Herzegovina 22 Creation of a Digital Platform to Access EMIS Data: The Case of Guatemala 23 Strengthening and Expansion of EMIS to an Online System: The Case of Honduras 24 EMIS as a Tool to Strengthen Teaching and Learning: The Case of Lithuania 25 Expansion of EMIS to Remote Schools: The Case of Malaysia 26 EMIS as a Planning Tool: The Case of Nigeria 27 Chapter 3 Challenges in EMIS Implementation 31 Leadership Challenges 31 Data Challenges 37 Lessons Learned from World Bank Education Management Information System Operations   v   http://dx.doi.org/10.1596/978-1-4648-1056-5 vi Contents Operational Challenges 45 System and Technological Challenges 50 Chapter 4 Annual School Census and Statistical Handbooks 55 Pakistan (Sindh): Education Sector Project (SEP) (P107300), 2009–12 55 Republic of Congo: Support to Basic Education Project (P084317), 2004–13 56 Ghana: Basic Education Sector Improvement Project (P000975), 1997–2001 57 Maldives: Third Education and Training Project (P055944), 2000–07 62 Lao People’s Democratic Republic: A Second Education Development Project (P078113), 2004–14 64 Sierra Leone: Rehabilitation of Basic Education (P074320), 2003–09 64 Chapter 5 Conclusion: Lessons Learned 67 Chapter 6 Examples of EMIS Implementation beyond World Bank Support 73 EMIS in the Philippines 73 EMIS in Cambodia 73 EMIS in the Republic of Korea 75 Note 77 Chapter 7 Other World Bank Activities Relevant to EMIS 79 Need for ID4D Systems 79 Benefits 80 Portfolio of ID4D Projects 81 Management Information Systems for Social Service Schemes for the Poor 86 Management Information Systems to Improve the Quality of Health Care 88 Appendix A Database of EMIS Projects 91 Appendix B Database of ID4D Projects 129 Bibliography 135 Boxes 2.1 Armenia: Education Financing and Management Reform Project (1998–2002) 19 2.2 Afghanistan: Education Quality Improvement Program (EQUIP) (2005–09) 20 Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Contents vii 2.3 Bosnia and Herzegovina: Education Development Project (2000–05) 22 2.4 Guatemala: Universalization of Basic Education Project (2001–09) 23 2.5 Honduras: Education Quality, Governance, and Institutional Strengthening Project (2006–13) 24 2.6 Lithuania: Education Improvement Project (2002–07) 25 2.7 Malaysia: Education Sector Support Project (1999–2005) 26 2.8 Nigeria: Second Primary Education Project (2000–04) 27 3.1 Albania: An Education Sector Project (2000–05) 32 3.2 Bulgaria: Education Modernization Project (2000–04) 33 3.3 Vietnam: Second Higher Education Project (2007–12) 34 3.4 Argentina: Rural Education Improvement (PROMER) Project (2006–14) 35 3.5 Bolivia: Education Quality and Equity Strengthening Project (2000–07) 35 3.6 Latvia: Education Improvement Project (1999–2005) 36 3.7 India: Rajasthan District Primary Education Project (1999–2005) 37 3.8 Pakistan: Northern Education Project (1998–2004) 38 3.9 Chad: Education Sector Project (2003–12) 39 3.10 Ghana: An Education Sector Project (2004–11) 40 3.11 Kenya: Education Sector Project (2006–10) 41 3.12 Lesotho: Second Education Sector Development Project (1999–2003) 42 3.13 Azerbaijan: Education Sector Development Project (2003–10) 43 3.14 St. Kitts and Nevis: Education Development Project (OECS) (2002–09) 44 3.15 Tanzania: Secondary Education Development Program (2004–07) 45 3.16 Hungary: Higher Education Reform Project (1998–2004) 46 3.17 Lebanon: General Education Project (2000–09) 47 3.18 St. Vincent and the Grenadines: OECS Education Development Project (2004–12) 48 3.19 Timor-Leste: Education Sector Support Project (ESSP) (2007–13) 49 3.20 Turkey: Basic Education Project (1999–2003) 49 3.21 Eritrea: Education Sector Improvement Project (2003–12) 51 3.22 Mauritania: Higher Education Project (2004–13) 52 3.23 Vietnam: Primary Education for Disadvantaged Children Project (2003–11) 52 Figures B.1 Stage 1: Accountability and Compliance 2 B.2 Stage 2: Instruction and Management 3 Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 viii Contents B.3 Stage 3: Intelligent and Integrated 5 1.1 Education Commitments by IBRD and IDA, FY 2000–15 9 1.2 World Bank EMIS Activities, 1998–2013 10 1.3 World Bank EMIS Activities, by Region 10 1.4 Project Ratings, Active and Closed Projects 11 1.5 EMIS Ratings, Closed Projects 11 1.6 Average Cycle of Projects 12 1.7 Breakdown of EMIS Activities 13 1.8 EMIS Share, as a Percentage of Project Cost 14 1.9 Reporting of Basic Education Indicators (2009–13) 15 1.10 Status of Implementation of EMIS Activities 16 1.11 Categorization of Challenges 16 2.1 Stages of Information Flow in Armenia 20 2.2 Snapshot of EMIS Data on the Afghanistan Government Website 21 2.3 Factors That Led to Successful Implementation of EMIS in Honduras 25 2.4 Snapshot of the EMIS Website at the Ministry of Education in Lithuania 26 2.5 Example of a Malaysian School System’s Interface 27 2.6 Data Collection Process in Nigeria 28 4.1 Snapshot of the Annual School Census Survey (2012–13) in Ghana 58 5.1 Problems in EMIS Value Chain 70 5.2 Number of Challenges at Each Stage of the Project Cycle 70 6.1 Snapshot of the Data Generated by EMIS, the Philippines 74 6.2 EMIS Cycle in Cambodia 75 6.3 Snapshot of the School Census Form 76 6.4 Republic of Korea National Education Information System 77 7.1 Civil Registration and Identification Trends in 198 Economies (1960–2014) 80 7.2 Number of ID4D Projects, by Region 81 7.3 Number of Active Projects 82 7.4 Number of Projects, by Global Practice 82 7.5 Projects Related to Registration Systems 83 7.6 Potential of Identification Systems to Improve Service Delivery 85 Map 1.1 World Bank EMIS Operations (1998–2014) 8 Tables 1.1 Education Portfolio (FY 2007–13) 9 2.1 Summary of the Success Stories in EMIS Implementation 29 Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Contents ix 4.1 Table of Contents, Maldives Handbook on Education Statistics (2014) 62 5.1 Key Takeaways: Mapping Challenges to Solutions 68 5.2 EMIS Checklist 72 7.1 Common Models of ID Systems 84 A.1 Database of EMIS Projects 91 B.1 Database of ID4D Projects 129 Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Acknowledgments This report was prepared by a team led by Husein Abdul-Hamid (Senior Education Specialist, World Bank Group) and composed of Namrata Saraogi and Sarah Mintz. The authors are grateful to World Bank peer reviewers, who were immensely helpful in guiding the content and direction of the paper: Peter Darvas (Senior Economist), Lianqin Wang (Senior Education Specialist), Laurence Wolff (International Education Consultant), and Hongyu Yang (Senior Education Specialist). The team is especially thankful to World Bank colleagues Cristian Aedo (Practice Manager, Education Global Practice), Dandan Chen (Program Leader, Education Global Practice), Dingyong Hou (Senior Education Specialist, Education Global Practice), and Anh Lan Vu (Education Specialist, Education Global Practice), who participated in interviews and shared their time and tech- nical expertise with the team. The team would also like to thank those who provided valuable inputs to this document: Jung-Hwan Choi, Jennifer Klein, Michael John Melamed, Cassia C. Miranda, and Wouter Takkenberg. Lessons Learned from World Bank Education Management Information System Operations   xi   http://dx.doi.org/10.1596/978-1-4648-1056-5 Executive Summary This report provides an overview of the World Bank’s portfolio in the area of Education Management Information Systems (EMISs) over 17 years from 1998 to 2014. It seeks to identify overall trends and characteristics of World Bank s­ upport in this area, with the intent of informing future project preparation and analytical work. Although several good practices were evident, operational ­ performance of EMIS activities fell short of expectations, with widespread deficiencies that ranged from unclear definitions and understanding of EMIS to ineffective implementa- tion and utilization. Future projects could benefit from the SABER-EMIS Paper.1 The SABER-EMIS framework focuses on the need for (a) a strong enabling envi- ronment, (b) system soundness, (c) quality data, and (d) effective utilization as the key factors essential for the successful implementation of EMIS. This initial needs assessment of a country’s EMIS can play a critical role in benchmarking countries and provide a valuable foundation for the design of new projects. Examples of successful EMIS activities include (a) development of an EMIS to manage teachers and provide access to education (for example, Afghanistan); (b) utilization of an EMIS as a management tool (for example, Bosnia and Herzegovina); (c) creation of an online EMIS to improve access to education data (for example, Honduras); (d) use of an EMIS as a tool to strengthen teaching and learning (for example, Guatemala and Lithuania); and (e) use of an EMIS as a management tool for schools (for example, Malaysia). These success stories highlight how a well-implemented EMIS can improve the performance of an education system. At the same time, numerous challenges have been identified as factors con- tributing to the shortcomings of EMIS-related projects. These include the following: 1. Misalignment of Activities and Unrealistic EMIS Goals: The portfolio review of projects reveals a frequent mismatch between the realities of a country’s EMIS, including the country’s capacity to implement EMIS, and the intended goals/indicators of the EMIS component set to be achieved by the project. • In some cases, governments did not have a clear understanding of the function of an EMIS throughout the implementation of the projects. Harmonization of EMIS goals, the overall project objectives, and government initiatives (for example, Albania) was lacking. Lessons Learned from World Bank Education Management Information System Operations   xiii   http://dx.doi.org/10.1596/978-1-4648-1056-5 xiv Executive Summary • In other cases, the EMIS activity was tied to the monitoring and evaluation (M&E) component of the project. Including an EMIS as part of M&E makes it less sustainable in the future because investment in the EMIS is made only to monitor the implementation status of that project. Once the project is completed, resources invested in the system are withdrawn, making it obsolete (for example, Pakistan). • The amount of money allocated to the EMIS component was not explicitly stated in the project documents and, in some cases, not proportional to the tasks set to be implemented. The average EMIS share ranged from less than 1–10 percent of the total cost, which is often too low to design a new EMIS in a country (see figure 1.8). 2. Institutionalization of the EMIS: Projects did not focus on developing stan- dards/mechanisms to institutionalize and operationalize the EMIS. • None of the reviewed projects focused on developing EMIS-specific poli- cies. A strong legal framework is needed to guide the implementation work and ensure continuity of operations and long-term sustainability. • The focus of projects was more on the procurement of technology for EMIS development (such as purchasing software, hardware, and equip- ment) and less on the people and processes surrounding the technology (for example, Lebanon). Systems do not need to be over-designed or com- plicated. Building a sound information system requires a strong legal framework, clear working processes, reliable data, and effective data utili- zation. Thus, it is important to take a systemic approach to EMIS develop- ment, balancing the technical as well as the political, organizational, and human resource management issues. • Lack of investment was found in the training and professional development activities of the staff using the system. EMIS units within governments need continuous training on how to use the EMIS effectively and efficiently. Moreover, trainings and regular discussions should be held with school staff to inculcate a culture of data-driven decision making. • Poor data quality was a common problem due to lack of measures adopted to verify the accuracy of data provided by schools. In many cases, discrep- ancies were found in data at the regional and central government levels (for example, Chad). Appointing government officers at each level of the edu- cation system (schools, local, regional, and central) and developing auto- mated validation mechanisms for quality assurance purposes would go a long way in improving data quality. • In most countries, separate offices and information systems are used for the EMIS, M&E, human resources (teacher roster), infrastructure, and assess- ments. Therefore, a stronger focus should be given to these parallel systems of EMIS, M&E, and other data generated and collected for real decisions. Also, often the coding among these systems (school IDs, student IDs, teacher IDs) is not harmonized, and so data cannot be consolidated. As a result, a considerable amount of time goes into consolidation of basic education data Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Executive Summary xv on schools, teachers, and students collected by the Ministry of Education, Ministry of Finance, and Statistical Services. • EMIS systems may overwhelm the Ministry staff and distract their attention from other, equally important management activities. In some countries, for example, for about six months, half of the Ministry is only collecting, ana- lyzing, and presenting information (for example, Ghana). A better model might be to computerize data collection and subcontract analysis to local academic or research groups. • In most countries, the initial EMIS cost is borne by international donor organizations. It is important that this initial investment is accompanied by sustained government investment to continue and maintain EMIS activities. In many countries, EMIS activity comes to a standstill after the project is completed, making continuity of EMIS operations impossible. The govern- ment should have a separate budget dedicated to EMIS activities, and the donor funding should be channeled through the government systems to provide transparency. Moreover, World Bank support should be withdrawn in a phased manner through an exit strategy that is closely tied to ongoing capacity building for the government. 3. Sustainability Challenges Resulting from Inconsistent Leadership: Many proj- ects experienced changes in leadership, which, in turn, resulted in continuous revisions to the EMIS objectives. Multiple revisions to goals weaken govern- ment support and create problems in implementation (for example, Bolivia). As a consequence, the EMIS component carries forward to the next project, without any subsequent successes. 4. Missed Integration Opportunities: Some projects invested in setting up dif- ferent information systems without considering the need to integrate them (for example, Eritrea). In other cases, different modules were developed under the same EMIS system without linking them. Understanding these systems as one comprehensive EMIS can help reduce costs, improve data utilization, and eliminate inefficient spending that channels scarce resources to the operations of multiple systems. 5. Private Players in Education: Another key problem faced by projects is capturing information from the private sector. In countries such as Ghana and Nigeria, the private sector is dominant and the consequences of being rendered visible by EMIS are questionable; the reluctance of the private sector to participate fully makes the EMIS unreliable. Governments should find ways to incentivize pri- vate schools to supply accurate data for reporting. 6. EMIS at Local Levels: Projects mainly focused on developing an EMIS at the central level as a tool for planning by the Education Ministry. An EMIS should not be just about the central government and development partners such as the World Bank and USAID; it is also about local governments, schools, and communities. It should be seen as a tool for improving learning and instruc- tion, and increasing the information flow back to subnational, institutional, and client levels for building local oversight and social accountability. Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 xvi Executive Summary Based on these operational challenges, numerous lessons have been offered to constructively inform and guide World Bank task teams on the effective design and implementation of an EMIS at each stage of the project cycle. Project Preparation 1. Conducting a needs assessment of the EMIS before the start of the project would be beneficial to understand the current need for an EMIS to inform and guide project preparation. Implementation of an EMIS in low-income, low- capacity countries is different from in middle-income, higher-capacity countries, perhaps with computerized systems. The scale and scope need to be adjusted to the local capacities and economic and financial conditions. SABER-EMIS can be a valuable tool in making some of the key decisions. These include determining the availability and capacity of staff directly responsible for the EMIS, examining the resources going into it, and ascertaining the extent of high-level buy-in, as well as technical issues such as the current software platform(s) being used, database management, and the compatibility of the system with other educa- tion databases in the Ministry for integration purposes that could be instrumen- tal in the project design. 2. The project teams should have a clear understanding of the EMIS goals, and these goals should align with the project costs, overall project objective, and government needs. 3. Project teams should follow a systematic procedure in executing EMIS activi- ties. As a first step, EMIS policies should be identified, and any gaps should be addressed. Second, stakeholders’ needs and aspirations should be identified to design a system that would be effectively utilized by them, for example, a user-friendly interface for parents, students, and teachers to access data. Third, systematic procedures should be adopted for the procurement of software, hardware, and other tools. Fourth, it is important to think of the identifiers needed for integration of databases. Fifth, security and validation mechanisms should be enforced to protect against data thefts. Finally, data should be open and accessible to the public. 4. A strong commitment from the government is needed to implement the sys- tem and ensure its long-term sustainability. 5. Steps should be taken to ensure that the EMIS’s full potential is realized. An EMIS should be seen as a tool for teaching and learning, as well as for compliance. Operational Phase 1. The time lag between the launch of the project and its implementation should be reduced to ensure a strong start. Task team leaders should avoid continuous changes in EMIS goals during implementation. 2. Capacity-building exercises should take place throughout the operational phase and should be designed and budgeted so that they can continue on a Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Executive Summary xvii regular and ongoing basis. Professional development activities should encom- pass necessary technical training for relevant staff at all levels of the education system (including top-level decision makers, local-level teachers, principals, and journalists), as well as training on EMIS policies, processes, and utilization. Steps should be taken to ensure that the data collected and stored in the EMIS are made available to the relevant stakeholders in the country. 3. Government officers should be appointed to verify the quality of data col- lected from schools. Doing this would reduce delays in data collection at the school level, as well as improve the quality of data collected. 4. Dissemination strategies should be strengthened to make data available to the relevant stakeholders through newspapers, magazines, the Internet, and books, in the process making the government accountable for the published data. 5. Regular discussions and training sessions should be held in schools with prin- cipals and teachers to create a culture of data-driven decision making in their core operations. Ongoing communication is needed with all levels of the edu- cation system on the vision for the EMIS, as well as ongoing implementation updates. Building a data-driven culture in many countries can take up to 20 years, so continuous efforts should be made by the government to create and foster that culture. Project Completion 1. World Bank and donor support should be reduced in a phased manner, with continuing support to provide help to improve local capacity. 2. Research and development activities and incentives should be encouraged to promote the utilization of the system. Note 1. SABER-EMIS Framework Paper: http://wbgfiles.worldbank.org/documents/hdn/ed​ /­saber/supporting_doc/Background/EMIS/Framework_SABER-EMIS.pdf. Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Abbreviations BEIS Basic Education Information System CTS Child Tracking Survey DISE District Information System for Education EMIS Education Management Information System EPU Education Planning Unit EQUIP Education Quality Improvement Program ESSP Education Sector Support Project HEMIS Higher Education Management Information Systems HMIS Health Management Information System ICR Implementation Completion Report IMU Information Management Unit ISR Implementation Status Report KPIs key performance indicators M&E monitoring and evaluation MEC Ministry of Education and Culture MEHE Ministry of Education and Higher Education MES Ministry of Education and Science MIS Management Information System MoE Ministry of Education MRIS Material Resources Information System PAD project appraisal document PID project information document SABER Systems Approach for Better Education Results SEP Secretariat of Public Education SEPE State-Level Secretariats of Public Education SIS Student Information System TA technical assistance UBE universal basic education Lessons Learned from World Bank Education Management Information System Operations   xix   http://dx.doi.org/10.1596/978-1-4648-1056-5 Background: What Is an EMIS? An Education Management Information System (EMIS), in its simplest form, can be defined as a system responsible for collection, maintenance, analysis, dissemination, and utilization of data in an education system. EMISs vary dramatically across countries. In fact, each country is different, and within a country often additional variation is seen at the local school system level. Among the most significant factors driving variation are the political frame- work in which the EMIS functions, technological means, and differences in the culture around data and types of data utilization. This document identifies three core stages of EMIS development: (1) accountability and compliance, (2) instruction and management, and (3) intelligent and integrated. In prac- tice, countries may be between stages, exhibiting characteristics of multiple stages at one time; however, key differences exist in the type of data collected and how the data are managed and utilized that constitute each stage. Stage 1 of EMIS development, accountability and compliance, refers to a simple flow of student information from schools to the central government, with limited production of reports such as school profiles or student enrollment informa- tion. Stage 2, learning and management, includes accountability and compli- ance capabilities as well as greater sophistication in collection and management of instructional data such as formative/summative assessments, special needs data, or projections of students at risk of dropping out and management infor- mation such as school finances and staff evaluations. Stage 2 also introduces feedback loops through which governments share information back to local school systems and communities. Stage 3, intelligent and integrated, includes capabilities from stages 1 and 2, as well as analytics and business intelligence services and integration of a K-12 EMIS with information systems in other government agencies such as higher education and labor agencies. Additionally, reporting and analysis provide quality data on a timely schedule to all levels of the education system. Lessons Learned from World Bank Education Management Information System Operations   1   http://dx.doi.org/10.1596/978-1-4648-1056-5 2 Background: What Is an EMIS? Stage 1: Accountability and Compliance Stage 1 of EMIS development is simple. It comprises student information chan- neling from local schools to the central government (figure B.1). Student infor- mation includes demographic data such as gender and age, as well as data on enrollment and drop-out rates, ideally by grade at each school. Stage 1 does not require advanced technology. In some cases, data are collected in paper form and carried to the school system or central government office, where the data are manually added to the EMIS database. In most cases, this stage does not include high levels of utilization, especially at the local level. One reason for this is that policies and processes that make feedback loops for information to flow back to the local level are rarely found. Even without feedback loops and advanced tech- nology, opportunities exist for principals and teachers to use school data for more than just reporting student information to the government. Projects that develop these utilization skills will help build a strong foundation upon which the EMIS can quickly and effectively advance. The more that principals and teachers use data, even data recorded on paper, the more prepared they will be when techno- logical resources are deployed. Basic EMIS implementation can be easier to implement and utilize, because users are not struggling with issues of system integration and other technological constraints and because users are generally working with smaller datasets. This stage of EMIS development should have a long-term vision and strategy. Special attention should be given to the following: • Alignment with the trajectory of EMIS development into subsequent stages, including an EMIS implementation timeline • Training for stakeholders (teachers, headmasters, parents, policy makers, and others) on the value of data and how to use it and • Design of a simple set of indicators that can grow over time. Figure B.1  Stage 1: Accountability and Compliance Database Government Reports Student information Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Background: What Is an EMIS? 3 Stage 2: Instruction and Management Stage 2 of EMIS development introduces the collection, management, and utili- zation of instructional learning data (figure B.2). This is an important advance- ment in system functionality because it transitions the EMIS from a focus of reporting data, usually for compliance purposes, to the government, and it moves into utilization of an EMIS to improve learning outcomes for students. Part of this transition also includes using the EMIS to make the work of teachers, prin- cipals, and administrators more efficient, through smarter allocation of money, resources, and time. Instructional data include grades and assessment scores (both formative and summative assessments), as well as data on specific learning needs such as special needs, language issues, and even data relating to socioeconomic status of the stu- dent’s family. This level of insight transforms the work of teachers significantly because they are able to know how well students are absorbing lessons. Data reveal if a single student or a subgroup of students are struggling with material, or if the teacher is not effectively communicating the lesson. Teachers can also know whether a student is not grasping the information because of absences or as a result of unique learning needs. Likewise, instructional data transform the work of prin- cipals and administrators, who are better prepared to manage their staff, design professional development programs, or allocate resources. The addition of instruc- tional data into an EMIS marks a fundamental shift in the delivery of instruction. Another important element in stage 2 of EMIS development is the introduc- tion of feedback loops, through which the government shares information with Figure B.2  Stage 2: Instruction and Management Database Limited feedback to local school systems and communities Government Reports Student information + teacher information, instructional data, school data, sta evaluation data, etc. Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 4 Background: What Is an EMIS? school systems. This may take the form of school profiles, enrollment informa- tion and trends, or even news articles that share learning outcomes of local school systems. Research shows that such transparency in information can improve accountability as well as student learning outcomes. Feedback loops during stage 2 are limited and do not yet contain more actionable and sophisticated informa- tion-sharing mechanisms such as real-time dashboards, mobile applications, or advanced statistical analysis (e.g., gradebooks or annual reports). Stage 2 establishes the EMIS in the area of learning, increasing the capacity of the system to understand, analyze, and impact student learning outcomes. For education stakeholders who are implementing an EMIS in stage 2 of develop- ment, key topics to keep in mind include the following: • Training in how to understand and utilize data remains critically important. Additionally, if feedback loops provide information to communities, projects should also train communities how to interpret public data. • At this point technological systems are steadily advancing, meaning that atten- tion should be paid to system soundness (processes and structures of the EMIS are sound and support the components of an integrated system) and data quality (processes for collecting, saving, producing, and utilizing information ensures accuracy, security, and high-quality, timely, and reliable information for use in decision making). Stage 3: Intelligent and Integrated Stage 3 of EMIS development includes all aspects of stage 2 and introduces data and utilization for management of the education system at all levels (figure B.3). Management includes data on administration, human resources, and finances, as well as business intelligence and analytics that empower education stakeholders with the applications, infrastructure, tools, and best practices that enable access to and analysis of information to improve and optimize decisions and perfor- mance. An important aspect of stage 3 is that the EMIS is fully established across all four policy areas (enabling environment, system soundness, quality data, and utilization for decision making). With the EMIS fully established, it is now able to extend its utility by integrating with systems outside of the K-12 education system. This could include implementation of a longitudinal data system, which integrates with higher education management information systems (HEMISs) and workforce data to track the progression of students through the education system and into the workforce. This type of integration provides insight into the education system and allows policy makers to answer questions such as the following: • Are students academically prepared to enter postsecondary institutions and complete their programs in a timely manner? • Which government programs are most effective in improving access and suc- cess (i.e., retention and graduation) for students? Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Background: What Is an EMIS? 5 Figure B.3  Stage 3: Intelligent and Integrated Integration outside of K-12 EMIS Comprehensive feedback Database to local school systems and communities Government Reports Student information + instructional data + administrative, human resources and financial data, business intelligence, etc. • Are community college students able to transfer within the state to four-year institutions successfully and without loss of credit? • Which four-year institutions are graduating students most effectively and in the timeliest fashion? • Are postsecondary and tertiary graduates successful in the workforce? • What are the workforce outcomes of students who drop out of school? Stage 3 of EMIS development supports the highest levels of efficiency and effectiveness across the education system, with regard to both instructional prac- tices as well as management practices. At this level, the EMIS is full institutional- ized into the education system, and utilization spans a wide variety of areas within and beyond the K-12 education system. Stage 3 establishes EMIS in the area of learning and management, establishing the system as a central tool in both instruction and management. For education stakeholders who are implementing EMIS in stage 3 of development, key topics to keep in mind include the following: • Agreements with external stakeholders • Continuing to innovate and expand feedback loops to local systems (apps, more data, more training) • Training and utilization of analytics and business intelligence. Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Chapter 1 Overview of World Bank EMIS Activities Introduction and Methodology Assessing the state of education in a country demands information about the inputs, resources, governance, operations, and outcomes of its education system. An education management information system (EMIS) provides systematic, quality data in a well-structured enabling environment that facilitates utilization of the information produced in planning and policy dialogue (Abdul-Hamid 2014). The World Bank Education Portfolio includes more than 415 activities in developing countries since 1998. Out of these, 236 (57 percent) have an EMIS activity, reflecting strong recognition of the importance of EMIS (map 1.1).1 This report reviews all 236 World Bank Education activities, analyzing the challenges and lessons learned, as conveyed in the project documents. The report also reviews the Bank’s support for EMISs through the lens of the EMIS Framework Paper “What Matters for Education Management Information Systems,” recently developed by the Bank under the Systems Approach for Better Education Results (SABER) initiative (Abdul-Hamid 2014). SABER helps countries assess their education systems and benchmark them against those of other countries through its worldwide data on policies and insti- tutions. SABER-EMIS assesses education information systems with the aim of informing dialogue on policies related to education statistics and indicators, as well as to help countries monitor overall progress related to educational inputs, processes, and outcomes (Abdul-Hamid 2014). SABER-EMIS has identified four policy goals that are essential to EMIS design: • Enabling environment: The policies, structure, human resources, and culture surrounding an EMIS that ensure collection, processing, and dissemination of data. • System soundness: The architecture, processes, and integration capabilities of an EMIS, along with the comprehensiveness of the data collected by the system. Lessons Learned from World Bank Education Management Information System Operations   7   http://dx.doi.org/10.1596/978-1-4648-1056-5 8 Overview of World Bank EMIS Activities Map 1.1  World Bank EMIS Operations (1998–2014) No. of operations with EMIS activities 0 1 2 3–4 5+ Source: World Bank Education Projects Database. • Quality data: The procedures that ensure the collection of reliable, accurate, and timely data for decision-making purposes. • Utilization for decision making: The extent to which the data produced by an EMIS is used by different stakeholders (principals, teachers, parents, students, and governments) across the education system. Using the World Bank Education Statistics website (EdStats),2 information and analysis in this report draw from an extensive review of project documents including Project Appraisal Documents (PADs), Project Information Documents (PIDs), and Implementation Status Reports (ISRs). In addition, Implementation Completion Reports (ICRs) of closed operations were analyzed to inform the implementation status and progress of relevant projects. Overview of the World Bank Education Portfolio Since 2000, World Bank lending for education has averaged approximately US$2.2 billion annually, accounting for 8 percent of the total World Bank IBRD and IDA commitment (figure 1.1). The largest number of education projects have been undertaken in the Africa region, followed by South Asia and the Middle East and North Africa (World Bank 2014 Education Statistics Database). As of June 2015, 144 projects are active in the education global practice, amounting to $14.2 billion in the portfolio. Table 1.1 shows the World Bank’s education portfolio from 2007 to 2013. Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Overview of World Bank EMIS Activities 9 Figure 1.1 Education Commitments by IBRD and IDA, FY 2000–15 6,000 5,000 Commitments, in millions 4,000 3,000 2,000 1,000 0 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 Source: World Bank 2014 Education Statistics Database. Table 1.1 Education Portfolio (FY 2007–13) FY07 FY08 FY09 FY10 FY11 FY12 FY13 Number of active education projects 131 141 152 142 142 132 126 Number of countries 88 90 86 81 79 73 72 IBRD commitments (US$ million) 3,843 3,232 3,552 4,509 3,624 2,703 2,235 IDA commitments (US$ million) 3,579 4,130 5,151 6,448 6,682 5,598 6,289 Recipient-executed trust fund* (US$ million) 310 754 705 825 780 771 Special financing (US$ million) 10 10 10 20 20 27 12 Net commitments (US$ million) 7,432 7,681 9,467 11,682 11,151 9,107 9,306 Education projects as % of total bank portfolio 9% 9% 9% 8% 8% 8% 8% Education commitments as % of total bank commitments 7% 7% 7% 7% 7% 5% 5% Source: World Bank 2014 Education Statistics Database: http://datatopics.worldbank.org/education/. Note: IBRD = International Bank for Reconstruction and Development; IDA = International Development Association. Education Portfolio through the Lens of EMIS Since 1998, the World Bank has extended support to 236 projects with an EMIS component. Of these 236 projects, 150 are closed and 86 are currently active (figure 1.2). The two regions with the highest number of EMIS projects are Sub-Saharan Africa (SSA) and Latin America and the Caribbean (LAC). Brazil and Bangladesh Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 10 Overview of World Bank EMIS Activities undertook the most EMIS activities (13 projects each). Figure 1.3 illustrates the breakdown of projects, by region. For 133 closed projects for which ICR ratings were available, 70 (52 percent) were rated satisfactory or higher, 42 (32 percent) were moderately satisfactory, and only 21 projects (16 percent) were unsatisfactory. For 71 active projects for which ISR ratings were available, 35 (49 percent) projects were rated satisfactory, Figure 1.2  World Bank EMIS Activities, 1998–2013 35 30 29 Number of EMIS activities 25 20 17 16 15 14 15 13 13 13 13 11 12 12 11 11 10 9 10 5 0 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 Figure 1.3  World Bank EMIS Activities, by Region EAP, 26 SSA, 59 ECA, 29 SAS, LAC, 45 58 MNA, 19 Note: EAP = East Asia and Pacific, ECA = Europe and Central Asia, LAC = Latin America and Caribbean, MNA = Middle East and North Africa, SAS = South Asia, SSA = Sub-Saharan Africa. Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Overview of World Bank EMIS Activities 11 27 (38 percent) were moderately satisfactory, and only 9 projects (13 percent) were unsatisfactory (figure 1.4). For 62 closed projects for which EMIS ratings were available, 30 projects (48 percent) were rated satisfactory, 14 projects (22 percent) were moderately satisfactory, and 18 projects (30 percent) were unsatisfactory (figure 1.5). The average cycle of a project ranges from four to seven years (figure 1.6). Out of the 220 projects for which information on approval and closing dates were available, 158 projects (66 percent) had an average cycle of four to seven years, 17 projects lasted for eight years or more, and three projects closed during the same year of their approval (figure 1.4). It is interesting to note that longer-term Figure 1.4  Project Ratings, Active and Closed Projects 120 100 35 Number of projects 80 60 37 40 70 42 9 20 21 0 Satisfactory Moderately Unsatisfactory satisfactory Active Closed Figure 1.5 EMIS Ratings, Closed Projects 35 30 30 25 Number of projects 20 18 14 15 10 5 0 Satisfactory Moderately Unsatisfactory satisfactory Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 12 Overview of World Bank EMIS Activities Figure 1.6 Average Cycle of Projects 60 53 50 45 40 Number of projects 33 30 27 20 19 10 10 8 7 8 3 4 3 0 1 2 3 4 5 6 7 8 9 10 11 Number of years projects do not necessarily have better results in development of an EMIS. Projects that lasted for 10–11 years did not develop a well-functioning EMIS. Major technical, operational, and data quality issues were associated with the information system. This report categorizes EMIS activities undertaken within each project into four groups based on the description available in the project documents: (1) strengthening an EMIS, (2) developing an EMIS, (3) upgrading an EMIS, and (4) assessing an EMIS (figure 1.7). Results show that 91 projects were dedicated to strengthening an EMIS, 82 projects focused on developing an EMIS, seven projects focused on upgrading an EMIS, and only three projects focused on assessing an EMIS. 1. Strengthening an EMIS includes activities to improve the capacity of the existing system by, for example, increasing personnel, improving infrastruc- ture, expanding the number of education statistics collected, and providing training to staff. This group was further classified into three categories: • General classification includes a broad range of activities (mentioned above) undertaken to strengthen the existing system • Integration includes activities that focused on linking or integrating the existing information system with other information systems to make it more comprehensive • Monitoring and evaluation (M&E) includes an EMIS as a subcomponent of the M&E component where the EMIS was strengthened to improve the M&E mechanisms for tracking the overall progress of the project. Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Overview of World Bank EMIS Activities 13 Figure 1.7  Breakdown of EMIS Activities 100 5 6 Number of EMIS activities 80 19 9 60 40 67 67 20 7 3 0 Strengthening Developing Upgrading Assessing EMIS EMIS EMIS EMIS Integration M&E General classification Note: EMIS = Education Management Information System; M&E = monitoring and evaluation. On average, the amount of money spent on strengthening an EMIS ranged from less than $1 million to $5 million per project. 2. Developing an EMIS includes activities to establish an EMIS such as purchas- ing equipment, software, hardware, and other essential resources. This activity was further categorized into three groups: • General classification includes a broad range of activities undertaken to develop an EMIS, such as the collection of baseline data, establishing procedures, con- versations with stakeholders, and purchase of equipment and other essential resources • Integration includes activities such as interoperability of systems • M&E includes activities where developing/establishing an EMIS was a sub- component of the M&E component and where the EMIS was built to moni- tor the implementation status of the project. On average, the amount spent on developing an EMIS ranged from less than $1 million to $7 million, per project. 3. Upgrading an EMIS includes activities that modernize the existing system such as change in the design, structure, and technology to a more advanced level. On average, the amount of money spent on upgrading an EMIS was less than $5 million per project. 4. Assessing an EMIS includes conducting studies and assessments to understand the current design and needs of the information system. On average, the amount of money spent on assessing an EMIS was less than $1 million per project. The amount of money spent on the EMIS component varies from 0.5 to 21 percent of the total project cost (figure 1.8). Countries such as Latvia, Mali, Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 14 Overview of World Bank EMIS Activities Figure 1.8 EMIS Share, as a Percentage of Project Cost Ethiopia (2013) Malawi (2010) Malaysia (1999) Mozambique (2011) Kenya (2003) Argentina (2006) Mexico (2002) Brazil (1999) Moldova (2013) Chile (1999) Colombia (2003) Chad (2003) Brazil (2005) Argentina (2007) Kenya (2006) Bosnia and Herzegovina (2000) Yugoslavia, former (2002) Nigeria (2007) Hungary (1998) Afghanistan (2005) Lebanon (1998) Kosovo (2000) Vietnam (2002) Albania (2000) Azerbaijan (2003) São Tomé and Principe (2013) Bolivia (2008) Latvia (1999) Mali (2007) Armenia (2009) St. Kitts and Nevis (2002) 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 EMIS cost as a percentage of project cost and St. Kitts and Nevis that spent less than 1 percent of the total project cost on an EMIS have not been successful in establishing an EMIS. Interestingly, even countries such as Ethiopia, which spent around 21 percent of their budget on EMIS, did not succeed in its successful implementation. Mapping the number of EMIS activities to the basic reporting of education data, a few interesting patterns emerge (figure 1.9): • Countries such as Mexico, Nepal, Pakistan, and Sri Lanka that had more than five EMIS activities during 1998–2014 reported a 100 percent data capture Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Overview of World Bank EMIS Activities 15 Figure 1.9 Reporting of Basic Education Indicators (2009–13) 12 PAK, 11 11 10 9 IND, 8 Number of EMIS activities 8 7 NGA, 6 MEX, 6 6 NPL, 5 LKA, 5 5 JAM, 4 JOR, 4 GHA, 4 4 ETH, 3 IDN, 4 MOZ, 3 NIC, 3 3 MKD, 2 HTI, 2 KEN, 2 MRT, 2 NER MWI, 3 2 KSV, 2 KHM, 1 IRQ, 1 NAM, 1 MNG, 1 MDA, 3 1 0 25 50 75 100 Percentage of data points reported by country Source: World Bank 2014 Education Statistics Database. Note: Basic Education Indicators include (a) Primary Completion Rate; (b) Net Enrollment Rate (Primary); (c) Gender Parity Index for gross enrolment (Primary); and (d) Youth (15–24) Literacy Rate, which are used for reporting Millennium Development Goals (MDGs). of basic education indicators, showing signs of success in implementation of EMIS activities. • On the other hand, countries in which Bank involvement was very low (fewer than three activities over the last 17 years) reported almost no data on educa- tion statistics. These countries include Cambodia, Ethiopia, Haiti, and Kosovo. • On the other hand, countries such as India and Nigeria reported only 75 percent of the data on basic education, reflecting how EMIS activities need attention. Based on the ICR reports, the status of implementation of EMIS activities were categorized into successes and challenges for 103 closed projects.3 The chal- lenges were further classified into four groups based on the nature of the prob- lem: (1) management issues, (2) data quality issues, (3) technological issues, and (4) operational issues (figure 1.10). These four challenges and success stories are explained in more detail in the following section. Each of the implementation issues was further classified into different categories to explain the root cause of the problem (figure 1.11). Data reveal that maximum challenges were faced during operations for various reasons, such as lack of adequate funding, limited training opportunities, and coordination issues across different units of the government. Other challenges related to weak capacity issues, poor quality of data, and untimely production and dissemination of data as well as limited utilization of the data produced. Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 16 Overview of World Bank EMIS Activities Figure 1.10  Status of Implementation of EMIS Activities Leadership challenges 10 Data challenges 18 System challenges 19 Operational challenges 25 Achieved 31 0 5 10 15 20 25 30 35 Number of EMIS activities Figure 1.11  Categorization of Challenges Lack of data utilization for decision making 4 challenges Data Untimely production and dissemination of data 6 Lack of reliable and quality data 8 challenges MIS not functional due to technical problems 6 System System capacity issues 13 Lack of training for data usage 2 Operational challenges Coordination issues 3 Funding issues 3 Long-term sustainability 5 MIS not implemented 6 Implementation delays 6 Leadership changes 2 Leadership challenges Lack of data culture 2 Lack of clear vision and support 6 0 5 10 15 Number of EMIS activities Note: MIS = Management Information System. Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Overview of World Bank EMIS Activities 17 Notes 1. The maps displayed were produced by EdStats. The boundaries, colors, denomina- tions, and any other information shown on this map do not imply, on the part of the World Bank Group, any judgment on the legal status of any territory, or any endorse- ment or acceptance of such boundaries. The maps are for reference only. 2. World Bank Education Statistics (EdStats). 3. The rest of the closed projects either did not have an ICR or there was not enough information on their performance to be able to comment on their status. Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Chapter 2 Successes in EMIS Implementation Establishing EMIS to Facilitate Information Sharing: The Case of Armenia Box 2.1 Armenia: Education Financing and Management Reform Project (1998–2002) Project Development Objective: The “strategic focus” of the project was (1) to facilitate improvements in the quality of general education by promoting school-level initiatives, by increasing opportunities and incentives for innovation throughout the system, and by improv- ing the supply of textbooks and teaching materials, and (2) to help build the necessary institu- tional framework and capacity at all levels, for more efficient, equitable, and sustainable operation of the basic education system. Education management information system (EMIS) Cost: Not specified (Project cost: $37.5 million) EMIS Rating: Satisfactory EMIS Objective: To (a) facilitate information sharing between regional and central level by establishing an EMIS, (b) monitor school statistics for planning purposes, and (c) improve mon- itoring of school performance and educational outputs. Main Findings Through the Armenia Education Financing and Management Reform Project (1998–2002), the country was able to establish an EMIS for the first time. The project was responsible for the collection, development, and analysis of gen- eral statistical data on the education system, at both the regional and country levels (box 2.1). Data were collected using a single annual school questionnaire to provide information on, among other things, (a) student mobility data, (b) student achievement data (graduation exam marks and achievement scores), (c) quality of teaching staff (proportion of unqualified staff requiring in-service retraining), Lessons Learned from World Bank Education Management Information System Operations   19   http://dx.doi.org/10.1596/978-1-4648-1056-5 20 Successes in EMIS Implementation Figure 2.1  Stages of Information Flow in Armenia EMIS Stage 1: School Stage 2: Regional government Stage 3: EMIS center, Ministry of Education Initial data collected at the school level (via Information is summarized, edited, and and science school questionnaire): corrected to get summative indicators Students, teachers, nonteaching staff used for accounting, planning, and Assessment management Instruction time Resources: infrastructure, budget, etc. and (d) teacher distribution by age, subject, and qualification level. The establish- ment of an EMIS as the focal point of data storage resulted in improved coordi- nation between different units of the government by streamlining the flow of information, eliminating duplication of efforts, and filling information gaps. Reliable and timely information was available, which helped in the utilization of data for policy decision making. The collection, analysis, and dissemination of information became a regular, annual process for the government (figure 2.1). Key Takeaways (a) Collection of comprehensive data, including student-level learning data to assess the education performance of the country and (b) a decentralized system with validation measures at the regional level to verify the quality of data entered into the EMIS. EMIS in Fragile Contexts: The Case of Afghanistan Box 2.2 Afghanistan: Education Quality Improvement Program (EQUIP) (2005–09) Project Development Objective: To increase equitable access to quality basic education, especially for girls, through school grants, teacher training, and strengthened institutional capacity with support from communities and private providers. EMIS Cost: Not specified (Project cost: $460 million) EMIS Objective: To develop an EMIS and help build capacity of the Ministry of Education (MoE) officials for its effective use. The component was to support annual data collection from schools to promote the use of data in planning and decision making. It would also support MoE in undertaking a household survey to assess the status of schooling of children, direct and indirect cost of schooling, and any other opportunities and constraints concerning education. Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Successes in EMIS Implementation 21 Main Findings Afghanistan is a perfect example of how an EMIS can be used to strengthen the monitoring systems in a country, even in fragile contexts. A heavy investment of $460 million was made into the EQUIP project in 2004 (box 2.2). When the project began, no sophisticated EMIS was in use in the country, and data were collected using paper-based census forms, which was unreliable and unsafe. With the growth of the education sector, and the support from young IT pro- fessionals, the government started to understand the power of data for decision making. Various technological initiatives were undertaken to collect and dis- seminate education data in a timely manner. The key achievement of the proj- ect was the development of multiple systems capturing education data: (a) Student Management System, (b) School Management System, (c) Human Resource Management System, (d) Geographical Information System (GIS), (e) Certificate Generation System, (f) Infrastructure Management System, and (g) Centrally Hosted Education Information System (at http://emis.af/index​ .aspx, figure 2.2). Key Takeaways (a) Improved accuracy through comprehensive electronic system of data col- lection, management, and analysis; (b) improved transparency through a single centralized Ministry portal to provide comprehensive data to all stake- holders; and (c) increased efficiency through the introduction of new tech- nologies such as GIS and mobile applications to ensure data analysis happens in real time; and (d) improved local decision making as provinces manage their own data. Figure 2.2  Snapshot of EMIS Data on the Afghanistan Government Website Source: EMIS Website (Ministry of Education, Afghanistan). Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 22 Successes in EMIS Implementation EMIS as a Management Tool: The Case of Bosnia and Herzegovina Box 2.3  Bosnia and Herzegovina: Education Development Project (2000–05) Project Development Objective: The project had the following three broad objectives: (a) to mobilize the professional capacity of teachers to improve the teaching and learning processes in schools and as a result improve the quality of education being offered to primary school children in Bosnia and Herzegovina; (b) to promote the efficient and equitable use of scarce public resources for education in the country by providing public policy makers and decision makers with management tools and information necessary to measure inputs, outputs, and outcomes in the education system; and (c) to promote cooperation and coordination across the three main constituent groups in an effort to reduce inefficient resource use and build a professional basis for stakeholder dialogue in education throughout Bosnia and Herzegovina. EMIS Cost: $2 million (Project cost: $14.43 million) EMIS Rating: Satisfactory EMIS Objective: To finance the development of a country-wide EMIS to enable improved sector management and compatibility of information among the country’s decentralized edu- cation systems. It was also to test the viability of a “per-student budgeting model” designed to promote increased efficiency and equity in education spending. Main Findings The main objective of the EMIS component was to develop and finance imple- mentation of an EMIS in all regions in Bosnia and Herzegovina to promote increased efficiency in education funding through the “per-student budgeting” model (box 2.3). The successful outcomes of the project were the following: • Identification, design, program testing, and distribution of an EMIS for pri- mary and secondary schools and ministries • Successful development and delivery of professional management training on information systems to school directors, school accountants, and Ministry staff • Creation of an electronic-based information system that is compatible with the structure of the country’s education sector • Expansion of the financial module to undertake efficiency analyses based on per pupil costs • Enabling of all key stakeholders to effectively use the information system tools for education performance, monitoring, resource allocation, and accountability reporting • Provide web-based access to the EMIS data for sector stakeholders. Key Takeaways (a) Developing a web-based system to avoid the delays in manual processing of information, (b) creating a web page to make EMIS data open to stakeholders, and (c) providing trainings to schools and Ministry staff to strengthen local capacity. Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Successes in EMIS Implementation 23 Creation of a Digital Platform to Access EMIS Data: The Case of Guatemala Box 2.4  Guatemala: Universalization of Basic Education Project (2001–09)  Project Development Objective: The project had the following development objectives: (a) improve coverage and equity at the primary school level through the expansion and consolidation of PRONADE schools (National Community-Managed Program for Education Development) and by providing scholarships for indigenous girls in rural communities; (b) improve the efficiency and quality of primary education by supporting bilingual educa- tion, providing textbooks and didactic materials in 18 linguistic areas, expanding multi- grade schools, and improving teachers’ qualifications; (c) facilitate the joint design and execution between Ministry of Education and the Ministry of Culture and Sports of a pro- gram to enhance the goals of cultural diversity and pluralism contained in the National Constitution, the Guatemalan Peace Accords, and the April 2000 National Congress on Cultural Policies; and (d) assist the decentralization and modernization of Ministry of Education by supporting the ongoing efforts to strengthen the organization and manage- ment of the education system. EMIS Cost: Not specified (Project cost: $87.24 million) EMIS Rating: Not available EMIS Objective: The component supported the continued development and updating of an EMIS. The main objective was to upgrade the EMIS and use the new applications and tech- nology as a tool for uniform educational monitoring, feedback, reporting, and decision mak- ing by departments. Main Findings The Universalization of Basic Education project (2001–09) supported the improvement of the EMIS in Guatemala through the use of enhanced technol- ogy (box 2.4). By project completion, significant improvements had been made in the quality of data entered in the system, in the decentralization of data col- lection and management, and in the availability and use of education data gener- ated by the system, using the Ministry of Education’s website. The Information and Automation System, at both the central and departmental levels, was strengthened through the Internet. A comprehensive Human Resources Information System was developed and implemented that contained 10 mod- ules: posting management and wages, recruitment and selection, controls of personnel actions, disciplinary files, salary scales, training, performance evalua- tion, and integration of the list system. The Guatemala Ministry of Education site is easily accessible and pro- vides quick access to data that can be downloaded in Excel and HTML formats. The data include population disaggregated by age, enrollments by age/grade, and enrollment rates. The data are also sorted by regions, Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 24 Successes in EMIS Implementation departments, and municipalities. The website is a real-world example of a system that is easy to use and understand (Cassidy 2006). Key Takeaways (a) Easy access of data to education stakeholders and (b) use of technology to increase capacity of the system. Strengthening and Expansion of EMIS to an Online System: The Case of Honduras Box 2.5 Honduras: Education Quality, Governance, and Institutional Strengthening Project (2006–13) Project Development Objective: To support the government of Honduras to increase the coverage, quality, accountability, and governance of its basic education system. EMIS Cost: Not specified (Project cost: $16.29 million) EMIS Rating: Satisfactory EMIS Objective: The component focused on strengthening the Ministry of Education through development and expansion of a web-based technological platform that contains information on education sector performance at all levels of the system. It also focused on expanding, strengthening, updating, and integrating information at central and subnational levels to allow for improved decision making and performance monitoring. Main Findings Through the Honduras Education Quality, Governance and Institutional Strengthening Project (2006–13), the country upgraded and strengthened the existing EMIS system to produce reliable educational statistics (box 2.5). The main achievements included the following: • Timely collection of information on schools, teachers, and enrollment • Historical education data was checked for consistency, reestimated for preci- sion, and loaded into the system, including a diagnostic census of all schools located in Afro-Honduran and indigenous areas • Computer equipment was provided at the central and departmental levels, along with the required training for staff at all levels • All information was made available to the public to ensure transparency. Key Takeaways (a) Upgrading the existing system to a web-based platform to encourage effective utilization by all levels of government, and (b) providing training to enable them to use the software, and (c) giving open access to data (figure 2.3). Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Successes in EMIS Implementation 25 Figure 2.3  Factors That Led to Successful Implementation of EMIS in Honduras Enhanced Trainings to Open and Increased technology relevant easy access reliability to increase stakeholders to data of data capacity on data use EMIS as a Tool to Strengthen Teaching and Learning: The Case of Lithuania Box 2.6 Lithuania: Education Improvement Project (2002–07) Project Development Objective: To improve student achievement in basic education (grades 5–10) and to make a more efficient use of the financial, human, and physical resources allocated to education, by supporting municipalities in their effort to optimize their school network, and by improving energy efficiency and space utilization in an initial group of 62 targeted schools. EMIS cost: $1.5 million (Project cost: $64.89 million) EMIS Rating: Not available EMIS Objective: The component focused on strengthening the EMIS of the Ministry of Education and Sports to enhance the quality of teaching and learning in basic schools. Main Findings To monitor the education system more closely, the Education Improvement Project (2002–07) focused on strengthening the existing EMIS system in Lithuania (box 2.6). This included efforts to ensure timely collection data on system performance and utilization for decision making. It also generated interest among municipalities and school representatives, leading to the establishment of an EMIS at the local/municipal level and the school level (School Information Systems). The capacity of the Ministry of Education and Science was strengthened to provide timely system information and monitoring of education outcomes, to produce a National Education Report on an annual basis, to measure pupils’ achievements, and to carry out school performance audits through the establishment of the National Audit Agency (figure 2.4). Key Takeaways (a) Developing an interest among local communities in using EMIS and (b) cre- ating an annual education report to measure student achievement. Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 26 Successes in EMIS Implementation Figure 2.4  Snapshot of the EMIS Website at the Ministry of Education in Lithuania Source: Centre of Information Technology, Ministry of Education & Science, Lithuania. Expansion of EMIS to Remote Schools: The Case of Malaysia Box 2.7  Malaysia: Education Sector Support Project (1999–2005) Project Development Objective: The overall objective was to assist the Borrower in (a) mitigat- ing the adverse impact of the regional economic crisis on its education sector and (b) support- ing its medium-term economic recovery by developing and enhancing student technical skills. EMIS Cost: $9 million (Project cost: $244 million) EMIS Rating: Highly Satisfactory EMIS Objective: To improve the borrower’s existing EMIS and expand its usage, especially in the states of Sabah and Sarawak. Main Findings This project in Malaysia on Education Sector Support (1999–2005) was success- ful in upgrading and expanding the existing EMIS (box 2.7). Equipment, com- puters, software, and furniture were provided to several targeted departments and divisions at the Ministry of Education (MoE) and selected schools, especially in the regions of Sabah and Sarawak, for the EMIS. In addition, technical assistance was provided in developing the systems and creating training programs for staff. The main achievements of the program were (a) sustaining and improving the already established EMIS; (b) ensuring that the EMIS is implemented nationally, with particular emphasis on reaching remote schools in the states of Sabah and Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Successes in EMIS Implementation 27 Figure 2.5 Example of a Malaysian School System’s Interface Source: Yahya and Chong, n.d.; Department of Management Science and System, Malaysia. Sarawak, which were outside the MoE’s computerized data management system; (c) facilitating the EMIS transition to a Y2K-compliant system by phasing out obsolete equipment and operating systems; and (d) building institutional capacity through integration of multiple databases and development of an Executive Information System (EIS) for planning and policy formulation (figure 2.5). Key Takeaways (a) Expansion of EMIS to schools, (b) complementing the creation of an EMIS with regular trainings, and (c) building capacity through integration of existing databases. EMIS as a Planning Tool: The Case of Nigeria Box 2.8 Nigeria: Second Primary Education Project (2000–04) Project Development Objective: The objectives of the Second Primary Education Project (PEPII) were to assist the Borrower in (1) strengthening the human resource capacity in its pri- mary schools, (2) creating an environment conducive to effective teaching and learning in its primary schools, (3) improving the quality and availability of curriculum and other instruc- tional materials in the primary schools, (4) developing an enhanced information base to facili- tate decision making, and (5) increasing national awareness about HIV/AIDS. EMIS Cost: Not specified (Project cost: $61.11 million) EMIS Rating: Satisfactory EMIS Objective: To develop a comprehensive information base for decision making and for planning and monitoring of the Universal Basic Education (UBE) program. Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 28 Successes in EMIS Implementation Main Findings The project in Nigeria was successful in setting up a comprehensive educa- tion information system (box 2.8). Key output deliverables were the follow- ing: (a) School statistics were made available: national education statistics reports for 1996–2001 (baseline data) and 2003 (school census) were pro- duced and distributed. These are being used in Education for All (EFA) and Universal Basic Education (UBE) state planning exercises and for wider pol- icy discussion. (b) EMIS equipment and staff capacities were upgraded to manage national data collection, analysis, reporting, and dissemination of data. (c) Capacity was increased within the federal and state education min- istries to translate and analyze raw school data into useable form. (d) Data collection and processing for all schools was institutionalized (to be carried out in February of every year). The production and distribution of these sta- tistics reestablished a credible education data system. Education data collec- tion, processing, and publishing improved. (e) Computers and computer accessories were procured for use. Key Takeaways (a) Institutionalization of data collection process (see figure 2.6), (b) regular production of data, (c) increased capacity at the state and federal ministries, and (d) utilization of data for planning and policy making. See table 2.1 for a summary of success stories in EMIS implementation. Figure 2.6 Data Collection Process in Nigeria Education stakeholders FME/UBEC State comparative and EMIS other data EMIS KG1–SS3 KG1–JSS3 KG1–SS3 SMoE EMIS SUBEB EMIS SS1–SS3 Divisional inspectorate LGEA School/LGEA School/LGEA comparative comparative SS1 KG1 and other data and other data –SS3 Census –JSS3 Community School Source: World Bank 2005e Nigeria Second Primary Education Project. Note: EMIS = Education Management Information System; FME = Federal Ministry of Education; JSS = junior secondary school; KG = kindergarten; LGEA = Local Government Education Agency; SMoE = State Ministries of Education; SS = senior secondary; SUBEB = State Universal Basic Education Board; UBEC = Universal Basic Education Commission. Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Successes in EMIS Implementation 29 Table 2.1  Summary of the Success Stories in EMIS Implementation Afghanistan Political buy-in from the government to establish EMIS to monitor education performance Development of multiple systems to capture EMIS data Armenia Comprehensive school questionnaire to capture student data Improved quality of data through validation measures at subnational level Bosnia and Herzegovina Establishment of a digital EMIS around the country Efficiency analysis in policy formulation Guatemala Quality of data entered and decentralization of data collection Accessibility of data from Ministry’s website Honduras Web-based system to collect education data Easy and open access to data Trainings to relevant stakeholders for utilization of data Lithuania Development of political interest at schools and municipal level Production of an annual yearbook with educational data Malaysia Expanding EMIS to remote schools Capacity building through integration of databases Nigeria Institutionalization of data collection process Data utilized to make policy decisions Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Chapter 3 Challenges in EMIS Implementation Leadership Challenges Clarity was lacking among decision makers on the clear definition of an Education Management Information System (EMIS). Policy makers did not clearly understand its use and overall objective. No agreement was found on whether the EMIS aimed to collect and report statistical data to guide informed policy making, or alternatively, if it was simply a system to store information. For most countries, the lack of a clear definition was partly related to the large number of complex departments involved in the pro- cess—for example, education, planning and finance, science and technology, facilities—without any one entity assuming a strong leadership role. Often a lack of political buy-in was also found, which made EMIS implementation unsuccessful. In some cases, the lack of clarity about the EMIS stemmed from the lack of a data-driven culture. Leadership challenges can be further catego- rized into two areas: • Unclear vision and limited buy-in • Absence of institutionalization Ten projects faced this issue: Albania, Argentina, Bulgaria, Bolivia, Colombia, India, the former Yugoslav Republic of Macedonia, Serbia, Sierra Leone, and Vietnam. Unclear Vision and Limited Buy-In Lack of strong leadership and clear vision on the functioning and objective of EMIS can be a deterrent to the success of an EMIS. A well-functioning EMIS needs strong leaders who have a clear understanding of its function and uses and are able to get support from various education stakeholders and other vested interests to build consensus and ultimately drive the EMIS forward. Lessons Learned from World Bank Education Management Information System Operations   31   http://dx.doi.org/10.1596/978-1-4648-1056-5 32 Challenges in EMIS Implementation Albania Box 3.1 Albania: An Education Sector Project (2000–05) Project Development Objective: To assist the Ministry of Education and Sciences (MoES) in planning and managing the delivery of educational services and strengthening its account- ability to stakeholders for that delivery. EMIS Cost: $0.72 million (Project cost: $14.88 million) EMIS Rating: Unsatisfactory EMIS Objectives: To support a management information system that would link all branches of the Ministry, including district offices and universities. The key outputs were (a) a simple EMIS that could be easily extended in terms of data, applications, and users, introduced and tested in at least two pilot education district offices, and rou- tinely used by policy makers and managers at Ministerial and district levels and (b) publication of the first Statistical Report Card on Albanian Education (SRCAE) for stakeholders. Main Findings. In Albania, one of the key limitations of the project was that there was no clarity among the decision makers on how an EMIS should be used, that is, whether it should collect student-based information (to monitor participation and student performance) or school-based information (to monitor supplies and effi- ciency). The lack of clarity also stemmed from the fact that the key strategic and policy documents, which would have been able to identify the key information necessary to monitor, were developed during the last third of the project imple- mentation period (box 3.1). Although the project developed the fundamentals necessary for a functioning EMIS, including the development of a data collection and query system and both general administrative and analytical software, these systems and software never worked adequately. They were supposed to link the Ministry with two pilot school districts, but the link did not become functional, and data have not been collected or analyzed. One positive measure is the statistical report card, which was first issued in 2004. The report is helpful for policy makers and the public alike and is published on a yearly basis. Also, a contact point was established in the Ministry for the public to be able to access information about the educa- tion sector; however, this facility is rarely used, and the data are somewhat outdated. Key Takeaways. (a) There is a need for a strong leadership with clearly defined goals and objectives from the start of the project and (b) all concerned units should understand the vision and work together to avoid implementation issues. Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Challenges in EMIS Implementation 33 Bulgaria Box 3.2  Bulgaria: Education Modernization Project (2000–04) Project Development Objective: The project objective is to (1) strengthen Ministry of Education and Science (MES) management and technical capacity for modernizing the sector; (2) increase MES capacity for introducing the new education standards and standards-based curriculum in general education, and for collecting and utilizing education information for monitoring and decision making in both general and higher education; (3) provide initial training to inspectors, school directors, and teachers on the newly introduced standards and ­ curriculum; (4) expand a pilot program aimed at giving school directors greater discretion on spending decisions in their schools; (5) develop a methodology to support local efforts to optimize the school network; (6) reform the allocation process for resources and seats in higher education; (7) create a competitive fund for improving teaching, resource manage- ment, and internal quality assurance in higher education institutions; and (8) establish a modem student loan and stipend program for higher education. EMIS Cost: Not specified (Project cost: $6.05 million) EMIS Rating: Unsatisfactory. EMIS Objective: This project involved setting up of two EMISs under two separate components: the General Education Management Information System (GEMIS) at the Ministry of Science and Education (MES) for the secondary level and the Higher Education Management Information System (HEMIS). The objectives of both EMISs were similar: (a) create and equip a unit for establishing and managing the information system, (b) design and validate data collection instruments and processes, and (c) train personnel to build capacity for analyzing ­ and registering data. Main Findings. In Bulgaria, neither of two proposed EMIS systems—the General Education Management Information System (GEMIS) and the Higher Education Management Information System (HEMIS)—was developed during the lifetime of the project. One of the main reasons was the lack of effective demand for information and policy formulation, performance monitoring, and decision mak- ing by the political leaders and senior officials at the Ministry. Although the process of collecting core statistics had begun by the end of the project, a tremen- dous gap existed between collection of education system statistics and establish- ment of the information systems (box 3.2). Key Takeaways. (a) Information gathering, analysis, and dissemination is essential not only for the successful implementation of the project but also for the sustain- ability of an overall education reform, and (b) implementation of a fully opera- tional EMIS requires political will to involve all related parties and stakeholders. Obtaining this political will is a key step in project design. Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 34 Challenges in EMIS Implementation Vietnam Box 3.3  Vietnam: Second Higher Education Project (2007–12) Project Development Objective: To increase the quality of teaching and research in universities, in ways to improve the employability of graduates and the relevance of research. EMIS Cost: Not specified (Project cost: $63.4 million) EMIS Rating: Unsatisfactory EMIS Objective: To build a Higher Education Management and Policy Information System (HEMPIS) using a set of standard key indicators to enable decision makers to monitor the per- formance of the higher education sector. Main Findings. In Vietnam, the development of the Higher Education Management and Policy Information System (HEMPIS) proved to be more dif- ficult than anticipated and was eventually canceled. Among the factors that contributed to its failed implementation was the lack of a clear definition regard- ing its overall objective. Specifically, no agreement was found on whether it was aimed at compiling and reporting statistical data or, alternatively, if it was going to serve as a more ambitious management tool. The lack of a clear definition was partly related to the large number and diverse nature of the Ministry of Education and Training (MoET) departments involved in the process—for example, higher education, planning and finance, science and technology, facilities, international training and testing, and accredita- tion—without any one entity assuming a strong leadership role. Moreover, roughly four hundred higher education institutions that were expected to feed data to HEMPIS, most of which already have their own MIS in place, were not involved in the process (box 3.3). Key Takeaways. (a) The objective for setting up an EMIS should be made clear before the start of the project, and (b) key stakeholders should be involved at early stages of EMIS development to incorporate their recommendations. Absence of Institutionalization Absence of EMIS specific policies along with continuous changes in the top management can impair the long-term sustainability of EMIS. A strong data governance committee, assembled with representation from all stakeholder groups and educational agencies, is essential to provide leadership and vision to the project. Continuous changes in leadership can impair this vision and make it difficult to implement the system. Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Challenges in EMIS Implementation 35 Argentina Box 3.4 Argentina: Rural Education Improvement (PROMER) Project (2006–14) Project’s Development Objective: To support national government policy to (1) improve the coverage, efficiency, and quality of the Argentine education system and (2) improve the governance of the education system through strengthening of the normative, planning, infor- mation, monitoring, and evaluation capacity at the national and provincial levels. EMIS Cost: $2.95 million (Project cost: $150 million) EMIS Rating: Moderately Satisfactory EMIS Objective: This component supported the development and implementation of a system of data collection, analysis, dissemination, and use of information for policy decisions at the national, provincial, and school levels. This broadly involved financing technical assis- tance and equipment (computers and software) for the system. Main Findings. Argentina faced difficulties in developing an EMIS as a result of multiple leadership changes, which affected the implementation of the system. The National Directorate of Information and Educational Quality Evaluation (NDIEQE) underwent four leadership changes between 2005 and 2009. As a result, considerable delays were seen in the development of a data collection, analysis, and dissemination system and in providing technical assistance to the provinces on its effective use. This slowed down the entire project, because the success of any project and EMIS is dependent on effective leadership and a clear vision from the start of the project (box 3.4). Key Takeaway. There is a need for a strong legal framework that supports a fully functional EMIS to avoid management and operational challenges due to changes in government leadership. Bolivia Box 3.5  Bolivia: Education Quality and Equity Strengthening Project (2000–07) Project Development Objective: To increase the number of years of schooling completed (particularly at the primary level) and to improvement in the quality of that schooling. It will also develop approaches to reduce gender disparities in educational outcomes in selected municipalities where the differences are greatest. EMIS Cost: Not specified (Project cost: $125.3 million) EMIS Rating: Not specified EMIS Objective: To support and finance the existing EMIS, under the M&E component of the project. Throughout the project, Project activities were to support the development and dissemination of relevant descriptive statistics related to indicators and outcomes in the edu- cation sector at the national, departmental, and municipal levels. Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 36 Challenges in EMIS Implementation Main Findings. In Bolivia, continual changes in leadership led to the failure of the project. During the initial years of the project implementation, the Ministry was able to use the EMIS to produce good quality education statistics in a timely fashion, disaggregated by gender, grade, geographic area, and the like. This information was also made publicly available at the Ministry of Education website. However, the last years of project implementation experienced changes in leadership and vision, and as a result, the information systems were neglected. Very little investment was made in maintaining the systems, and the quality of information became weak. Moreover, significant gaps occurred in delivery of information, all of which seriously impacted the long-term sustain- ability of the project (box 3.5). Key Takeaway. There is a need for a strong legal framework that supports a fully functional EMIS to avoid management and operational challenges due to changes in government leadership. Latvia Box 3.6 Latvia: Education Improvement Project (1999–2005) Project Development Objective: To improve energy efficiency and space utilization of edu- cational facilities and to build and strengthen institutional management capacity to assess and promote quality learning. The goal of the project was to increase capacity within the  Latvian education sector for continuous improvement of education outcomes by strengthening the management of both resource and inputs and the learning process. EMIS Cost: $0.53 million (Project cost: $39.76 million) EMIS Rating: Not specified EMIS Objective: To assess the Latvian EMIS, review the roles and responsibilities of the Ministry of Education and Science (MES) Policy Department, and develop a proposal for its effective implementation. Main Findings. One of the significant weakness of the project was the insufficient integration of various management information systems into the Ministry of Education. This was extremely important to ensure the long-term sustainability of the system. The report also highlighted that the lack of integration could be due to the result of continuous changes in the top level of the Ministry, affecting the continuity of the projects and lack of a well-defined vision (box 3.6). Key Takeaway. Developing a sound and comprehensive information system requires strong political will and clear objectives. Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Challenges in EMIS Implementation 37 Data Challenges Availability of reliable and consistent data remained a concern for most projects. Countries placed too much emphasis on collecting data without focusing on reli- ability and applicability of the data. As a result, considerable inconsistencies were found in the data. Even when efforts were made to produce quality data, timeli- ness remained a serious issue. Considerable time lags occurred in the publication and dissemination of information, thereby reducing the utility of data for d ­ ecision making. Major causes for the failure were the inability of the government to understand the definition of EMIS, its objectives, and its usefulness in decision making. Low technical capacity for data collection and analysis also made it difficult to produce quality data. Quality data issues could be further categorized ­ into three areas: • Unreliable and poor quality of data • Untimely production and dissemination of data • Limited use of data for decision making. Eighteen projects faced this issue: Brazil, Chad, Colombia, Costa Rica, Côte d’Ivoire, Ghana, Honduras, India, Kenya, Kosovo, Lesotho, FYR Macedonia, Nigeria, Pakistan, Sierra Leone, St. Kitts and Nevis, Tanzania, and Uruguay. Unreliable and Poor Quality of Data Many countries faced problems relating to the quality of data produced by the EMIS. In most cases, countries collected fragmented data, without any reliability and applicability considerations. Moreover, considerable inconsisten- ­ cies were found in the data produced. The following examples illustrate the problem. India Box 3.7  India: Rajasthan District Primary Education Project (1999–2005) Project Development Objective: To ensure that all 6–11-year-old children in nine districts, espe- cially from socially and economically disadvantaged groups, have access to a five-year primary education cycle of appropriate quality. It is expected to result in increased enrollments and com- munity involvement in primary education, improved teacher performance, better capacity to man- age the education system, greater learning, and higher completion rates of the primary cohort. EMIS Cost: Not specified (Project cost: $109 million) EMIS Rating: Moderately Satisfactory EMIS Objective: To put in place an effective EMIS (as a part of M&E) to improve state and district capacity to improve primary education. Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 38 Challenges in EMIS Implementation Main Findings. In Rajasthan, availability of reliable data remained a concern throughout the project. Too much data were collected without much emphasis on reliability and applicability. Considerable discrepancies and contradictions were found in the District Information System for Education (DISE) data because the size of the educational administration did not keep pace with the expansion of the school system (box 3.7). In addition to the DISE, the state initiated a baseline survey in 2001 and updated it in 2004 with a Child Tracking Survey (CTS). These data were not disaggregated based on specific groups of out-of-school children (e.g., children from families that migrate, transfers to private schools or to other districts/states, working children, urban deprived groups, and enrollment). Integration of the DISE data and the CTS did not take place, which would have been useful for effective planning. Data gathering and its management continued to remain an area of concern. Along with the first project, the World Bank undertook another project in India called the “Rajasthan Second District Primary Education Project” (2001–08). The combined effort of the World Bank and the government of India (GOI) led to the development and strengthening of the EMIS, which became fully functional by the last year of the project. Now the data generated through DISE are increasingly being put to use by management. Efforts are still being made to integrate the DISE data and the CTS for effective planning and monitoring. The challenge, however, is to strengthen the culture and practice of using the EMIS as a management and planning tool, to continuously update the data and supplement it with additional survey-based information to help educa- tion planning. Key Takeaway. Collection of education data should be linked with the overall national education goals. This would ensure more effective utilization of data, and the analysis of data would be useful for evaluating the overall performance of the education system. Pakistan Box 3.8  Pakistan: Northern Education Project (1998–2004) Project Development Objective: To support the program for the development of the e ­ lementary school sector in Azad Jammu and Kashmir (AJK) and Northern Areas (NA) and, to that end, to assist in (a) improving the quality of education, (b) increasing equitable access to educa- tion, (c) strengthening institutional capacity, and (d) promoting community participation. NEP  was designed to cover education from Katchi (kindergarten) to grade 8, with particular emphasis on the primary years and girls’ education. EMIS Cost: Not specified (Project cost: $31.89 million) EMIS Rating: Not specified box continues next page Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Challenges in EMIS Implementation 39 Box 3.8:  Pakistan: Northern Education Project (1998–2004) (continued) EMIS Objective: To develop a reasonably effective and systematic EMIS with increased use of its data by government departments and development partners, and increased capacity among staff to manage and regularly update the EMIS. It also focused on providing incentives for information reporting and use, and establishing an area-specific education information database. Main Findings. In Pakistan, incomplete information and low capacity were serious issues. Although education statistics were produced annually by the department in charge during the course of the project, significant gaps in the databases remained, with incomplete reporting from some schools. Moreover, gender aggregation of some data was inadequate (e.g., gender details of School Management Committees). EMIS reports were not distributed to schools, which, as a result, were not aware of their progress against performance indicators or their status in relation to other schools in the area (box 3.8). Some of the common issues raised were (a) use of outdated information from schools, (b) limited data verification at each level, (c) nonuniform consolidation and data entry of all school forms at the district EMIS, (d) lack of understanding of the value of available information, and (e) inadequate capacity to use EMIS data; when used, decisions are focused primarily on facility construction/expan- sion and textbook provision (Nayyar-Stone 2013). Key Takeaways. (a) Well-established data quality control checks at education level are needed to maintain reliable data useful for decision making and (b) reg- ular discussions should be held with stakeholders to revisit the statistics collected by EMIS. Untimely Production and Dissemination of Data One of the common problems faced by countries was that they were unable to produce education statistics/report cards on a regular basis. This resulted in untimely dissemination of data to education stakeholders, making it difficult to be used in decision making. The following case studies illustrate the problem. Chad Box 3.9  Chad: Education Sector Project (2003–12) Project Development Objective: To (1) improve access and equity for primary education and (2) increase capacity in strategic management and curriculum development. EMIS Cost: $3.22 million (Project cost: $107 million) box continues next page Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 40 Challenges in EMIS Implementation Box 3.9  Chad: Education Sector Project (2003–12) (continued) EMIS Rating: Moderately Satisfactory EMIS Objective: The component focused on developing capacity at all levels of the Ministry of Education (MoE) to produce timely education statistical yearbook and key educa- tion indicators. This was to include technical assistance (TA), training/workshops, and provi- sion of goods and equipment. Main Findings. In this project, timely production of data remained a concern; delays in data production and incomplete information were recurrent issues in the sector, and the reliability of data was questionable (box 3.9). The Department of Planning was expected to produce national and regional statistics on an annual basis. However, the Education Statistical Yearbook was published with at least a one-year delay and had limited dissemination, which reduced the use of information in policy dialogue and in informing policy decisions. Consistency in indicators was further complicated as a result of the use of population projec- tions based on the 1999 census, which was used until 2009, when a new census was conducted. These data problems were mainly due to low capacity issues at decentralized levels. Currently a project is ongoing in Chad called the “Second Phase of the Education Sector Reform Project (2013–18),” with one of its subcomponents dedicated to overcoming the challenges of the previous project. The EMIS component of this project is included as a part of M&E and aims to identify and pilot improvements in the EMIS. It focuses on strengthening the Ministry’s capacity in evidence-based decision making, using a hands-on approach and data collection to monitor project activities. The Key Performance Indicators (KPIs) include designing/upgrading tools and institutional mechanisms (including coordination across the numerous data producing departments across the Ministry) for collecting and using school-level data for human resource management, statistical, and overall planning purposes. Key Takeaway. Local capacity should be increased to ensure production of timely data and its effective utilization. Ghana Box 3.10  Ghana: An Education Sector Project (2004–11) Project Development Objective: To (1) improve equitable access to and completion of basic education in deprived districts and (2) improve quality of teaching and learning, management efficiency, and relevance of post-basic education. EMIS Cost: Not specified (Project cost: $74.14 million) EMIS Rating: Not specified box continues next page Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Challenges in EMIS Implementation 41 Box 3.10  Ghana: An Education Sector Project (2004–11) (continued) EMIS Objective: To (1) build on the success of the IDA-supported Basic Education Sector Improvement Project (BESIP) that established EMIS in 10 regions and 26 districts and (2) to upgrade the EMIS application to provide reliable, relevant, and timely data. The intermediate indicator used to measure this was the percentage of targeted districts for which the EMIS is used to generate annual reports. Main Findings. The Ministry of Education in Ghana was able to produce, com- pile, and generate the education statistics yearbook regularly. However, these data were not made available to the public. Lack of utilization of data was a major problem. The project team believed that, in the future, Ghana would need to enhance their EMIS to reflect the increasing role of private sector provision, distance learning, detailed information on disadvantaged groups, and tertiary education. It also suggested that the Ministry of Education make the education statistics readily available online in a more user-friendly format to all education stakeholders for accountability and decision making (box 3.10). Key Takeaways. (a) It is necessary to build capacity and generate demand for EMIS data so that the data are used in policy making and (b) have a clearly ­ outlined public dissemination strategy in place. Kenya Box 3.11 Kenya: Education Sector Project (2006–10) Project Development Objective: To support the government’s program to provide basic edu- cation and improve the quality of education for all children by 2010: (1) ensuring equity of access to basic education, (2) enhancing quality and learning achievement, (3) providing opportunities for further education and training, and (4) strengthening education sector management. EMIS Cost: $7 million (Project cost: $1,084 million) EMIS Rating: Not specified EMIS Objective: To strengthen the Ministry of Education’s EMIS and provide timely and reliable data. By the end of the project, EMIS capacity was strengthened, and coverage of EMIS also improved over time. Main Findings. In Kenya, data production and dissemination issues remained a persistent problem. The data generated via the EMIS were made available with a long delay that undermined the data’s usefulness; validity and reli- ability remained issues throughout the project. Further, data were highly inconsistent, leading to overestimations of enrollment increases over time. Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 42 Challenges in EMIS Implementation Finally, some key indicators, such as the Net Enrollment Rate and regional and gender disparities, did not correspond to information from other sources, such as household surveys (box 3.11). Key Takeaway. Sound administration and implementation are needed to ensure that lags between data collection and publication of statistics get reduced. Lesotho Box 3.12 Lesotho: Second Education Sector Development Project (1999–2003) Project Development Objective: The project will focus on increasing access and equity at the primary school level to lay the foundation for achieving universal primary education (UPE) over the program period (1999–2011), and on improving the quality of primary and secondary education. Furthermore, the project will develop the policy and institutional frameworks for ECD, TVET, and nonformal education. EMIS Cost: Not specified (Project cost: $26.7 million) EMIS Rating: Moderately Satisfactory EMIS Objective: To upgrade the EMIS to enhance the capacity at both the school level and the central level to accurately collect school data with the help of the revised survey forms. The Planning Unit staff would receive training to assist them in analyzing the EMIS data and will learn how to use this data to inform the policy decision-making process. Main Findings. Lesotho’s Education Planning Unit (EPU) was able to set up basic EMIS activities: (a) basic infrastructure such as hardware, software, and database applications were installed and developed, and (b) critical school- level data were collected and continue to be collected annually. Staff at the central and district levels were trained in data collection and processing. The Ministry’s capacity to process education statistics was enhanced, and training courses were taken by the staff in the EPU. It was successful in producing qual- ity education statistics after several years of investment. However, production of statistics remained an issue: The production did not take place in a timely fashion. The EPU was not able to produce these statistics on a yearly basis, as initially planned (box 3.12). Key Takeaways. (a) There is a need to plan ahead to produce data in a timely fashion to ensure no implementation issues and (b) there needs to be a strategy on how to use the data to inform policy dialogue and planning. Limited Use of Data for Decision Making One of the common problems faced by the countries was the inability of the government to use the available information and education statistics to inform policy choices. Even when an EMIS was effectively implemented, it was not Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Challenges in EMIS Implementation 43 used by education stakeholders (e.g., teachers, parents, policy makers) to inform progress by the schools/education system. This was often due to the lack of a data-driven culture in the country, a culture that prioritizes data as a fundamental element of operations for decision making, both inside and out- side of the education system. Evidence of a data-driven culture includes efforts made by the government to promote the collection and utilization of data within and beyond the education system (e.g., national census or popula- tion statistics). This is essential for a well-functioning EMIS. Examples bellow illustrate how the absence of this culture could make an EMIS ineffective and redundant. Azerbaijan Box 3.13 Azerbaijan: Education Sector Development Project (2003–10) Project Development Objective: The Project Development Objectives are (1) more effective teaching and improved learning results in general secondary schools (a) that receive new school libraries and (b) where teachers adopt improved teaching practices as a result of ­ in-service training and (2) improved efficiency of spending in education. EMIS Cost: $0.7 million (Project Cost: $22.61 million) EMIS Rating: Not specified EMIS Objective: To assist the MoE in establishing a comprehensive EMIS to help manag- ers monitor the system, and develop policy and action plans based on accurate and timely information. This included designing and deploying an EMIS in the Ministry, linking it with the district education offices and other institutions integral to the implementation of educa- tion reforms. Main Findings. Azerbaijan is an example of lacking a data-driven culture. Although the project has been successful in establishing a comprehensive EMIS with quality data, it has not been put to use. Before the start of the project, the Ministry of Education (MoE) had the following deficiencies with regard to efficient operations and management of ­ an EMIS: labor-intensive, slow for data aggregation, difficult for data analysis, time consuming, and limited information. The establishment of the EMIS and introduction of national assessments of student learning achievement provided adequate tools for the Ministry to strengthen capacity for planning and moni- toring education reforms. An EMIS unit was established in the MoE and became fully operational. The EMIS database comprised information on general schools including comprehensive information on students and teach- ­ ers, school principals and other staff, physical facilities, and the like. The EMIS Unit made publicly available a school-by-school database at the MoE official website. The Unit was also able to electronically receive and handle education statistics. Although the EMIS database was rich with information Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 44 Challenges in EMIS Implementation about general schools and is available on the MoE LAN, not many people used the EMIS. The main user of the EMIS was the M&E Unit of the MoE for pur- poses related to implementation of different types of assessments including exams and national and international assessments. The main reason for limited use of the EMIS was the lack of culture and skills to use the computerized information database (box 3.13). Key Takeaways. (a) Efforts should be made to educate stakeholders across the education system on the importance of education data to make impor- tant policy decisions and (b) a data-driven culture prioritizes data as a fun- damental element of operations and decision making, both inside and outside of the education system. St. Kitts and Nevis Box 3.14  St. Kitts and Nevis: Education Development Project (OECS) (2002–09) Project Development Objective: To build human capital in the OECS, which, in turn, will ­contribute to the diversification of their economy and more sustainable growth. This objective will be achieved by (1) increasing access to secondary education, (2) improving the quality of the teaching and learning process, with more direct interventions at the school level and a focus on student-centered learning, and (3) strengthening management of the sector and governance of schools. EMIS Cost: $0.002 million (Project cost: $7.77 million) EMIS Rating: Moderately Satisfactory EMIS Objective: This component focused on upgrading the planning, management, and information processing capabilities of the education system through the expansion of an EMIS, including EMIS training. Main Findings. In St. Kitts and Nevis, one major success area was the mainstreaming of the electronic tools in data collection. Availability of data was improved by estab- lishing e-mail and Internet connections for all schools and designing school websites and simple instruments for data collection. Basic school data such as student enroll- ment and teacher employment were collected from schools on a timely basis, improving the time lag from more than two years in 2003 to less than a year in 2008. The statistical digest was published for the school year 2007/08, which contained key education data at all levels such as enrollment, Caribbean Examinations Council (CXC) Report, and number of trained teachers. However, data were not utilized systematically for implementation of activities (e.g., schools did not use the EMIS for making decisions). Based on the progress made on the data collection, but with a major shortfall in utilization of data and implementation of planned activities, the achievement of this objective is rated moderately unsatisfactory. In addition, there Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Challenges in EMIS Implementation 45 were other technical problems: The procurement of EMIS software was dropped because of high maintenance costs, which made it difficult to strengthen the system’s capacity (box 3.14). Key Takeaway. Data validation mechanisms to improve the quality of data will generate demand for data for making decisions. Tanzania Box 3.15 Tanzania: Secondary Education Development Program (2004–07) Project Development Objective: To improve the quality of secondary education with a focus on underserved areas. EMIS Cost: Not specified (Project cost: $469.30 million) EMIS Rating: Not specified EMIS Objective: The component focused on the expansion of the EMIS to capture data on secondary education that are accurate, easy to retrieve and process, readily available to all, and useful for decision making and for ensuring transparency and efficiency. Main Findings. In Tanzania, the Ministry of Education faced many challenges in developing and utilizing a robust EMIS, with weak data quality and verification processes. Analytical work was also underdeveloped, and the potential of the EMIS to facilitate informed planning and policy making within the Ministry was not sufficiently realized. Throughout the project, broader management reforms were undertaken to improve the quality of data available from the EMIS, which resulted in timely statistical information. However, the extent to which the data are being used for policy and decision making still needs to be strengthened, and efforts are being made to improve it (box 3.15). Key Takeaway. There is a need to build a data-driven culture in the country to ensure sustainability of the system. Operational Challenges For most projects, a common concern was the long-term sustainability of the EMIS because of problems related to management, finance (especially after the World Bank funding was exhausted), and staffing. Some of the challenges included continuous changes in the management team, inadequate functioning of software and systems, incomplete data collection, and lack of staff trained at the local and national levels to understand the system. Thus, it is important to think of an EMIS as more than just an IT system and to create an enabling environment for the people and processes that are the essential operational elements of EMIS. Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 46 Challenges in EMIS Implementation Twenty-three countries faced this issue: Albania, Bangladesh, Cape Verde, Chad, Republic of Congo, Costa Rica, Djibouti, the Gambia, India, Kenya, Lebanon, Maldives, Mozambique, Namibia, Nicaragua, Nigeria, Sierra Leone, St. Vincent and the Grenadines, St. Kitts and Nevis, Timor-Leste, Uganda, the West Bank and Gaza economy, and the Republic of Yemen. Capacity and Coordination Issues Operational issues such as a lack of coordination between different teams of the project, inadequate funding, and other implementation delays can impair and slow down the functioning of an EMIS, resulting in a complete breakdown of the system. Hungary Box 3.16 Hungary: Higher Education Reform Project (1998–2004)  Project Development Objective: To (a) increase responsiveness to social and economic needs, (b) improve the operating efficiency of the system, (c) mobilize private finance, and (d) improve equity in higher education finance. EMIS Cost: $1.09 million (Project cost: $7.29 million) EMIS Rating: Not specified EMIS Objective: Management Information Systems were to be supported through the development of new management information structures, procedures, and systems in the integrating higher education institutions. The project was to finance expert services for the development of strategy and process redesign, software development, upgrading of information technology networks, and training support. Main Findings. Hungary faced many operational challenges in setting up a new EMIS throughout the implementation of the project. By project closing, there was no real outcome of the component because changes by the manager were continuous throughout the project. Moreover, significant coordination problems occurred between the Ministry of Education, the Higher Education Institutes, and suppliers, which made the execution of the project difficult. The project team ignored the hidden complexities of the information system and overesti- mated its performance ability, which led to a complete breakdown of the system (box 3.16). Key Takeaways. (a) There is a need to understand the core function of the EMIS before the start of the project, and (b) there should be clarity on the technologi- cal aspects and buy-in from all vested interests. Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Challenges in EMIS Implementation 47 Lebanon Box 3.17 Lebanon: General Education Project (2000–09) Project Development Objective: To support the government’s efforts to (1) enhance the capacity of the Ministry of Education, Youth and Sports (MNEYS) to function as an effective manager of the education sector, and (2) restore the credibility of the public general education system through improvements in quality and efficiency as well as increased access at the basic and junior secondary levels. EMIS Cost: Not specified (Project cost: $43.2 million) EMIS Rating: Not specified EMIS Objective: The objective of the component was to launch an EMIS to support timely and documented decision making and develop a national education strategy. This included in particular (a) development of EMIS within the Ministry of Education and Higher Education (MEHE) and the establishment of the Information Management Unit (IMU) within MEHE and (b) provision of computer equipment for this task Main Findings. Lebanon was successful in establishing an effective EMIS at the Ministry of Education and Higher Education (MEHE), together with an Information Management Unit (IMU) and a program of end-user training. A School Information System (SIS), linked to the EMIS, was in place to support information needs at the individual school level. Although these components were delivered, they were not fully operational for use by the Ministry (box 3.17). Some of the common issues that arose were the following: • Operational issues: The SIS software package was developed, equipment was delivered to all schools in Lebanon, relevant staff were trained, but the SIS was operational in fewer than 10 percent of schools. • Staffing issues: The project team came to realize that effective implementation of comprehensive EMIS/IT components required timely recruitment and con- tinuity of a sufficient number of suitable staff at the Ministry to ensure outputs were delivered and fully operational by project closing and to ensure requisite internal capacity is developed in the Ministry. Currently a World Bank project is ongoing in Lebanon, the Second Education Development program (2011–17), to continue with the efforts of MEHE on EMIS. This project is focusing on enhancing and consolidating an EMIS, GIS, academic portal, examination systems, and other systems. A key activity would be capacity building for MEHE staff (headquarters, regional offices, and schools) in the use of information for decision making and utilizing the EMIS. Furthermore, the school information system will be enhanced to include a school management platform to assist principals, teachers, and administrators in managing the educa- tional processes at the regional and school levels. Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 48 Challenges in EMIS Implementation Key Takeaway. An EMIS is beyond technology; regular investment needs to go into hiring quality EMIS staff and providing regular trainings to enhance their capacity. St. Vincent and the Grenadines Box 3.18  St. Vincent and the Grenadines: OECS Education Development Project (2004–12) Project Development Objective: To (1) increase equitable access to secondary education; (2) improve the quality of the teaching and learning process, with more direct interventions and provision of resources at the school level, and a focus on student-centered learning and mechanisms to provide student support; and (3) strengthen management of the sector and governance of schools. EMIS Rating: Not specified EMIS Cost: Not specified (Project cost: $9.32 million) EMIS Objective: To strengthen the EMIS to make reliable information available to inform decision making. The strengthening of EMIS and the development of perfor- mance indicators was to be sustained through a staff position in the planning unit at the Ministry. Main Findings. In St. Vincent and the Grenadines, one of the clearly delineated benchmarks for success of the project was the strengthening of the Ministry of Education’s electronic management information system to improve data genera- tion and monitoring and evaluation capabilities of the Ministry (box 3.18). From 1999 to 2011, school-level and aggregate data were collected on enroll- ment and test performance and broken down by gender. This data collection allowed for tracking of school enrollment as well as test scores on Caribbean Examinations Council exams in aggregate and by gender. Improved school super- vision by the education officers contributed to better monitoring and assessment of achievements at the school level. Training was also provided to school princi- pals on the compilation and use of school- and sector-level data. However, the EMIS subcomponent had to be abandoned because the funds allocated were inadequate and the suitable alternative measures could not be implemented within the framework of the project. Key Takeaway. There should be a separate budget set for establishing and main- taining EMIS to ensure continuity of operations. Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Challenges in EMIS Implementation 49 Timor-Leste Box 3.19 Timor-Leste: Education Sector Support Project (ESSP) (2007–13) Project Development Objective: To strengthen the capacity of the Ministry of Education and Culture for effective policy development, resource management, and innovation. EMIS Cost: Not specified (Project cost: $20.3 million) EMIS Rating: Moderately Satisfactory EMIS Objective: To set up an EMIS to inform policy making. Through its support for the  EMIS and for M&E, ESSP will develop an understanding of the status of education in ­ Timor-Leste adequate to facilitate system and student performance monitoring. Main Findings. In Timor-Leste, the EMIS was established and maintained with support of the Education Sector Support Project (ESSP) and other donors. Their joint efforts resulted in immense progress in development of the EMIS infra- structure and applications, online access to education data, system maintenance, and data collection, input, and initial processing. It has laid a basis for the intro- duction of evidence-based policy and planning, as well as the promotion of management by reporting. The current system provides the Ministry with an opportunity to measure progress in education sector development using basic indicators. It also resulted in regular production of Education Statistical Yearbooks (box 3.19). However, because of the longer initial phase of EMIS establishment and inad- equately coordinated donor support, capacity building in data analysis and con- solidated reporting was to a large extent underdeveloped. No capacity is found as yet within the EMIS for exploitation of the database for analytical work and little for the Ministry of Education (MoE) to underpin policy making and budgetary allocation decisions based on the EMIS and learning outcomes findings. The find- ings of the nonstandardized annual national examination (a scheme operated by the MoE’s Curriculum Directorate) are not articulated with the EMIS data or with the infrastructure information collected by the Infrastructure Facility Unit. Key Takeaways. (a) There is a need to build capacity and generate demand for EMIS data so that they are used in policy making, and (b) coordinated donor efforts and sustained high-level support/political will are essential for a well- functioning EMIS. Turkey Box 3.20 Turkey: Basic Education Project (1999–2003) Project Development Objective: The Basic Education Program is the government’s action program to apply its new basic education strategy. The objectives of the strategy (and of box continues next page Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 50 Challenges in EMIS Implementation Box 3.20  Turkey: Basic Education Project (1999–2003) (continued) the Program) are (1) to achieve universal coverage in an expanded, eight-year basic education cycle (formerly five years), (2) to improve the quality and relevance of basic education, and (3) to make basic education schools a learning resource for the community. EMIS Cost: Not specified (Project cost: $286 million) EMIS Rating: Unsatisfactory EMIS Objective: To support the Ministry’s Council for Research and Planning (APK) to improve the Ministry’s educational information management capacity, train and strengthen APK technical staff in the use of education management information systems, and acquire up- to-date computer hardware and software. Main Findings. Turkey was unsuccessful in establishing the planned EMIS under this project. At the provincial level, there was limited capacity building in terms of promoting and coordinating education work. Schools and communities were not able to actively participate in the plans, and eventually the World Bank and borrower agreed to drop the project (box 3.20). Key Takeaway. There is a need to build capacity and generate demand for EMIS data so that they are used in policy making. System and Technological Challenges Designing an EMIS is a challenging task requiring financing to develop and implement a new information system at both local and national levels. For most projects, this has been a major challenge. At the local level, problems arose in installing the computer equipment and developing the software for an information system. In many cases, the technical specifications for the develop- ment of the software were not finalized. The effort lacked coordination and failed to make the specifications compatible with the existing information systems. In some cases, the procurement process for computer equipment failed. Even when software was developed for all levels of the education system and made available to all schools, the computerized student record system is used only partially. Seventeen countries faced this issue: Afghanistan, Bangladesh, Chile, Costa Rica, the Dominican Republic, Georgia, Jordan, Kosovo, the Lao People’s Democratic Republic, Lesotho, Mauritania, Sierra Leone, Turkey, Ukraine, Vietnam, the West Bank and Gaza economy, and Zambia. Integration Issues Developing the EMIS and expanding the capacity of the system can be a tech- nologically challenging task. The systems and software need to be continuously updated to accommodate the ever-changing need for data. It is also important to Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Challenges in EMIS Implementation 51 ensure that information systems interact with one another to enable the integra- tion of these systems into one comprehensive EMIS. Technical problems related to any of those mentioned above can impair the functioning of the systems. These problems referred to the complete breakdown or inability of an EMIS to function due to system capacity issues, software problems, integration issues, or lack of Internet/computers to make data available to public. The following examples illustrate these issues. Eritrea Box 3.21 Eritrea: Education Sector Improvement Project (2003–12) Project Development Objective: To increase enrolment in basic education, particularly for disadvantaged children, while improving the quality of basic and secondary education. The government of Eritrea has committed to achieving the Millennium Development Goals, including completion of a full course of primary schooling for all children and gender equality at all levels, and the Project will assist in helping the government to establish a firm basis for full achievement of the MDGs. EMIS Cost: Not specified (Project cost: $47.6 million) EMIS Rating: Not specified EMIS Objective: To strengthen the EMIS through Geographic Information System (GIS) technology. The project purchased the technology to facilitate a school mapping exercise and collection of school-level data that could be used with the EMIS. Main Findings. In Eritrea, data collected through the Geographic Information System (GIS) system were routinely used to produce statistical yearbooks to track progress. Furthermore, with the help of the GIS technology, the project kept a database with information about all schools in the country, including exist- ing ones as well as those financed by donors during the life of the project, which allowed the government to make informed decisions about its school construc- tion program. A separate EMIS was also developed for the entire education sec- tor and is being used to compile the annual education statistics and to inform policy decisions. This was a remarkable achievement considering all of the exog- enous factors that affected project implementation. However, the government and the project would have benefited from full integration of the two systems, which would have made tracking and reporting easier and improved the effec- tiveness of the M&E officer assigned to the activities (box 3.21). Key Takeaways. (a) A multisystem approach to data management is problematic when databases are neither integrated nor compatible, and (b) technological stan- dards regarding integration and compatibility are necessary to ensure sustainability and proper system use. Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 52 Challenges in EMIS Implementation Mauritania Box 3.22  Mauritania: Higher Education Project (2004–13) Project Development Objective: To “help the Government of Mauritania to implement its strategy of producing qualified graduates with the skills needed for increased productivity and diversification of its economy.” The project is designed to (1) improve the quality of the learning environment and the relevance of courses to the labor market and (2) establish pedagogic, administrative, and financial management systems in the Institute of Higher Education (IHEs). EMIS Cost: Not specified (Project cost: $6.6 million) EMIS Rating: Not specified EMIS Objective: To support the establishment of, and related training for, an integrated MIS. This system would include information on and tracking of admissions and scholarships, student records, financial management, and inventories for physical plants and equipment. It would also include a quality assurance system covering pedagogic, financial, and administra- tive functions. Main Findings. An integrated EMIS for student services, finance, human resources, planning, and monitoring was not established in Mauritania though separate systems do exist; financial and accounting reports, student tracer study reports, and plan of operations based on the MIS were not produced and audited under the project. This project was more complex than initially thought. After several technical problems related to underestimating the complexity of the intended MIS, development of the integrated MIS is still ongoing. In the mean- time, the university developed systems for financial, examination, and student flow management (box 3.22). Key Takeaways. It is important to have a sound data architecture and plan for data integration during the early stages of the project. Vietnam Box 3.23  Vietnam: Primary Education for Disadvantaged Children Project (2003–11) Project Development Objective: To improve access to primary school and the quality of edu- cation for disadvantaged girls and boys. EMIS Cost: Not specified (Project cost: 258 million) EMIS Rating: Not specified EMIS Objective: To harmonize district-level school data collection efforts with the national EMIS and carry out analytical studies to increase sector-wide effectiveness and efficiency. Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Challenges in EMIS Implementation 53 Main Findings. The EMIS component of the project was designed in 2004 and improved through years of the project (box 3.23). The database covered all primary schools in Vietnam and included aggregated information on school-age population, schools, teachers, and students. Indicators and datasets were expanded and updated every year to include information such as disability, migration, and boarding schools. More logic checks were gradually added to avoid data entry mistakes. The most important outcome of the EMIS activity was the creation of a comprehensive EMIS for the primary education level. In addition, authorized school staff were provided with the necessary training on data collection. However, some implementation challenges were involved throughout the project: (a) The project required schools to complete paper forms, then Bureaus of Education and Training to fill in the form online, then the Ministry of Education and Technology (MoET) to conduct data analysis and reporting, which necessitated enormous training needs and costs; (b) issues arose with data accuracy due to paper-form entry; (c) some indicators/data were hard to collect, especially the ones related to disability; and (d) because of large implementation costs, the EMIS was abandoned because no source of funding is available to maintain the system. Current Status. Recently Vietnam developed a new EMIS designed, at no cost, by a state-owned telecommunication corporation. This system covers all general education levels. Schools can fill in the forms online, and data immediately go to the Ministry for analysis. A similar system/component for tertiary education level has also been designed. Key Takeaway. EMIS system design needs to be user-friendly so it is easy to work with and sustainable. Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Chapter 4 Annual School Census and Statistical Handbooks To ensure a well-functioning Education Management Information System (EMIS), regular collection of education data through the annual school census (ASC) is crucial. At the same time, collecting accurate, reliable, and annual data on education from schools is a challenging task. Many countries grapple with the difficulty of conducting the school census annually, which delays the data collection and dissemination process. Most of the projects related to EMIS development did not succeed because of lack of institutionalization of the school census exercise. Even when the school census was conducted, the scope and quality of statistics were not sufficient for use in decision making such as allocation of resources, management of schools, and policy making. Data collected are restricted to aggregate school-level administrative numbers such ­ as teachers. The examples below highlight the issue related to school census, which is very common is other countries as well. Pakistan (Sindh): Education Sector Project (SEP) (P107300), 2009–12 The development objective of the proposed project was to increase school participation, reduce gender and rural-urban disparities, increase progression, and ­ improve the measurement of student learning. To this end, one of the compo- nents focused on monitoring the EMIS system in Sindh through improvements in the ASC conducted to collect data from schools. Annual School Census: This is an annual census of all government schools and is the government’s primary school facility survey. It captures basic informa- tion on school characteristics, enrollment by grade and gender, and teacher-level information. Information for the ASC forms are expected to obtained via obser- vation at school (e.g., such as the state of school infrastructure and amenities), Lessons Learned from World Bank Education Management Information System Operations   55   http://dx.doi.org/10.1596/978-1-4648-1056-5 56 Annual School Census and Statistical Handbooks interviews with or self-completion by the school head or teachers (such as detailed information on teaching staff), or recording from information in school registers (such as student enrollment on the reference date). Given the importance of this tool for effective evidence-based decision ­ making, improvements in the reliability and timeliness of data generated through ASC was key. As such, the World Bank support included (1) the use of standard- ized processes (for field data collection, entry, verification, and validation), (2) further improvements in the scope of information collected, (3) stronger internal and external controls on data quality, (4) improved dissemination, (5) capacity building of provincial and district staff in data management, analysis, and utilization, and (6) provision of equipment. However, by the end of the project, issues were still present with the qual- ity of data generated by EMIS. The World Bank team felt that the poor achievement on the statistics was very likely the result of estimating this statistic from administrative data whose reliability and quality at baseline is ­ highly questionable. Republic of Congo: Support to Basic Education Project (P084317), 2004–13 The development objective of the project was to improve efficiency in the allocation and management of resources, improve the quality of education ­ ­ services offered, and reduce inequities in the provision of the services. To this end, one of the components focused on supporting the establishment and operationalization of an EMIS at the central and regional levels that could facilitate the development of coherent and efficient education sector pro- grams. The Project, therefore, planned to (1) support capacity building of planning units at the ­ central and regional levels; (2) procure the necessary physical inputs for the planning units to function, including computers and software, energy generators, and office equipment; and (3) pilot and imple- ment yearly data collection and analysis and produce education statistics yearbooks. To implement annual data collection process to produce school year- books, the Project financed and provided technical assistance to conduct a school ­census. Baseline data on the sector and on the basic education school network were collected. In addition, questionnaires were prepared and piloted for regular data collection on the key indicators. In addition to sup- porting data collection activities, the project also supported data cleaning and analysis and production of school yearbooks. The school mapping method was also introduced in several regions of the country, which allowed for the preparation of manuals defining the roles of each adminis- trative level. Finally, the data collected allowed for the preparation of an education sector country status report. However, the full ­ rollout of the EMIS was not accomplished during the project life because the annual Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Annual School Census and Statistical Handbooks 57 production of statistics was carried out with significant delays. Coordination challenges are still found in terms of preparing for data collection, ensuring adequate funding, undertaking data analysis, and producing annual year- books on time. Ghana: Basic Education Sector Improvement Project (P000975), 1997–2001 The project was designed to support the government of Ghana (GOG) in implementing its policy to achieve free, compulsory, and universal basic education (FCUBE). The EMIS in Ghana was a source of progress for man- agement efficiency. The senior education officials have been sensitized about the importance of the data in management, which was reflected in the Educator Sector Plan (ESP) for which the EMIS will be further developed to serve as a tool for monitoring and evaluation. As such, the project focused on developing the EMIS to support policy analysis and planning, the management review process, and monitoring program targets and standards. By the end of the project, the following milestones were achieved: • Establishment of EMIS sites in 10 regions and 26 districts with training provided to the EMIS staff who are able to perform basic data management ­ and data analysis • Generation of five years of ASC data from 1997 to 2001 in a timely manner • Production of the key education indicators and of policy-relevant data analysis • Sensitization of education officials in the use of data for planning and decision making. This was significant given that no systematic annual census using an EMIS had taken place in the country. However, a few outstanding issues still remained: (1) the school census still did not cover all levels of education (e.g., tertiary, vocational/technical, and nonformal education data were not captured); (2) the ­ EMIS software application design was lacking, which led to limited data retrieval capability and user-unfriendly interface (e.g., users cannot easily retrieve data without EMIS unit staff’s help); and (3) financial sustainability was an issue: the EMIS staff were still unable to develop the EMIS application independently and had to rely on outside help. The Annual Census form in Ghana has been revised to include educa- tion data on enrollment and number of schools disaggregated into public and private by region and district. It also has information on teachers by sex and whether they are trained or untrained. Data on conditions of class- rooms and other infrastructural conditions of the school are also captured (figure 4.1). Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 58 Annual School Census and Statistical Handbooks Figure 4.1  Snapshot of the Annual School Census Survey (2012–13) in Ghana figure continues next page Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Annual School Census and Statistical Handbooks 59 Figure 4.1  Snapshot of the Annual School Census Survey (2012–13) in Ghana (continued) figure continues next page Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 60 Annual School Census and Statistical Handbooks Figure 4.1  Snapshot of the Annual School Census Survey (2012–13) in Ghana (continued) figure continues next page Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Annual School Census and Statistical Handbooks 61 Figure 4.1  Snapshot of the Annual School Census Survey (2012–13) in Ghana (continued) Source: Ministry of Education, Ghana. Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 62 Annual School Census and Statistical Handbooks Maldives: Third Education and Training Project (P055944), 2000–07 The project objective was to improve education quality and efficiency, increase equitable access, strengthen institutional capacity, and develop professional skills in the national labor force. To this end, the project focused on developing an EMIS to collect data on education statistics, with special reference to student enrollment and transition rates, teachers by gender and location, and participa- tion and achievement rates (see table 4.1 for the contents of the Statistical Handbook). The project made an important contribution in the form of setting up a core EMIS over the project period to collect data on student enrollment and transition rates as well as teachers by gender and location. Since 2004 the Ministry of Education (MoE) has been able to publish reliable annual education statistics. Some further modification of the EMIS is needed to facilitate the col- lection of data on teachers’ employment history, teacher development activities, school facilities, higher education, examination results, repetition rates, school Table 4.1  Table of Contents, Maldives Handbook on Education Statistics (2014) Table of contents Pages INTRODUCTION 1 SECTION 1: ENROLMENT TRENDS & ANALYSIS Student enrolment 2001 to 2011 by provider 2–3 Transition rate from primary to secondary by atoll 4 Net & gross enrolment rate by gender 5–8 Enrolment trends by level of education 9–15 Enrolment by level, regions & provider 16 Enrolment in Male’ and Atolls by grade and Sex 17–21 Enrolment pre-primary age in grade by provider 22 Enrolment primary age in grade (All Schools) 23 Enrolment secondary age in grade (All Schools) 24 New entrants to grade 1 25 Home Atoll of Students studying in Male’ schools SECTION 2: SCHOOLS 26 No. of schools and Enrolments of Male’ and Atolls 27 Frequency distribution of schools 28 No. of schools (Primary & Secondary) 29 Frequency distribution of pre-schools 30 No. of government schools and their enrolments (Male’ and Atolls) 31 No. of community schools and their enrolments (Male’ and Atolls) 32 No. of private schools and their enrolments (Male’ and Atolls) 33 No. of community & private schools and enrolments (Male’ and Atolls) 34 No. of schools (government, community & private) by (Male’ and Atolls) 35 Student enrolment in Male’ & Atolls by level & institutions 36 table continues next page Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Annual School Census and Statistical Handbooks 63 Table 4.1  Table of Contents, Maldives Handbook on Education Statistics (2014) (continued) Table of contents Pages SECTION 3: TEACHERS Teachers & students by level & provider 37 Teachers Serving at different levels by sex 38–39 Teachers’ Trend (Local & Expatriate) 40 Teachers Serving in Male’ & Atolls by job categories 41 Schools, enrolment & Teachers by Male’ & Atolls 42 Percentage of female & untrained teachers by region 43–44 Percentage of expatriate teachers by region 45 Teachers by employment status by gender 46 SECTION 4: STUDENT & POPULATION AT ISLAND LEVEL National, Male’ & Haa Alifu Atoll 47 Haa Dhaalu Atoll & Shaviyani Atoll 48 Noonu Atoll & Raa Atoll 49 Baa Atoll & Lhavryani Atoll 50 Kaafu Atoll & Alifu Alifu Atoll 51 Alifu Dhaalu Atoll, Vaavu Atoll & Meemu Atoll 52 Faafu Atoll, Dhaalu Atoll & Thaa Atoll 53 Laamu Atoll & Gaafu Alifu Atoll 54 Gaafu Dhaalu Atoll, Gnaviyani Atoll & Seenu Atoll 55 SECTION 5: ENROLMENTS BY SCHOOL Male’ 56 Haa Alifu Atoll 57 Haa Dhaalu Atoll 58 Shaviyani Atoll 59 Noonu Atoll 60 Raa Atoll 61 Baa Atoll 62 Lhaviyani Atoll & Kaafu Atoll 63 Alifu Alifu Atoll & Alifu Dhaalu Atoll 64 Vaavu Atoll & Meemu Atoll 65 Faafu Atoll & Dhaalu Atoll 66 Thaa Atoll 67 Laamu Atoll 68 Gaafu Alifu Atoll 69 Gaafu Dhaalu Atoll 70 Gnaviyani Atoll 71 Seenu Atoll 72 Source: Ministry of Education, Maldives. Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 64 Annual School Census and Statistical Handbooks supervision, and student assessment to enable the system to be better used as a policy-making tool. Given the distances and natural barriers between widely spread-out schools, the further development of the EMIS must address both the development of additional modules for data collection and their linkages to schools. Lao People’s Democratic Republic: A Second Education Development Project (P078113), 2004–14 The objective of the project was (1) increased primary enrollment and comple- tion in the 19 poorest districts in the six poorest provinces, (2) quality improved, and (3) capacities strengthened to develop policies and strategies to monitor and manage primary education. The EMIS component focused on strengthening information systems to support improved collection, analysis, reporting, filing, storing, and maintenance of data and information. The project supported the strengthening of its EMIS system, including the installation of improved soft- ware. Although initial delays were seen in setting up the EMIS, the Ministry and international technical assistance were able to overcome these challenges and improve overall data collection and statistics reporting. Some of the main achievements include (1) publishing statistical yearbooks and other education information online and making them accessible via the web or mobile applica- tions, (2) providing education information disaggregated by gender and ethnicity, (3) incorporating personnel and financial information down to school levels, and (4) linking EMIS data collection and analysis with GIS. The EMIS team has also provided extensive training at the central, provincial, district and school levels on a range of information collection, analysis, and management aspects, including the use of GIS. Sierra Leone: Rehabilitation of Basic Education (P074320), 2003–09 The objective of the project was to assist the government of Sierra Leone (GOSL) to reestablish education services and prepare the grounds for building up the sector. Specifically, the project would (1) assist participating schools to achieve basic operational levels and (2) build up the capacity of Ministry of Education, Youth and Sports (MEYS) to plan and manage the delivery of educa- tion services. The EMIS component focused on financing activities aimed at setting up an EMIS that would include data on schools, staffing, and finances. The proposed EMIS was to have up-to-date school-based, staff-related, and financial data. The project was to finance four Annual School Surveys that would provide an essen- tial part of the information to be integrated in the EMIS system. By project completion the EMIS had been established but was not fully functional. Although the statistical yearbook for first EMIS census was published, annual school surveys were not conducted as planned. As at the time of the implemen- tation completion report (ICR), although plans were in place to recruit Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Annual School Census and Statistical Handbooks 65 a director for the EMIS, no one had been recruited yet, because of a lack of qualified candidates. The most recent data available on enrollment by class at that time were 2003–04, and the most recent data on teachers were 2000–01. Detailed enrollment data have been collected for the 2007–08 academic year, but the Ministry did not have capacity to input the data electronically. The lack of education statistics made monitoring project outcomes and critical education sector indicators impossible, such as primary school completion rate, pupil teacher ratio, and percentage of qualified teachers. Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Chapter 5 Conclusion: Lessons Learned In this report we have placed the Education Management Information System (EMIS) challenges into four broad areas with examples from country operations. These challenges have been complemented with a list of possible solutions based on the Systems Approach for Better Education Results (SABER)-EMIS frame- work, which offer key takeaways for the project teams (table 5.1): • Unclear vision and limited buy-in: Many projects remained unsuccessful because of the lack of shared vision on the functionalities of the EMIS as well as because of limited government support and buy-in. To overcome these challenges, the project teams need to focus on developing a legal framework to support EMIS operations. This would lay the groundwork for the establish- ment of the EMIS. Moreover, conversations should be made with various edu- cation stakeholders across the education system to make them understand the importance of data for decision making. Building a “data-driven” culture in many countries is at least a 20-year process, which should be factored in at the planning stage. Training of top decision makers would also be a useful step at this point to avoid conflicts and bring everyone to a common consensus. • Absence of institutionalization: Regular changes in senior management of the government is a common characteristic in many countries. Changes in leader- ship result in project delays because of varied interests and priorities. Again, having a written legal mandate would be helpful in pushing for reforms. A clearly defined organization structure with a mission statement, structured workflow, and defined roles and responsibilities would be helpful. A legal policy with a dedicated EMIS budget for its operations would avoid funding issues and dependence on donors for EMIS sustainability. An EMIS should be seen as a technical issue but should be raised to the policy level. • Unreliable and poor quality of data: A common problem related to an EMIS in many countries is the collection of inconsistent, incomplete, and unreliable education data. A starting point to solve this issue is to have a well-defined Lessons Learned from World Bank Education Management Information System Operations   67   http://dx.doi.org/10.1596/978-1-4648-1056-5 68 Table 5.1 Key Takeaways: Mapping Challenges to Solutions Challenges Leadership Data System Operational Unreliable and Untimely production Limited use of Unclear vision and Absence of poor quality of and dissemination data for decision Integration Capacity and Solutions limited buy-in institutionalization data of data making issues coordination issues Legal framework ¸ ¸ ¸ ¸ ¸ ¸ ¸ Organizational structure ¸ ¸ Human resources ¸ Infrastructural capacity ¸ ¸ ¸ Budget ¸ ¸ ¸ Data-driven culture ¸ ¸ Data architecture ¸ ¸ Data coverage ¸ ¸ Data analytics ¸ ¸ Dynamic system ¸ Serviceability ¸ Methodological soundness ¸ ¸ Accuracy and reliability ¸ ¸ ¸ Integrity ¸ ¸ ¸ Periodicity and timeliness ¸ Openness to EMIS users ¸ Operational use ¸ ¸ Accessibility ¸ Effectiveness in ¸ disseminating findings Conclusion: Lessons Learned 69 infrastructure in place that supports data collection, analysis, processing, and dissemination. In addition, discussions should be held with various stakeholders on the type of policy questions they want the data to be able to answer to ensure that data collected are not limited to a small number of indicators such as enrollments and class size. Moreover, sound validation mechanisms (internal and external) must be in place to verify data accuracy and reliability. A code of conduct should be developed for EMIS staff to ensure that the staff exercise professionalism when performing their duties. • Untimely production and dissemination of data: Regular production and dissemination of data are another area of concern. There are often delays in the production and dissemination of a final statistics yearbook to the public. A strategic data dissemination strategy should be in place for publishing data via websites, the annual statistics handbook, and other communication chan- nels. User-friendly platforms should be made available to access data. The dis- semination strategy should be bolstered by the policies to support the capacity to disseminate the data. • Limited use of data for decision making: Often because of weak data quality issues, the potential for an EMIS as a tool for making data-driven decisions is not realized. In other cases, even when the EMIS is functioning well, stakeholders do not understand how to use the data. To solve these issues, it is important to create a data-driven culture in the country via workshops and focus group discussions. Charts and graphs should be used to help people understand what the data are trying to reveal. Producing statistics that are easily understandable and accessible would be helpful for using the data. • Integration issues: Technological issues are common in many countries and relate to lack of integration of various information systems, weak Internet access, and availability of computers. Ensuring a sound data archi- tecture with a clearly defined structure of databases, hardware, and soft- ware is essential. Moving away from paper-based to IT-based surveys in the form of tablets and phones might simplify the data entry work for schools and ease the process of management and transfer to subnational and national levels. • Capacity and coordination issues: Operational issues revolve around inade- quate funding, procurement issues, and lack of coordination between various donors and government as well as weak capacity issues. To overcome these problems, it is important to ensure that the institutionalized processes are sound with clearly outlined mission and duties. Investments should be channeled toward improving the local capacity of the EMIS staff so that dependence on outside support is reduced. A dedicated budget should be allocated toward EMIS operations so that the system continues to work even after the project comes to an end. Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 70 Conclusion: Lessons Learned Based on the findings from the operational experiences and analytical work, the problems in the EMIS value chain are categorized into five stages (figure 5.1). The frequencies of the occurrence of these problems were mapped to each of these five stages to find that the operational phase faced the maximum number of issues relating to leadership, coordination, and capacity develop- ment (figure 5.2). • Pre-start: This is the stage when an EMIS has not been developed in a country as a means to collect data on education statistics. Common issues at this stage revolve around the difficulty in understanding the functions and uses of an EMIS. A systemic diagnostic of an EMIS from policy intent to implementation would prove helpful. Regular conversations should be held among various education stakeholders to understand their aspirations, identify policy ques- tions that they want the data to be able to answer, and then link those policy questions with the education indicators to be captured by EMIS. • Input: This is the stage when the necessary investment into an EMIS starts to take place. Common issues that arise during this stage include limited avail- ability of funds to support a system, technology (hardware, software) sup- porting the system, and training of staff to use the system. At this stage, it is important to clearly align the EMIS goals with the allocated project budget Figure 5.1  Problems in EMIS Value Chain Pre-start Input Operations Output Sustainability EMIS not Funding Leadership Data quality Long-term implemented Technology Coordination Data use culture Unclear vision Training Capacity Figure 5.2 Number of Challenges at Each Stage of the Project Cycle 35 Number of EMIS activities 30 25 20 15 10 5 0 Pre-start Input Operations Output Sustainablity Project cycle stage Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Conclusion: Lessons Learned 71 and government needs, including maintenance costs. Procurement of any soft- ware and hardware should be made after consultations with the relevant stakeholders, especially schools, to identify their needs and assess the possibil- ity of integration of different databases into the EMIS. • Operations: Most issues arise during the operational phase when the project is rolled out. These issues range from the procurement of infrastructure for the EMIS to the lack of coordination between the different units in the Ministry and project teams, as well as continuous changes in the leadership. This mainly occurs because of a time lag between the launch of the project and implemen- tation of the system, as well as changes in the EMIS objectives. • Output: This is the stage when an EMIS has been developed in a country. Problems that occur in this stage relate to the quality of the data collected, processed, and disseminated. Considerable issues exist with the reliability and accuracy of the data collected from schools, as well as limited utilization of the collected data by education stakeholders. Creating mechanisms for building capacity at all levels of education system, validating the quality of data collected, creating awareness on the importance of data, as well as pro- viding open access to the data result in increased transparency, accountability, and improved quality. • Sustainability: The most common problem across all countries is the inability to sustain the system once it has been established. This is mainly because of a lack of continued investment into the EMIS, linking the EMIS to M&E components of the project, as well as a weak data-driven culture in the society. Continuous investment is needed into research and development activities such as publica- tion of reports using data generated from the EMIS. World Bank support should be reduced in a phased manner that helps develop local capacity. To fully understand and inform the design and development of an EMIS, it is critical to examine both the policies and programs as well as implementation of the EMIS at the different levels of the education system (central government, local government, and schools). In so doing, the project team is able to gauge the alignment of policies and programs with utilization and to ultimately pro- vide suggestions that bolster the efficiency, sustainability, and accountability relationships of the EMIS. Based on the different problem areas discussed above, a quick and flexible EMIS checklist has been designed to support the teams during the project. This checklist includes a list of items to guide the teams at each stage of EMIS devel- opment (table 5.2). This checklist can be conducted simply as checklist, with the teams working their way down the list, or it can be used as a series of questions to guide a focus group. Either way, it is recommended that the investigator ensure that all of the questions are answered, unless information does not exist to answer the question. Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 72 Conclusion: Lessons Learned Table 5.2 EMIS Checklist Project preparation Policies/Legal Framework:   Written law mandating data-driven decision making Scope/Plan:   Assessment of existing EMIS   Staged plan for EMIS implementation Alignment:   EMIS goals aligned with education goals and other government initiatives Identify existing databases, plan for integration within the education system and   with external agencies Sustainability:   Long-term vision and commitment to project from the government   Develop relationships and common direction with stakeholders Budget:   Realistic budget allocated for EMIS   Alignment of EMIS goals with budget Thoughtful breakdown of EMIS budget (capacity building, professional   development, staff, infrastructure) Operational phase Strong start of the project by reducing the time gap between launch of the project and its implementation Ensure minimum changes in EMIS goals during EMIS implementation Appoint nodal officer responsible for collection and dissemination of data (at central and regional government levels) Reduce delays in data collection process Utilization of data for decision making (from the beginning ensure access of information to all stakeholders and effective utilization of data) Ensure regular/meaningful capacity-building activities Integration of databases Ending the project Reduce World Bank support in a phased manner Continue to provide necessary support to countries (e.g., capacity building, regional initiatives) Ensure long-term sustainability and continuity of operations:   Regular audits   Upgrading of technology/systems   Ensure efficiencies Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Chapter 6 Examples of EMIS Implementation beyond World Bank Support EMIS in the Philippines The Basic Education Information System (BEIS) serves as the primary manage- ment information system of the Department of Education, helping education planners make important policy decisions on improving the quality of education system in the Philippines. In particular, it collects statistical information on basic education inputs such as enrollments, pupil-teacher ratios, and school infrastructure. Besides BEIS, other information systems reside within the Department of Education: (a) the Human Resources Information System (HRIS), which col- lects information on people (teachers and administrative staff) employed in the system; (b) the Material Resources Information System (MRIS), which con- tains information on school facilities such as classrooms, desks, and other logis- tic components; and (c) the Financial Resources Information System (FRIS), which includes information on all the finances needed for the development of the system (figure 6.1). All four systems work in coordination with each other, but they are not integrated. In addition, an Education Management Information System (EMIS) toolbox interface helps in converting the data produced by EMIS into useful analytics and preparing Basic Education Report Cards annually. EMIS in Cambodia The government of Cambodia places special emphasis on EMIS as a tool to inform education planning, monitoring, evaluating, and budgeting and for other activities that are essential for monitoring the progress of the education perfor- mance. To this end, the government recently developed an EMIS Master Plan (2014–18)1 that provides detailed information on the strategic plan for the EMIS over the next five years. Lessons Learned from World Bank Education Management Information System Operations   73   http://dx.doi.org/10.1596/978-1-4648-1056-5 74 Examples of EMIS Implementation beyond World Bank Support Figure 6.1  Snapshot of the Data Generated by EMIS, the Philippines Pupil:Seatratio Color code Remarks Secondary Elementary Less than 0.49 Blue Two-seats per pupil even in one-shift schools 0.50 –0.69 Sky Blue Surplus seat provision 0.70 –0.89 Green Generous seat provision 0.90 –1.00 Yellow Adequate in one-shift schools 1.01 –1.99 Gold Adequate in two-shift schools 2.00 –2.99 Orange More than 2 pupils per seat; Inadequate in two-shift schools More than 3.00 Red More than 3 pupils per seat ; Severe shortage in two-shift schools No Seats Available Black No existing seats Source: Lilia and Deogracias 2004. The EMIS resides under the Planning Department of the Ministry of Education, Youth and Sport (MoEYS) in Cambodia (see figure 6.2 for the EMIS Cycle). An annual census form is used to collect data from schools, which is then sent to the district and provincial offices, before it reaches the central govern- ment. A separate three-or-four-page form exists for each level of the education system, pre-primary, primary, and secondary as well as district and municipal education services on the following attributes: teachers and students, income, some facilities, staff of provinces, cities, and districts (figure 6.3). The EMIS Centre is the focal point for collection and dissemination of education statistics. All schools are required to complete four copies: one to be kept in school for reference purposes, one each to be sent to DEO and PES, and the last copy to be sent to the EMIS Centre at the central level in the Department of Planning for checking, editing, data entry, and analysis (EMIS Master Plan 2014–18). Once the data have been collected, the MoEYS has a comprehensive dissemination strategy where the produced statistics are distributed to the following stakehold- ers: (a) National Senate, (b) National Assembly, (c) Cabinet of the Prime Minister, (d) Authority of Council Minister, (e) embassies in the Kingdom of Cambodia, (f) national and international organizations (UNESCO, UNICEF, Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Examples of EMIS Implementation beyond World Bank Support 75 Figure 6.2 EMIS Cycle in Cambodia National Authorised external entity other ministry development partner HR web server and database server FMIS web server and MoEYS bckup server etc. (located in the HR department) database server (located in HR department) HRMIS Partner/ (located in the Updated to HRMIS, FMIS, EMIS stakeholder financial department) central server FMIS Ezeoom company VPN connection Updated (consolidated) MoEYS web host and online direct or Firewall server database via server (Located in EMIS office) MoEYS deprtments Using data synchronisation HRMIS, FMIS, EMIS Province Input census, financial and HR data directly to o ine census application PEO Provincial MoEYS web host and database sever (Located in EMIS office) Using data with internet HRMIS, FMIS, EMIS 3+ Provincial MOEYS departments District Forms are veri ed at district level DEO School Completed forms are sent from the school to the DEO Paper based census forms are distributed to each school annually Census forms are completed by the heads of schools Source: EMIS Master Plan (2014–18), MoEYS. UNDP, ADB, other NGOs), (g) ministries relevant to education, (h) departments of the Ministry of Education Youth and Sport, (i) Provincial Education Services (PES) and District of Education offices (DEO), and (j) public schools (EMIS office, Department of Planning, MoEYS). EMIS in the Republic of Korea The National Education Information System (NEIS) is a web-based integrated administration system, housed within the Ministry of Education and Human Resource Department, which is responsible for collecting education data from Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 76 Examples of EMIS Implementation beyond World Bank Support Figure 6.3  Snapshot of the School Census Form Source: UNESCO 2008. primary and secondary schools, local education offices, and other education insti- tutions to monitor and manage education performance (figure 6.4). The NEIS was developed to serve the following purposes: • Improving efficiency, transparency, and convenience in education administra- tion (standard and system-based work process) • Reducing teachers’ work load and raising the quality of education by reorga- nizing the work process • Providing high-quality educational services to citizens: – One-stop online issuance of official certificates – Online service for parents (providing information on children’s school activities through NEIS) It contains information on a wide variety of education statistics such as stu- dents’ grades, their activity in school and performance, and human resources data (payroll, facilities for staff and nonstaff). This information is readily available for Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Examples of EMIS Implementation beyond World Bank Support 77 Figure 6.4 Republic of Korea National Education Information System Announcem- ent of school information 47 kinds including the Public Educational current status of teachers and academic affairs Educational Students for parents affairs DB statistics 38 kinds including school record Service School Educational affairs system Academic achievements General 25 kinds including certifications adminis- certification of graduation HR affairs tration All + Teachers School statistics administ- School meal ration 10 items including school General administration record admission system Selection DB data for college Office of education 201 items including school statistics Tailored information Policy statistics 33 items including the current DB status of schools Educational MiEST statistics (Tailored statistics, educational statistics, etc.) Source: Republic of Korea Education Research and Information Service. access to parents and students online. This system guarantees the students’ and parents’ right to know and, consequently, increases parent and local community interest and participation. It is also useful if students need to switch schools for any reason; their information is stored in an online database that follows them to whichever school they attend (Severin 2011). Note 1. EMIS Master Plan. Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Chapter 7 Other World Bank Activities Relevant to EMIS In the field of building information systems, it is important to coordinate among sectors. Working in silos consists of negative consequences, misalign- ments, and sustainability issues that have led to failures, missed opportunities, and increased expenditures because funding these systems tend to be expen- sive. Breaking silos and helping stakeholders to see their contributions to par- ticular goals in an integrated manner is important toward achieving the Sustainable Development Goals. A major issue across all education systems around the world is the need for a national identity. Linking of the identity with the education system is crucial to monitor and track performance of students, teachers, and management of schools. The potential impact of these identity systems can have far-reaching implications on service delivery and management of education information sys- tems. Leveraging these systems to track students and teachers and electronically validate academic and employment histories can certainly contribute to the growth of the education systems while providing the necessary data for govern- ment to make interventions. Need for ID4D Systems Across different global practices such as health, social protection, and finance and markets, projects have activities related to information systems. Only recently has the ID4D—Identification for Development—initiative (launched in 2015) materialized as the first step toward harmonizing various cross-practice projects. The ID4D initiative aims to bring different units of the World Bank under one umbrella to achieve the objective of providing a unique legal identity and enable digital ID-based services to all. Providing a legal identity for all (including birth registration) by 2030 is a target shared by the international community as part of the Sustainable Development Goals. Moreover, there has been an increasing demand for these services across countries (figure 7.1). Lessons Learned from World Bank Education Management Information System Operations   79   http://dx.doi.org/10.1596/978-1-4648-1056-5 80 Other World Bank Activities Relevant to EMIS Figure 7.1  Civil Registration and Identification Trends in 198 Economies (1960–2014) 200 198 196 182 180 Cumulative number of economies : Identification 160 148 145 and civil registry solutions 140 119 120 120 115 100 80 60 53 40 20 0 1960 1965 1970 1975 1980 1985 1990 1995 2000 2005 2010 2015 2020 Birth/civil registration institution Right to inform laws Data protection laws Civil identity institution Business regulatory institution e-ID Business ID Unique business indentity e-Passport Source: World Bank 2015b. Note: ID = Identity. Benefits In relation to students, the ID system can be put to use to track students in the following ways: (a) simplifying procedures to seek school admission, (b) estab- lishing mechanisms to verify entitlements such as scholarships and grants, (c) tracking attendance, drop-out rates, transitions, and transfers to different schools, (d) tracking the education history of a student over his or her life, (e) monitoring employment status after school completion, (f) preventing misuse of data by identifying ghost student and teachers, and most importantly (g) monitoring student learning and designing interventions aimed at improving the academic performance of weak students. In the case of teachers, ID systems can be used to track data about teacher demographics such as age, gender, academic, and professional qualifications, as well as their salaries and payroll transactions. The system could also be used monitor teacher training activities and completion of professional development courses. The ID system can also be useful to track information about schools such as (a) management of financial and material resources, (b) asset allocation, (c) civil works, and (d) recruitment of staff. Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Other World Bank Activities Relevant to EMIS 81 Portfolio of ID4D Projects Over the last 30 years, the World Bank Group has financed 142 projects related to developing a unique national identity to provide digital ID-based services to all due to the growing demand for these systems across countries. The maximum concentration of these investments are in Africa (47), followed by LAC (29) and ECA (21) (figure 7.2). Out of these, 63 (44 percent) are currently active, 56 (40 percent) are closed, and 23 (16 percent) are in the pipeline (figure 7.3). Figure 7.4 shows the distribution of these projects by the Global Practice. Maximum projects (82) are concentrated in the Governance Global Practice, followed by Social Protection (31), mainly because the development of ID sys- tems in most developing countries is tied to governance and administration and provision of social protection schemes such as cash transfers. The focus of the projects was mainly on creating the following registries: (a) national ID and civil registries for birth registration and creating of national iden- tity, (b) beneficiary registry to determine the recipients of social protection schemes, (c) taxpayer registry to determine the number of taxpayers, (d) business registry to account for the number of businesses, (e) civil service registry to deter- mine the number of government officials and account for the wages received, and (d) other miscellaneous registries. Each project could be designed to create more than one registry (figure 7.5). Maximum projects undertaken were designed to develop identities to enable effective delivery of public services, Figure 7.2 Number of ID4D Projects, by Region percent LAC, 29 SSA, 47 MNA, 6 ECA, 21 SAS, EAP, 20 17 Source: ID4D database 2015. Note: EAP = East Asia and Pacific, ECA = Europe and Central Asia, LAC = Latin America and Caribbean, MNA = Middle East and North Africa, SAS = South Asia, SSA = Sub-Saharan Africa. Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 82 Other World Bank Activities Relevant to EMIS Figure 7.3 Number of Active Projects 70 63 60 56 Number of projects 50 40 30 23 20 10 0 Pipeline Closed Active Source: ID4D database 2015. Figure 7.4 Number of Projects, by Global Practice 90 82 80 70 Number of projects 60 50 40 31 30 20 9 10 10 5 1 2 2 0 POV F&M T&C SURR T&ICT HNP SPL GGP Global practice Source: ID4D Database 2015. Note: POV = Poverty; F&M = Finance & Markets; T&C = Trade & Competitiveness; SURR = Social, Urban & Rural Development; T&ICT = Transport & Information and Communication Technology; HNP = Health, Nutrition, and Population; SPL = Social Protection and Labor; GGP = Governance Global Practice. reflecting the importance of the ID systems to improve the governance and management of education, health, and social protection programs. The structure and technology of identity systems differ across countries. For example, Estonia uses a sophisticated civil registration system using a digital sys- tem issuing a chip-based identity card with a photograph. This mechanism works well in a developed country with a good education system, where people are familiar with online services and a civil registry is developed. In contrast, India uses a biometric system using fingerprints and iris scans to issue a unique 12-digit Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Other World Bank Activities Relevant to EMIS 83 Figure 7.5  Projects Related to Registration Systems 18 16 16 16 15 15 14 12 Number of activities 12 10 10 10 9 8 8 8 7 7 7 6 6 6 6 5 5 4 4 3 3 3 3 3 3 3 2 2 2 2 2 2 2 2 1 1 1 0 Civil registries + Beneficiary Taxpayer Business Civil service Other Natl ID registries registries registries registries registries Type of registration systems AFR EAP ECA LAR MNA SAR Source: ID4D Database 2015. number (Atick et al. 2014b). Similarly, Ghana and Pakistan also use biometrics to issue the identity cards (table 7.1). Various examples have been selected to illustrate the importance of identity systems in ensuring effective delivery of social protection schemes and health care services. • In Thailand, the national civil registration database is established and main- tained by the National Civil Registration Office, Ministry of Interior (MOI). By law, this office is responsible for registering all births, deaths, marriages, divorces, and migrations. A unique 13-digit identification number is generated for each Thai citizen at the time that their birth is registered in the national civil registration database. National ID cards are issued to citizens when they reach the age of seven years old. This national identification number is used by health care providers to verify eligibility, track delivered services, settle claims, and build a shared medical record for each patient. The use of the national ID numbers has led to improvements in the efficiency and transparency of the national social health protection system’s management as well as prevented misuse of public resources (ILO 2015). • In Costa Rica, universal health coverage is provided to all poor, who are identi- fied using the National Identity Card Number. When an individual seeks ser- vices in a health center, these centers can identify individuals according to socioeconomic status through a household survey with 267 variables including health and risk factors that the health service team administers. The health center will confirm the information and visit and interview the household Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 84 Other World Bank Activities Relevant to EMIS Table 7.1  Common Models of ID Systems Estonia India Governing body: Citizen and Migration Board, Governing body: Unique Identification Authority of Ministry of Internal Affairs India (UIDAI), under Planning Commission of India Registration type: Civil registration Registration type: Biometrics (10 fingerprints and iris) Credential: Identity card with a photograph Credential: 12-digit unique ID number called and chip for security purposes “Aadhaar” (no physical credential) Target population: 1.3 million people Target population: 1.2 billion people Use of ID: Personal ID number Use of ID: Aadhaar number, along with demographic, biometric, or password Ghana Pakistan Governing body: National Identity Authority, Governing body: National Database and Registration within the Office of the President Authority (autonomous body) Registration type: Biometrics (fingerprints) Registration type: Biometrics (fingerprints) Credential: National Identity Card (“Ghana Credential: National Identity Card with a photograph, Card”) and smartcard smartcard, and mobile ID Target population: 25 million people Target population: 180 million people Use of ID: National Identity Card and biometrics Use of ID: Smartcards, mobile phones, and biometrics Source: Atick et al. 2014b. before formally enrolling the individual. The identification of the individual is based on the national identity card number and a CCSS (Social Security of Costa Rica) beneficiary card, which contains this and other information rele- vant for administrative purposes (type of beneficiary, employer, work address, and so forth). Individuals enrolled do not need to be recertified and remain as beneficiaries of the noncontributory regime unless their work status changes and they enroll in the contributory regime (Montenegro Torres 2013). • In India, digital IDs enable targeted cash transfers to a bank account number that is linked to a unique identifier. This ensures that those who are entitled to receive subsidies or benefits are actually getting them. For example, in India’s fuel subsidy program, by implementing cash transfers to Aadhaar-linked bank accounts for the purchase of liquefied petroleum gas cylinders, realizable savings are about 11–14 percent, or $1 billion per year when applied throughout the country. This is just one of many subsidy programs in India that are being converted to direct transfers using a digital ID, impacting more than $11 billion per year (World Bank 2015d). • Pakistan’s National ID (NADRA) to implement the Benazir Income Support Program (BISP) has been a role model for many South Asian countries such as Bangladesh and Nepal. Established in 2000, Pakistan’s national ID agency, NADRA, is one of the earliest developing country ID agencies to use biometrics to ensure unique ID numbers for its citizens. With estimated coverage of the adult population at almost 90 percent, the National ID Card has become the dominant form of identification for most transactions. Most recently, NADRA has worked closely with the BISP to ensure robust identification of the beneficiaries of the country’s largest cash transfer program and has helped implement an e-payments system linked to this robust form of identification (World Bank 2015c). Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Other World Bank Activities Relevant to EMIS 85 • In Peru, legislation passed in 1995 created a consolidated, sole-purpose agency called National Registry of Identification and Civil Status (RENIEC) that is responsible for both civil registry and national IDs. An ID number is generated for adults, and uniqueness is ensured using biometrics. The ID number is now used for the vast majority of public and private transactions—from voting to opening bank accounts—and is used for social programs such as cash transfers and social insurance. In the last decade, huge efforts have been made to iden- tify children through RENIEC; these efforts have important implications for the delivery of certain social programs, such as World Bank–supported nutri- tion programs for young children. Coverage is almost universal for the adult population and has reached 95 percent for children (World Bank 2015c). • In 2006, the Arab Republic of Egypt implemented a smartcard system for its subsidized food program that now covers three-fourths of its population. The Ministry of State for Administrative Development (MSAD) maintains the reg- istry of the individual members of families that have a “family card,” which entitles them to receive subsidized food under a program run by another min- istry. The same card is used for social assistance payments from a third minis- try. The transaction information flows to the MSAD and is then accessible to the other two ministries, which use the information to allocate cash and food, respectively, and to track their transactions. Although there are different points of transaction—food shops and post offices for cash—the transaction process and the back-end information system are the same (World Bank 2015c). The examples illustrate the importance of identity systems to the bottom 40 percent of the population to have better access to job opportunities, services, and finance. A robust identity system involves capturing the unique identity of each individual in a national identity registry. The national registry can then be used across sectors—from education and health care to transportation and urban development—for the delivery of services, both public and private (figure 7.6). Figure 7.6  Potential of Identification Systems to Improve Service Delivery Education (monitoring students, schools, and teachers) Civil registration Social protection National (improving efficiency identity of cash transfers, etc.) Identity registry enrollment Health (tracking immunization and health delivery) Record unique identity of citizens Source: World Bank 2015. Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 86 Other World Bank Activities Relevant to EMIS Management Information Systems for Social Service Schemes for the Poor In the case of Social Protection, Management Information Systems (MISs) serve to support social services and to provide information to institutions on the delivery of services. This information enables stakeholders to make adjustments in their planning and allocation decisions, especially for the Cash Transfer Schemes. MISs can have several advantages and can be used in the following forms: (a) a single beneficiary registry, (b) an integrated information system for all social protection programs and for beneficiaries, and (c) a single entry point for beneficiaries to access social protection programs (Bassett, Blanco, and Villalobos 2010). The following section describes some of the projects undertaken by the World Bank in the area of MIS that were instrumental in monitoring the effective deliv- ery of these services. Timor-Leste Social Protection Administration Project (P125784), 2011–14 In Timor-Leste, the World Bank entered into a project agreement with the government to improve the management of cash transfer programs in an effi- cient, reliable, and transparent manner through standardizing information management and strengthening program implementation and management capacity. The entire project was dedicated toward the improvement of the information systems. As such, it had two objectives: (a) to support MIS devel- opment and service delivery innovation and (b) to support capacity-building activities. Through the project, the Ministry of Social Solidarity (MSS) has developed a MIS that will improve the implementation of the social programs by integrating the databases of three existing cash transfer programs: (a) Bolsa da Mae, (b) the Elderly and Disabled program, and (c) the National Disasters Program. The new system is intended to allow for cross-checks and updates, monitoring transactions, facilitating payments, allowing grievance manage- ment, and generating reports on program implementation. In addition, the project places special emphasis on developing skills, capability, and expertise to ensure that staff at the Ministry are able to maintain, update, and modify the database as required. Promoting an Inclusive, Equitable, and Efficient Social Protection System in Colombia (P106708), 2009–10 In Colombia a social protection project was initiated to strengthen the system in the country. To increase the efficiency of the system, the operation sought improved information systems, rationalization, and simplification in several programs, such as public pensions, extreme poverty alleviation, or training. These policy actions built upon previous achievements in the different areas supported by the operation, such as the implementation of a unified payment mechanism for social security contributions (PILA: Integrated Contributions Payment System, Planilla Integrada de Liquidación de Aportes), the existence of Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Other World Bank Activities Relevant to EMIS 87 a single registry of participants in social programs (RUAF: Unified Registry of Affiliates, Registro Unificado de Afiliados), utilization of a targeting mechanism (SISBEN: System for the Selection of Programs’ Beneficiaries, Sistema de Identificación de Potenciales Beneficiaries de Programas), and existing regulations and policies to improve income generation opportunities for the poor, among others. In many cases, the operation sought to increase the coverage of these instruments (e.g., PILA, RUAF) to improve their effectiveness (e.g., SISBEN) or to implement improvements and previously designed reforms (e.g., consoli- dation of public pensions, labor market observatories). The new system allowed programs to more efficiently target their beneficiaries and monitor their activi- ties. It can also play a key role in identifying potential overlaps or synergies between programs. Bihar (India) Integrated Social Protection Strengthening Project (P118826), 2013–20 In India the World Bank entered into an agreement with the government to strengthen institutional capacity of the Department of Social Welfare and the Rural Development Department to deliver social protection programs and services and expand outreach of social care services for poor and vulnerable households, persons with disabilities, older persons, and widows in the state of Bihar. To this end, one of the objectives of this project was to support the design and implementation of a comprehensive MIS, including (a) setting up an electronic registry of persons with disabilities and older persons, (b) devel- oping a beneficiary database of persons who are currently receiving social pen- sions, and (c) design and development of transactions-enabled applications for social pensions and social care services. It is expected that investment into MIS would strengthen governance and decision making by providing accurate and timely information to decision makers on the implementation and effective- ness of the programs. Kenya Cash Transfer for Orphans and Vulnerable Children (CT-OVC) (P111545), 2009–16 The proposed project intended to contribute to strengthening the government’s capacity to develop social protection policy, coordinate social protection inter- ventions, and manage the CT-OVC Program at national, provincial, district, and local levels. It would also improve governance and accountability through the implementation of awareness campaigns, a communication strategy, and enhanced oversight and accountability mechanisms (including spot checks and citizens’ score cards). It would also improve information and financial management as well as monitoring and evaluation. To this end, the MIS was developed to provide the basic architecture for conditional cash transfers and would be used for iden- tifying and selecting the target population. Although the MIS was built at the national level, plans are now being made for decentralization of the system to the district level. Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 88 Other World Bank Activities Relevant to EMIS Azerbaijan Social Protection Development Project (P105116), 2008–15 The objective was to improve delivery of labor market and social protection interventions through strengthened institutions, enhanced institutional and human resources capacity, and improved targeting of social safety net programs. To achieve this objective, the project focused on developing a labor market infor- mation system to inform policy making. Through the information system, improved targeting through evidence-based decision making can be made pos- sible, and real-time information sharing among various stakeholders will result in fewer errors of inclusion and exclusion and thus more efficient use of public resources. The project activities in the labor market such as increased registration of unemployed and their placement in jobs, enforcement of occupational safety, and modernization of occupational and training standards all would contribute to an overall productivity increase from improvements in the quality of the labor force and more efficient allocation of labor and government revenues from taxes. These examples highlight the importance of an MIS beyond monitoring and evaluation of projects, as a tool instrumental for effective delivery and manage- ment of social services. Management Information Systems to Improve the Quality of Health Care Similar to EMIS and SPMIS, the health management information system (HMIS) is sometimes equated with monitoring and evaluation, but this is too reductionist a perspective. In addition to being essential for monitoring and evaluation, the HMIS also serves acts as a red flag system, supporting patient and health facility management, enabling planning, supporting research, permitting health analysis, and enabling communication of health challenges to diverse users. Information is of little value if it is not available in formats that meet the needs of multiple users such as policy makers, planners, managers, health care providers, communities, and individuals. Therefore, dissemination and communication are essential attri- butes of the health information system (HIS) (WHO 2008). Below we describe some of the projects undertaken by the World Bank in the HMIS area to improve project management and delivery. Albania Health System Improvement Project (P144688), 2015–21 In Albania, the World Bank and the government are working toward improving the efficiency of care in selected hospitals in the country, through improving the management of information in the health system, and increasing financial access to health services. This includes various complementary and interrelated sub- components that will move HMIS forward on several critical fronts. (a) The component addresses the need for improved provider-based systems, focusing on the country’s regional hospital sector, which significantly impacts the orchestra- tion of services across the spectrum of care. It places emphasis on strengthening referrals to and from both the primary care and tertiary care levels. (b) It also addresses the need to provide the hospitals with a means of adopting the new Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Other World Bank Activities Relevant to EMIS 89 provider payment methods. (c) In addition, it addresses the need for improved automation in the country’s health insurance payer, the HIF, where an improved health insurance information system will be placed. (d) Finally, it provides the foundational activities to support these developments and an institutional home to support and sustain them in the long run. Swaziland Health, HIV/AIDS, and TB Project (P110156), 2011–16 In Swaziland, a MIS was developed to form the basis for a national registry of OVC to establish a beneficiary enrollment, registration, and verification system and setting up a payment delivery mechanism. The MIS is intended to not only facilitate maintaining accurate OVC data, but also to ensure coordination with other ongoing OVC support interventions and monitor the implementation of OVC cash transfers. Human and institutional capacity of the Ministry and gov- ernment staff will be enhanced at the central and regional levels to ensure effec- tive implementation of the proposed OVC cash transfer pilot and to improve coordination with other ministries, development partners, and NGOs for more comprehensive and efficient OVC support. Sri Lanka Health Sector Development Project (P050740), 2004–10 In Sri Lanka, an MIS was set up to strengthen the stewardship functions of the central Ministry of Health (MOH), including development and effective use of evidence and information systems for policy, planning, monitoring, and manage- ment. The motivation was that significant amounts of data get generated through the HMIS without any use of information for planning, and management is limited. The project aim of reducing the delay in compiling the Annual Health Bulletins from four years to under six months from the end of the fiscal year was partly met (under two years). The project supported community surveillance activities for prevention and control of selected communicable diseases. The Family Health Bureau operates an effective system for monitoring the Maternal and Child Health program, but its success in operating its parallel information system has become a hindrance to the government’s efforts to harmonize and consolidate the HMIS. China Basic Health Services Project (P003566), 1998–2007 The project focuses on achieving sustainable health improvement for the popu- lations of poor rural counties through (a) improved allocation and management of health resources, (b) upgraded health facilities at the township level, (c) improved quality and effectiveness of health services and programs, and (d) increased risk sharing and affordability of essential health care for poor families. One of the project activities aimed at improving the collection and use of infor- mation for planning and monitoring health programs and the project through (a) improvements to the reporting system and (b) surveys. Funds supported equip- ment, software development, training, surveys, supervision, and technical sup- port. The establishment of an upgraded information system, supported by specific surveys, improved the information base for decision making. Significant Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 90 Other World Bank Activities Relevant to EMIS capacity was developed to (a) design, build, and equip improved hospitals, (b) plan technical content and implement public health programs, (c) establish improved referral systems and treatment protocols, (d) manage hospitals more effectively, (d) develop complex administrative processes and the staff capacity to implement schemes, and (e) undertake and sustain reforms. Turkey Health System Strengthening and Support Project (P152799), 2009–15 The project was set up with the objective of assisting the government in (a) expanding the capacity of the MOH and the Social Security Institution to for- mulate and effectively implement health policies, health sector regulatory mechanisms, and health insurance functions and (b) supporting the implementa- tion of critical health services delivery reforms (family medicine and hospital autonomy) with the objective of improving access, efficiency, quality, and fiscal sustainability of the health sector. To this end, the project focused on improving the existing HMISs in the country. This involved financing technical assistance, training, and goods in support of the expansion of the MOH National Health Information System. The objective of the HIS was to improve health informatics standards, ensure the confidentiality, security, and privacy principles of personal and institutional health records, establish a data warehouse within the scope of a decision support system, and initiate data mining practices to establish tele- medicine and tele-health systems. Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 App e n d i x A Database of EMIS Projects Table A.1 Database of EMIS Projects Project Approval Closing cost (US$, Project ID Project EMIS components Region Task team leader year year millions) P132768 Brazil: Subcomponent 1.1: LAC Joana C. G. Silva 2013 2015 550 Pernambuco Regional economic Equity and development (under Inclusive Component 1: New Growth Economy— Development Opportunities for All Policy Loan Pernambucans) P126452 Brazil: Rio Grande Subcomponent A3: LAC Maria de Fatima de 2013 2019 400 Do Norte Improve the quality of Sousa Amazonas Regional basic education and Development support regional and development (under Governance Component A: Project Integrated Economic and Human Development) P129652 Brazil: Sergipe 2.b.1: Improve School LAC Tania 2013 2015 1,050 Development Management in Dmytraczenko through State-Run Schools Inclusion (under Component Project 2.b: Education) P127245 Brazil: 2.2: Education: Early Child LAC Rafael Chelles 2013 2018 32.4 Strengthening Education (ECE) Barroso Public Sector management system Management (under Component 2: Technical Innovating in Service Assistance Provision) Project table continues next page Lessons Learned from World Bank Education Management Information System Operations   91   http://dx.doi.org/10.1596/978-1-4648-1056-5 92 Database of EMIS Projects Table A.1  Database of EMIS Projects (continued) Project Approval Closing cost (US$, Project ID Project EMIS components Region Task team leader year year millions) P126343 Brazil: Swap for Subcomponent 2.7: LAC Fanny Weiner 2013 2018 713.2 Parana Education: development Multi-Sector of an integrated system Development for the management of Project the Borrower’s school infrastructure and equipment (under Component 2: Technical Assistance for More Efficient and Effective Public Management) P117596 China: Guangdong Component 1: Social EAP Sun Changqing 2013 2019 149.1 Social Security Security MIS Integration and Rural Worker Training Project P132742 Afghanistan: MIS system for M&E SAS Leopold Remi Sarr 2013 2018 55 Second Skills (under Component 4: Development Project Management, Project Monitoring & Evaluation and Public Awareness) P130182 Armenia: Subcomponent 1.3: ECA Mario Cristian Aedo 2014 2020 37.5 Education Improving data-collection Inostroza Improvement and monitoring of the Project education system performance (under Component 1: Enhancing the Quality of General Education) P107772 Armenia: Second Subcomponent 2.2: ECA Dandan Chen 2009 2015 31.26 Adaptable Developing a Tertiary Program Education Management Lending (APL2) Information System (under for the Education Component 2: Supporting Quality and Tertiary Education Reforms Relevance in the Context of Bologna Project Agenda) P102117 Azerbaijan: Subcomponent 5.2: EMIS ECA Dandan Chen 2008 2016 45.4 Second expansion (under Education Component 5: Sector Strengthening Education Development Development and Project Management) P145749 Bangladesh: (i) Improving the strategic SAS Yoko Nagashima 2014 NA 146.2 Additional capacity of UGC (under Financing for Component 2: Building Higher Education Institutional Capacity) Quality Enhancement Project table continues next page Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Database of EMIS Projects 93 Table A.1  Database of EMIS Projects (continued) Project Approval Closing cost (US$, Project ID Project EMIS components Region Task team leader year year millions) P146255 Bangladesh: Subcomponent 3.2: SAS Dilip Parajuli 2014 NA 280 Additional Institutional Capacity Financing for Building (under Secondary Component 3: Education Institutional Capacity Quality and Strengthening), Access Monitoring and Enhancement Evaluation (under Project Component 4: Monitoring and Evaluation) P106216 Bangladesh: Higher Subcomponent 2.1: SAS Yoko Nagashima 2009 2019 91.5 Education Improving the Strategic Quality Capacity of UGC (under Enhancement Component 2: Building Project Institutional Capacity) P131394 Bangladesh: Subcomponent 4.1: SAS Dilip Parajuli 2013 2017 137.5 Second Monitoring (under Reaching Component 4: Out-of-School Monitoring and Children Project Evaluation) P106161 Bangladesh: Subcomponent 4. I: SAS Dilip Parajuli 2009 2018 155.7 Secondary Monitoring (under Education Component 4: Quality and Monitoring and Access Evaluation) Improvement P090807 Bangladesh: Skills (b) Development and SAS Md. Mokhlesur 2010 2016 88 and Training management of a Rahman Enhancement Human Resource Project Management Information System (HRMIS) (under Component 3: Institutional Capacity Development) P113435 Bangladesh: Third Monitoring and Evaluation SAS Ayesha Y. Vawda 2012 2016 5,860 Primary (M&E) (under Education component Improving Development Program Planning and Program Management, and (PEDPIII) Strengthening Institutions) P107146 Brazil: Acre Social Subcomponent 2.1: LAC Adriana Goncalves 2009 2020 150 and Economic Expansion and Moreira Inclusion and improvement of quality Sustainable of basic education Development services (under Project Component 2: Social and Economic Inclusion in Rural Areas) table continues next page Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 94 Database of EMIS Projects Table A.1  Database of EMIS Projects (continued) Project Approval Closing cost (US$, Project ID Project EMIS components Region Task team leader year year millions) P126372 Brazil: Recife Swap Subcomponent 2(c): Public LAC Michael Drabble 2012 2018 890.5 Education and debt management Public (under Component 2: Management Strengthen Institutions Project for More Efficient and Effective Public Management) P120830 Brazil: Sector-Wide A8: Development and LAC Thomas Kenyon 2012 2017 903.5 Approach implementation of a (SWAp) to contract management Strengthen information system Public (under Sector 4: Public Investment Sector Management) Project P106605 Cambodia: Higher (a) Strengthen the HE EAP Tsuyoshi Fukao 2011 2016 23 Education Management Quality and Information System Capacity (HEMIS) (under Improvement Component 4: Project Project Management and Monitoring and Evaluation) P117107 China: Liaoning Subcomponent 2.1: EAP Liping Xiao 2010 2016 74.43 and Shandong Conduct of monitoring, Technical and evaluation, and policy Vocational studies (under Education and Component 2: Training Project Knowledge Development, Policy Studies and Capacity Building) P123146 Costa Rica: Higher Subcomponent 2.2: LAC Marcelo Becerra 2013 2018 249.1 Education Developing the Labor Improvement Market Observatory and Project the public higher education information system (under Component 2: Strengthening Institutional Capacity for Quality Enhancement) P123315 Djibouti: Subcomponent 1.1: MNA Karine M. Pezzani 2012 2018 6 Strengthening Improving Institutional management and Capacity and accountability Management of (under Component 1: the Education Reinforcing Institutional System Capacity and Performance of the Education System) table continues next page Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Database of EMIS Projects 95 Table A.1  Database of EMIS Projects (continued) Project Approval Closing cost (US$, Project ID Project EMIS components Region Task team leader year year millions) P126364 El Salvador: Subcomponent 2.1: LAC Robert J. Hawkins 2012 2018 70.4 Education Strengthening of Quality MINED’s policy making, Improvement planning, Project implementation, and monitoring capacity (under Component 2: Improvement of MINED’s Institutional Capacity and the Schooling) P089898 Guatemala: 3.a: Consolidation and LAC Juan Diego Alonso 2007 2016 80 Education Strengthening of Quality and School-Based Secondary Management for Education Education Quality; Project 3.b: Consolidation and Strengthening of Departmental Supervision and Technical Assistance to Schools (under 3: School Management in Support of Education Quality) P147924 Guyana: Subcomponent 3.1: Design, LAC Hongyu Yang 2014 2020 10 Secondary develop, and implement Education a new education Improvement management Project information system to increase efficiency in education sector data management and information use for planning and policy making (under Component 3: Strengthen Institutional Capacity and Project Management) P124134 Haiti: Education Restructure and reinforce LAC Juan Baron 2012 2015 70 for All Project in education sector Support of the governance Second Phase of the Education for All Program Project P102549 India: Second Component 2.2: Project SAS Andreas Blom 2010 2015 500 Technical Monitoring, Evaluation, Engineering and Management Education (under Component 2: Quality Improve- Improving System ment Project Management) table continues next page Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 96 Database of EMIS Projects Table A.1  Database of EMIS Projects (continued) Project Approval Closing cost (US$, Project ID Project EMIS components Region Task team leader year year millions) P144447 India: Third 11.4: Unified District SAS Shabnam Sinha 2014 29,662 Elementary Information System for Education Education (UDISE) Project (SSA III) (under Component II: Strengthening Monitoring and Evaluation for Improved Accountability) P099047 India: Vocational (c) Project monitoring and SAS Nalin Jena/Hong W. 2007 2015 359 Training dissemination of Tan Improvement information with the Project help of a computer- based management information system (under Component 3: Project Management, Monitoring and Evaluation) P121842 Indonesia: 1(a) (iv): S&T information EAP Dandan Chen 2013 2021 95 Research and system (under Innovation in Component 1: Science and Improving Innovation Technology Policy Framework and Project Performance of Public) P147074 Jamaica: Additional (c) Updating the manage­ LAC Harriet Nannyonjo 2014 2015 14 Financing and ment information Restructuring systems of the ECC and for the Early MOH to capture Childhood information from the Development CHDP (under Part 2: Project Institutional Strengthening) P095673 Jamaica: Early 1: Evidence Based-Decision LAC Christoph Kurowski 2008 2019 508.9 Childhood Making (under Development Component 1: Project Co-­Financing the Implementation of the NSP under SWAP Modalities) P107407 Jamaica: Education 3.3: Monitoring and LAC Cynthia Hobbs 2010 2015 16 Transformation Evaluation (under Capacity Project Component 3: Building Project Communications, Project Management, and Monitoring and Evaluation) table continues next page Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Database of EMIS Projects 97 Table A.1  Database of EMIS Projects (continued) Project Approval Closing cost (US$, Project ID Project EMIS components Region Task team leader year year millions) P105036 Jordan: Second Subcomponent 2.1: Policy MNA Francis Peter 2009 2016 408 Education Development, Strategic Buckland Reform for the Planning, Monitoring Knowledge and Evaluation (under Economy Component 2: Monitoring & Evaluation and Organizational Development) P113350 Kyrgyz Republic: Design and operationalize ECA Dingyong Hou 2013 2018 16.5 Sector Support an automated for Education monitoring system that Reform Project incorporates key variables pertaining to school budgets, expenditures, and efficiency P145544 Lao PDR: Early Develop the foundations EAP Omporn Regel/ 2014 2020 28 Childhood for a child development Boun Oum Education monitoring system Inthaxoum Project (under Component 3: Project Management, Capacity Development and Monitoring and Evaluation) P118187 Lebanon: Second Subcomponent 3.2: MNA Juan Manuel 2011 2017 42.6 Education Information for Planning Moreno Development and Management Olmedilla Project (Component 3: Education Sector Policy Development and Management) P128378 Macedonia, FYR: Subcomponent 1.1: ECA Bojana Naceva 2014 2019 24 Skills Devel­ Quality Assurance in opment and Higher Education Innovation (under Component 1: Support Project Improving Transparency of Higher Education) P131331 Maldives: 3.2: Project Coordination, SAS Harsha Aturupane 2013 2018 11 Enhancing Monitoring and Education Evaluation (under Development Component 3: Project Project (EEDP) Coordination, Monitoring and Evaluation, and Program Development) P127388 Moldova: Establish a consolidated ECA Andrea C. Guedes 2013 2018 40 Education EMIS (under Reform Project Component 1: Strengthening the Quality of Education) table continues next page Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 98 Database of EMIS Projects Table A.1  Database of EMIS Projects (continued) Project Approval Closing cost (US$, Project ID Project EMIS components Region Task team leader year year millions) P148110 Mongolia: Supporting the EAP Prateek Tandon 2014 2020 14.9 Education Department of Quality Reform Monitoring and Project Evaluation of the MES to integrate student- learning outcomes into tracking of learning trends. Supporting the capacity building of the MES (under Component 4: System Management, Monitoring and Evaluation) P146332 Myanmar: Contribute to EAP James Stevens/ Lars 2014 2019 100 Decentralizing strengthening the use Sondergaard Funding to of data in the education Schools Project system (under Component 3: Capacity Improvement to Strengthen Monitoring and Implementation of Programs) P125610 Nepal: Additional Develop an integrated SAS Afrah Al-Ahmadi/ 2013 2017 4954 Financing for Education Saurav Dev the School Management Bhatta Sector Reform Information System Program Project (EMIS), integrated with Financial Management Information system, making it operational P104015 Nepal: Enhanced 4.2: Monitoring and SAS Saurav Dev Bhatta/ 2011 2016 60.9 Vocational Evaluation (under Sangeeta Goyal/ Education and Component 4: Project Venkatesh Training Project Management and Sundararaman Monitoring and Evaluation) P113441 Nepal: School 3.3: Program Management SAS Raiendra D. Joshi/ 2010 2017 2635 Sector Reform and Monitoring and Venkatesh Program Project Evaluation (under Sundararaman Component 3: Institutional Capacity Strengthening) P126357 Nicaragua: Second 3.1: Improving and LAC Michael Drabble/ 2012 2016 32.95 Support to the Integrating MINED’s Robert Hawkins Education Planning and Statistical Sector Project Information Systems (Component 3: Strengthening MINED’s Education Management Capacity) table continues next page Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Database of EMIS Projects 99 Table A.1  Database of EMIS Projects (continued) Project Approval Closing cost (US$, Project ID Project EMIS components Region Task team leader year year millions) P125958 Pakistan: Second Monitoring and evaluation SAS Dhushyanth Raju 2012 2016 4,407 Punjab system Education Sector Reforms Program (PESRP-II) Project P125952 Pakistan: Second Annual School Census SAS Umbreen Arif/ 2013 2017 2,600 Sindh Education (under I: Results-Based Dhushyanth Raju Sector Project Component) P118779 Pakistan: Tertiary (2.2) Policy design and TA SAS Halil Dundar 2011 2016 2,015 Education (under Component II: Support Project Capacity Building, Policy Design and Monitoring and Evaluation) P122194 Peru: Higher Subcomponent 2.1: LAC Marcelo Becerra 2013 2018 52.17 Education Development and Quality consolidation of an Improvement observatory of the Project accreditation of Peru’s higher education (under Component 2: Development and Consolidation of a Higher Education Quality Assurance Information System) P118904 Philippines: 3.11: Improvement of EAP Lynnette de la Cruz 2014 2019 300 Learning, targeting of Perez Equity, and Disadvantaged Groups in Accountability the Target Regions Program (under Component 3: Support Project Improvement of Program Design for Targeting Disadvantaged Groups in the Target Regions) P110733 Yemen, Rep.: To foster the planning and MNA Ayesha Vawda/ 2010 2018 13 Higher monitoring capacity of Lianqin Wang Education the MoHESR (under Quality Component 3: Improvement Institutional Capacity Project Development) P113402 Sri Lanka: Higher Component 4.2: Monitoring SAS Yoko Nagashima 2010 2016 40 Education for and Evaluation, Studies, the Twenty-First Coordination and Century Project Communication (under Component 4: Human Resource Development, Monitoring and Evaluation, Studies, Coordination and Communication) table continues next page Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 100 Database of EMIS Projects Table A.1  Database of EMIS Projects (continued) Project Approval Closing cost (US$, Project ID Project EMIS components Region Task team leader year year millions) P132698 Sri Lanka: Skills Component 1: Program SAS Halil Dundar 2014 2020 650 Development Support to the Skills Project Sector Development Program P113488 Sri Lanka: R. Strengthening SAS Deepa Sankar 2012 2017 100 Transforming the monitoring (under School Education Theme 3: Strengthening System as the Governance and Foundation of a Delivery of Education Knowledge Hub Services) Project P116520 Timor-Leste: 2.3: Upgrade Monitoring EAP Stephen Close 2011 2016 5 Second Chance and Evaluation capacity Education of DNEAENF (under Project Component 2: Improved Quality of Service Delivery) P126408 Uruguay: Support 3.1: Information for LAC Diego Ambasz/ 2013 2017 73.8 to Uruguayan Monitoring and Peter A. Holland Public Schools Evaluating Project Project Activities (under Component 3: Monitoring, Evaluation and Project Management) P110693 Vietnam: 1.5: Management and EAP Mai Th. Thanh 2010 2018 200.6 New-Model operational systems Universities (Component 1: Policy Project and Regulatory Framework) P117393 Vietnam: School 2.1: Strengthening Planning EAP Christian Bodewig/ 2013 2017 100 Readiness and Reporting Systems James Stevens Promotion (under Component 2: Project National Early Childhood Education Policy Development and Capacity Building) P130853 Yemen, Rep.: Subcomponent 3.2: MNA Kamel Braham 2013 2019 72 Second Basic Education Management Education Information System Development (EMIS) (under Project Component 3: Institutional Capacity Development) P147244 Mexico: Third Upper Design and implemen­ LAC Peter A. Holland/ 2014 2016 601 Secondary tation of the whole Rafael E. de Education Mexican Education Hoyos Development Evaluation System Policy Loan Project table continues next page Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Database of EMIS Projects 101 Table A.1  Database of EMIS Projects (continued) Project Approval Closing cost (US$, Project ID Project EMIS components Region Task team leader year year millions) P128891 Ethiopia: Third (B3) Managing for SSA Qaiser M. Khan 2013 2018 4,887 Phase of the Results (under Promoting Basic Sub-Program B: Services Project Strengthening Local Accountability and Transparency Systems) P132617 Chad: Second 3.2: Monitoring and SSA Marie-Helene 2013 2018 15 Phase of the Evaluation (under Cloutier Education Component 3: Project Sector Reform Management, Project Monitoring and Evaluation) P128628 Congo, Rep.: Skills Component 2: Strengthen SSA Celine Gavach 2013 2018 n.a. Development the Technical, for Planning, Employability Implementation, and Project Monitoring and Evaluation Capacity of METPFQE P106855 Ethiopia: General Subcomponent 4.3: SSA Thanh Thi Mai 2009 2017 417.3 Education Education Management Quality Information Systems Improvement (EMIS) (under Program Project Component 4: Management and Administration Program) P133079 Gambia, The: Subcomponent 3.2: SSA Nathalie Lahire 2014 2018 34.8 Results for Institutional support Education and capacity building Achievement (under Component 3: and Technical and Development Institutional Support) Project P145741 Ghana: Secondary Web-based school SSA Deborah Newitter 2014 2019 156 Education monitoring (under Mikesell Improvement Component 2: Project Management, Research and Monitoring and Evaluation) P118112 Ghana: Skills and Subcomponent 1.1: SSA Peter Darvas 2011 2016 70 Technology Development of Development COTVET technical Project capacity, strategic systems, and policies (under Component 1 (Part A): Institutional Strengthening of Skills Development) table continues next page Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 102 Database of EMIS Projects Table A.1  Database of EMIS Projects (continued) Project Approval Closing cost (US$, Project ID Project EMIS components Region Task team leader year year millions) P114847 Malawi: Improve Subcomponent 3.1: SSA Deepa Sankar 2010 2015 256 Education Support Teacher Quality Project Management Reform (under Component III: Improve Management Capacity at All Levels) P131660 Malawi: Skills Developing monitoring SSA Deepa Sankar 2014 2019 n.a. Development and evaluation systems Project and piloting new monitoring tools (under Component 2: Technical Assistance for System Strengthening and Policy Reforms) P124729 Mozambique: Adding ECD to main EMIS SSA Fadila Caillaud 2012 n.a. n.a. Additional through capacity- Financing for building activities the Early Child Development Project P125127 Mozambique: Subcomponent 4.1: SSA Fadila Caillaud 2011 2015 161 Education Continuing the Sector Support consolidation of the Project reforms in the areas of financial management and procurement as well as planning budgeting and monitoring (under Component 4: Strength­ening Management of the Education Sector Administrative System) P126049 Niger: Skills Subcomponent 3.2: SSA Kirsten Maigaard 2013 2019 30 Development Monitoring and Evaluation for Growth (under Component 3: Project Institutional Capacity Strengthening and Monitoring and Evaluation) P123353 Nigeria: First Edo Piloting of Education SSA Joseph-Raji/ Gloria 2012 2014 75 State Growth Information Aitalohi and Employment Management Support Credit Information Systems Program (EMIS) P122124 Nigeria: State Educational development SSA Irajen Appasamy 2013 2017 1,342 Education (under Component 2: Program Technical Assistance) Investment Project table continues next page Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Database of EMIS Projects 103 Table A.1  Database of EMIS Projects (continued) Project Approval Closing cost (US$, Project ID Project EMIS components Region Task team leader year year millions) P121455 Nigeria: State B.5: State Integrated Financial SSA Jens Kromann 2012 2017 200 Employment Management Information Kristensen and Expendi­ Systems (SIFMIS) (under tures for Results Component B: Public Project Financial Management Reforms) P150828 São Tomé and Scale up the planned SSA Atou Seck 2014 n.a. 3.5 Príncipe: development of the EMIS Additional by providing additional Financing for computers to schools and the Quality central-level structures Education for and by ensuring Internet All Project connectivity between schools and the central level P146877 São Tomé and Subcomponent 2.1: SSA 2013 2017 2 Príncipe: Development of a Second Phase Management of Quality Information System Education for (under Component 2: All Project Strengthening Management of Human Resources in the Education Sector) P133333 Senegal: Quality Provide training on how to SSA 2013 2018 217.7 and Equity of manage a district level Basic Education EMIS as well as collecting, inputting, analyzing, and reporting results to inform policy making P123673 Senegal: Tertiary Subcomponent 1.3: SSA 2011 2016 127.3 Education Development of a Governance Monitoring and and Financing Evaluation system (under for Results Component 1: Project Strengthening the Governance of the Tertiary Education System) P098496 Tanzania: Science Component 2B: SSA 2008 2016 100 and Technology Investments in Higher Education System-Wide ICT and Project Libraries P114866 Tanzania: Second Expansion of the EMIS SSA 2010 2015 469.3 Secondary currently under Education development (under Development Component 4: Program Project Providing Capacity Building and Technical Assistance to Implement Reforms) table continues next page Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 104 Database of EMIS Projects Table A.1  Database of EMIS Projects (continued) Project Approval Closing cost (US$, Project ID Project EMIS components Region Task team leader year year millions) P122700 Angola: Learning Component 2: Establishing SSA 2013 2018 80 for All Project a System for Student Assessment P129828 Ethiopia: Second Subcomponent 4.3: SSA 2013 2018 550 Phase of Education General Management Education Information Systems Quality (under Component 4: Improvement Management and Project Capacity Building, Including EMIS) P121805 Afghanistan: Design of Quality SAS Habibullah Wajdi 2010 NA 20 Additional Accreditation and Financing for Assurance System Strengthening Financing of the of Higher National Entrance Education Exam (for students) Project and of initial improvement to MIS for processing entrance examination P083964 Afghanistan: Component 3.2: SAS Samantha de Silva 2005 2009 35 Education Monitoring and Quality Evaluation (under Improvement Component 3: Policy Program Development and Monitoring and Evaluation) P078933 Albania: Education Component 1: ECA Keiko Inoue 2006 2013 75 Excellence and Strengthening Equity Project Leadership, Management and Governance of the Education System P069120 Albania: Education Component 2. Education ECA Peter Darvas 2000 2005 14.88 Reform Project Management Information System P095514 Argentina: Lifelong (1) Installation of an LAC Marcela Ines 2007 2014 678.7 Learning and integrated Salvador Training Project management information system (MIS) (under D: The Strengthen Management Information System, Project Administration and Studies Component) table continues next page Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Database of EMIS Projects 105 Table A.1  Database of EMIS Projects (continued) Project Approval Closing cost (US$, Project ID Project EMIS components Region Task team leader year year millions) P070963 Argentina: Rural Subcomponent B2: LAC Diego Ambasz 2006 2014 150 Education Supporting the Improvement development and (PROMER) implementation of a Project system of data collection, analysis, dissemination, and use of information for policy decisions at the national level (under Component B: Enhancing the Stewardship Capacity of National Government) P074503 Armenia: An Component 4: System ECA Meskerem Mulatu 2004 2010 20.6 Education Management and Quality and Efficiency Relevance Project P008281 Armenia: A. The Strategy for Finance ECA Kari L. Hurt 1998 2003 20.7 Education and Management Financing and Reforms (under Management Component II: Capacity Reform Project Building for Reform Management (US$4.4 million appraisal estimate) P070989 Azerbaijan: Subcomponent 2: ECA Juan Manuel 2003 2010 22.61 Education Establishment of Moreno Sector Education Management Olmedilla Development Information System Project (EMIS) (under Component 4: Management, Planning, and Monitoring Capacity) P044876 Bangladesh: MIS database (under SAS Irajen Appasamy 2002 2008 127.3 Female Component 3: Secondary Strengthening School Management, Assistance Accountability and Project Monitoring) P050752 Bangladesh: Subcomponent 4.1: SAS Mark F. LaPrairie 2001 2008 48.6 Post-Literacy Systems Improvement and Continuing (under Component 4: Education for Strengthening Human Institutional Capacity) Development table continues next page Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 106 Database of EMIS Projects Table A.1  Database of EMIS Projects (continued) Project Approval Closing cost (US$, Project ID Project EMIS components Region Task team leader year year millions) P009550 Bangladesh: Subcomponents 2.1: SAS Hena G. Mukherjee 1998 2004 129.1 Primary Strengthening Education institutional capacity at Development the national level Project (under Component 2: Strengthening Institutional Capacity and Management) P077789 Bangladesh: Monitoring and SAS Amit Dar 2005 2005 100 Programmatic Evaluation: Enhancing Education capacity of BANBEIS, Sector dissemination of Adjustment information on school Credit quality P084567 Bangladesh: Second Monitoring and SAS Amit Dar 2006 2007 100 Programmatic Evaluation: Enhancing Education Sector capacity of BANBEIS, Development dissemination of Support Credit information on school Project quality P074966 Bangladesh: The EMIS capacity (under SAS Helen J. Craig 2004 2011 150 Second Primary Component 1: Quality Education Improvement through Development Organizational Project Development and Capacity Building Including Program Management and Monitoring and Evaluation) P006204 Bolivia: Education Information subsystem LAC Patricia Alvarez 1998 2007 125.3 Quality and (under Component B: Equity Institutional Strengthening Strengthening) Project P083965 Bolivia: Secondary (i) Management and LAC Patricia Alvarez 2008 2013 10 Education monitoring information Transformation system (under Project for the Component 3: Municipality of Education Management La Paz and Institutional Strengthening) P058512 Bosnia and Component 3: An ECA Zorica Lesic 2000 2005 14.43 Herzegovina: Education Management Education Information System Development Project table continues next page Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Database of EMIS Projects 107 Table A.1  Database of EMIS Projects (continued) Project Approval Closing cost (US$, Project ID Project EMIS components Region Task team leader year year millions) P079226 Bosnia and Extension of education ECA Zorica Lesic 2005 2010 0 Herzegovina: management Education information system Restructuring (under Component 2: Project Education Finance and Management) P059565 Brazil: Bahia (3.2) Institutional LAC Andrea C. Guedes 2001 2003 113.7 Education strengthening of Project educational management (under Component 3: Strengthening Educational Management) P082523 Brazil: Human Designing and LAC Michele Gragnolati 2005 2010 8.927 Development developing a Technical Ministry-wide Assistance information system to Project track and monitor key programs (under Component 2: Strengthening Monitoring and Evaluation in the Education Sector) P069934 Brazil: 3.2 Strengthening and LAC Ricardo Rocha 2005 2010 51.23 Pernambuco Modernizing Education Silveira Integrated Management (under Development: Component 3: Education Supporting the State Quality Reform) Improvement P050762 Brazil: School Strengthening national LAC Robin S. Horn 1998 2001 138.7 Improvement education information Project systems and programs (Fundescola I) (under Component 4: Strengthening Education Management and Project Administration) P050763 Brazil: Second Component 4: LAC Andrea C. Guedes 1999 2006 414.5 School Strengthening National Improvement Education Information Program— Systems and Programs Fundescola II table continues next page Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 108 Database of EMIS Projects Table A.1  Database of EMIS Projects (continued) Project Approval Closing cost (US$, Project ID Project EMIS components Region Task team leader year year millions) P055158 Bulgaria: (2.3) Establishment of a ECA Reema Nayar 2001 2004 6.05 Education General Education Modernization Management Project Information System (GEMIS) in the MES at the secondary level (under Component 2: Create Conditions for Improving Overall Resource Management in Primary and Secondary Schools), (3.2) Establishment of a Higher Education Management Information System (HEMIS) in the MES (under Component 3: Create Conditions for Improving Overall Resource Management in Higher Education Institutions), Component 5: Create a Competitive Teaching and Management System for Higher Education (CTMSHE) for Improving Teaching and Resource Management, Component 6: Strengthen MES Internal Management Capacity for Project Management and Communications P055481 Chile: Higher A2: Policy and Institutional LAC Kristian Thorn 1999 2005 278.2 Education Capacity Building Improvement (under Project Project Component A: Policy Framework and Capacity Building) P068271 Chile: Lifelong (b) Establishing lifelong LAC Dena Ringold 2002 2010 218.5 Learning and learning and training Training Project information systems (MISs) (under Establishing Instruments to Support the Provision of a Lifelong Learning and Training Services) table continues next page Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Database of EMIS Projects 109 Table A.1  Database of EMIS Projects (continued) Project Approval Closing cost (US$, Project ID Project EMIS components Region Task team leader year year millions) P077757 Colombia: A (a) Strengthening of LAC Martha Laverde 2004 2008 2.71 Cundinamarca administrative, financial, Education and management Quality systems of municipal Improvement schools through the provision of technical assistance, training, tailored-made internships, sharing of good practices, and acquisition of equipment (under Component A: Improving School Management to Enhance Education Quality and Relevance) P074138 Colombia: Higher Strengthening of the LAC Alejandro Caballero 2003 2009 460 Education- National Information Improving System for Higher Access Education (SNIES) to provide better system-wide information for stakeholder decision making (under Component 3: Institutional Strengthening) P046112 Colombia: Pasto Promoting the LAC Martha Laverde 1998 2004 10.9 Education consolidation of an Project efficient Education Information System as a management tool (under Project Component 2: Institutional Strengthening) P057857 Costa Rica: Equity The development and LAC Marcelo Becerra 2005 2014 44.2 and Efficiency implementation of an of Education education sector Project information system at the school level (under Component 3: Improving MEP’s Institutional Efficiency) P086671 Croatia: Education Support developing ECA Ivan Drabek 2006 2012 89.55 Sector policies, activities and Development structures (under Project Priority 2: Improving Monitoring and Evaluation) table continues next page Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 110 Database of EMIS Projects Table A.1  Database of EMIS Projects (continued) Project Approval Closing cost (US$, Project ID Project EMIS components Region Task team leader year year millions) P086994 Djibouti: Second Subcomponent 2.4: MNA Christina D. Wright 2006 2012 10.3 School Access Learning Assessment and (under Component 2: Improvement Quality Improvement) Program Project P121778 Dominican Improving EMIS’s ability to LAC Carine Clert 2011 2012 150 Republic: provide information to Second verify education Performance conditions for and Account­ Conditional Cash ability of Social Transfers Sectors Development Policy Loan Program P125806 Dominican Establishing an integral LAC Aline Coudouel 2012 70 Republic: Third system of monitoring Performance and evaluation (under and Account­ Policy area 1: Enhancing ability of Social the Performance of Sectors Social Sector Agencies (PASS3) to Promote Equitable Development Access to Human Policy Loan Capital) (DPL) Program P087831 Ecuador: Support Improved Human LAC Livia M. Benavides 2007 2011 43 for the Strategy Resources Management of Inclusion and (under Component 1: Quality Providing Technical Education Assistance to MEC) Project P055173 Georgia: Education Development and ECA Richard R. Hopper 2001 2008 36.13 System implementation of an Realignment effective and reliable and Strength­ EMIS (under ening Program Component B: Strength­ ening Capacity for Policy and Management) P077759 Grenada: (OECS) Expanding the LAC Harriet Nannyonjo 2003 2011 2.36 Education Education Development Management Program Information System (EMIS) (under Component 3: Improved Governance and Management of the Education Sector) table continues next page Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Database of EMIS Projects 111 Table A.1  Database of EMIS Projects (continued) Project Approval Closing cost (US$, Project ID Project EMIS components Region Task team leader year year millions) P048652 Guatemala: Development of the LAC Martha Laverde 2001 2009 87.24 Universalization National Cultural of Basic Resources Information Education System (NCRIS) (under Project Component 3: Cultural Diversity and Pluralism) Continued Development and Updating of an Education Management Information System (EMIS) (under Component 4: Decentralization and Modernization) P099918 Haiti: First Phase of Component 3: Improving LAC Patrick Philippe 2007 2012 38.19 the Education Institutional Ramanantoanina for All Project: Governance of MENFP Adaptable and the Education Program Sector (Establishment Lending of an adequate MIS system for tracking all per student subsidies and school grants) P007397 Honduras: Support the design and LAC Andrea C. Guedes 2001 2008 53.03 Community- implementation of an Based information system for Education the programs financed Project by the Project (PROHECO, Multicultural Bilingual Education—EIB and Preschool Centers— CCPREB) (under Component 4: Strengthening of Institutional Support for Community Participation and School-Based Management Program) P101218 Honduras: (3.1) Information for LAC Juan Diego Alonso 2008 2013 16.29 Education improved performance Quality, and greater Governance accountability (under and Institu­tional Component 3: Strength­ening Governance and Project Institutional Strengthening of the Ministry of Education) table continues next page Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 112 Database of EMIS Projects Table A.1  Database of EMIS Projects (continued) Project Approval Closing cost (US$, Project ID Project EMIS components Region Task team leader year year millions) P039449 Hungary: Higher Management Information ECA Mary Canning 1998 2002 7.29 Education Systems component Reform Project P072123 India: Technical/ Component 2: System SAS Andreas Blom 2002 2009 315.1 Engineering Management Capacity Education Improvement Quality (Establishing EMIS) Improvement Project P045050 India: Rajasthan To monitor project SAS Prema Clarke 1999 2005 109 District Primary implementation, Education carrying out Project evaluation studies by third party, carrying out sample surveys and classroom observation studies, and putting in place functional Education Management Information System (EMIS) and Project Management Information System (PMIS). (under Component C/3: (c) Improving State and District Capacity to Manage Primary Education) P055455 India: Rajasthan Institutional Capacity SAS Nalin Jena 2001 2008 74.4 Second District (under Project Primary Component 3: Education Building Capacity to Project Manage Primary Education at the State, District, and Local Levels) P102547 India: Second Component 1: Improving SAS Deepa Sankar 2008 2013 600 Elementary Quality with Equity Education (capacity building, Project (AFR II) monitoring, and evaluation) P050658 India: Third (c) Instituting computer- SAS Shashi K. 2001 2007 83.41 Technical based project and Shrivastava Education financial management Project systems (under (iii) Efficiency Improvement) table continues next page Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Database of EMIS Projects 113 Table A.1  Database of EMIS Projects (continued) Project Approval Closing cost (US$, Project ID Project EMIS components Region Task team leader year year millions) P097104 Indonesia: Better Subcomponent 4.1: EAP Susiana Iskandar 2008 2014 137.3 Education Monitoring of project through activities and teacher Reformed certification (under Management Component 4: and Universal Improving Program Teacher Coordination, Upgrading Monitoring, and Project Evaluation) (BERMUTU) P085374 Indonesia: Subcomponent 1.1: EAP Ratna Kesuma 2005 2013 73.12 Managing Modernization of higher Higher education sector Education for oversight and Relevance and management (under Efficiency Component 1: Higher Project Education Reform and Oversight) P039644 Indonesia: West School Mapping EAP Mae Chu Chang 1998 2005 124.4 Java Basic Education Project P096234 Iraq: Third Strengthening the planning MNA Amira Mohamed 2006 2014 100 Emergency and management Ibrahim Kazem Education capacity of MoE and Project DoEs (under Component 1: Educational Infrastructure) P071589 Jamaica: Reform of Development of an LAC Cynthia Hobbs 2003 2010 16.5 Secondary education management Education information system (EMIS) Project II (under Component 4: Institutional Strengthening) P100534 Jordan: Employer- Enhance information MNA Juan Manuel 2008 2014 4.3 Driven Skills systems (under Moreno Development Component 1: E-TVET Olmedilla Project System and Council Development) P069326 Jordan: Higher Subcomponent 1.1: MNA Adriana Jaramillo 2000 2007 41.83 Education System-Wide Support Development (under Component 1: Project Initiate Improvements in Quality, Relevance, and Efficiency) P102487 Jordan: Higher Component 2: Modernize MNA Ghassan N. Alkhoja 2009 0 Education Governance, Reform for Accountability, and Knowledge Management Systems Economy Project table continues next page Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 114 Database of EMIS Projects Table A.1  Database of EMIS Projects (continued) Project Approval Closing cost (US$, Project ID Project EMIS components Region Task team leader year year millions) P069516 Kosovo: Education Subcomponent 1.1: ECA Betty Hanan 2000 2004 4.41 and Health Developing Education Project Funding and Management Systems and Subcomponent 1.4: Developing Education Governance and Management Structures (under Project Component 1: Education) P102174 Kosovo: Providing training and ECA Flora Kelmendi 2008 2014 10 Institutional an enabling Development operational for Education environment for the Project use of the EMIS for analysis of key policy issues and decision making by MEST and municipalities (under Building Institutions and Management Capacities to Promote Quality Improvements in Primary and Secondary Education) P078113 Lao PDR: A Second Strengthening information EAP Boun Oum 2004 2014 29.87 Education systems to support Inthaxoum Development improved collection, Project analysis, reporting, filing, storing, and maintenance of data and information (under Component C: Strengthen Capacities for Policy Analysis and Management) P118494 Lao PDR: Component C (Strengthen EAP Suhas D. 2010 15.5 Additional Capacities for Policy Parandekar Financing for Analysis and the Second Management, Including Education Project Management): Development Update of EMIS Strategy Project and Implementation Plan P049172 Latvia: Education B.5. Institutional Capacity ECA Ana Maria Parchuc 1999 2005 39.76 Improvement Building (under de Jeria Figueroa Project Component B: Education Quality) table continues next page Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Database of EMIS Projects 115 Table A.1  Database of EMIS Projects (continued) Project Approval Closing cost (US$, Project ID Project EMIS components Region Task team leader year year millions) P045174 Lebanon: General 1.1 Education information MNA Juan Manuel 2000 2010 43.2 Education management and Moreno Project planning (under Olmedilla Original Component 1: Management and Institutional Development) P038687 Lebanon: Development of a MNA Bassam Ramadan 1998 2004 21.6 Vocational and Vocational Education Technical Management Education Information System Project (EMIS) (under Component 1: VTE Policy Planning and Management) P070112 Lithuania: Subcomponent 1.2: ECA Nina Arnhold 2002 2007 64.95 Education Education Quality Improvement Management (under Project Component 1: Quality Learning) P066157 Macedonia, FYR: Subcomponent 2.2: ECA Bojana Naceva 2004 2011 20.73 An Education Education Management Modernization Information Systems Project (EMIS) (under Component 2: Capacity Building for Decentralized Education) P058681 Malaysia: Subcomponent 3.1: EAP Omporn Regel 1999 2005 244 Education Improve the Borrower’s Sector Support existing Education Project Management Information System (EMIS) (under Component 3: Institutional Strengthening) P055944 Maldives: Third Providing technical SAS Venita Kaul 2000 2007 17.6 Education and assistance to develop an Training Project Education Management Information System (EMIS) (under (c) Strengthen Institutional Capacity) P040199 Mexico: Basic Strengthening the national LAC Venita Kaul 1998 2002 214.5 Education evaluation system Development (under Component B: (PAREIB) Project Strengthening Institutional Capacity at Federal and State Levels) table continues next page Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 116 Database of EMIS Projects Table A.1  Database of EMIS Projects (continued) Project Approval Closing cost (US$, Project ID Project EMIS components Region Task team leader year year millions) P057531 Mexico: Basic 2.2 Consolidation of the LAC Harry Anthony 2002 2004 300 Education national school Patrinos Development mapping system and Phase II use in regional planning at state level (under Component 2: Strengthening Institutional Capacity at Federal and State Levels) P115347 Mexico: School- Component: Monitoring LAC Rafael E. De Hoyos 2010 2014 220 Based and Oversight Navarro Management (Maintenance and Project (APL2) Upgrading of National Management Information Systems) P088728 Mexico: School- Subcomponent 2.1: LAC Ricardo Rocha 2006 2010 240 Based Program monitoring Silveira Management would finance the (APL) Project continuous operation, maintenance and upgrading of the PEC national management information system (under Component 2: Program Monitoring and Oversight) P085593 Mexico: Tertiary Subcomponent 1.2: LAC Erik A. Bloom 2006 2012 289.9 Education Development of a Student national regulatory Assistance framework for Project tertiary education student assistance (under Component 1) P084597 Montenegro: Developing EMIS ECA Nina Arnhold 2005 2009 5.34 Education Reform Project P040612 Nepal: Basic and Develop information EAP Rajendra Dhoj Joshi 1999 2005 70.33 Primary systems and skills to Education manage a Project decentralized school system (under Component 1: Strengthening Institutional Capacity) table continues next page Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Database of EMIS Projects 117 Table A.1  Database of EMIS Projects (continued) Project Approval Closing cost (US$, Project ID Project EMIS components Region Task team leader year year millions) P090967 Nepal: Second Strengthening of the EMIS SAS Mohan Prasad Aryal 2007 2014 80 Higher system (under Education Component 3: Higher Project Secondary Education): develop a computerized Education Management Information System (EMIS) (under Component 4: Strengthening System Capacity) P078990 Nicaragua: (b) Provision of a LAC Michael Drabble 2005 2011 15.66 Education technological platform Project (PASEN) for the establishment of the National Management Information System (SNIGI) at central and departmental levels (under Component 1: Institutional Strengthening of Management Capacities of the MINED P050613 Nicaragua: Second Supporting the design and LAC Suhas D. 2000 2005 59.8 Basic Education implementation of a Parandekar Project supervision system (under Component 3: Institutional Strengthening and Modernization) P100846 Pakistan: First Improve education sector SAS Reema Nayar 2007 2008 100 Sindh management Education Sector Development Policy Credit Project P102607 Pakistan: Higher Widening the use of a SAS Naveed Hassan 2010 2010 100 Education Higher Education Naqvi Support Management Program Information System (HEMIS) (under d) Governance and Management) table continues next page Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 118 Database of EMIS Projects Table A.1  Database of EMIS Projects (continued) Project Approval Closing cost (US$, Project ID Project EMIS components Region Task team leader year year millions) P037834 Pakistan: Northern (b) Improving the SAS Ameer Hussein 1998 2004 31.89 Education information base for Naqvi Project planning and management decisions through the conduct of baseline studies, rationalizing information flows, and developing information management systems at the local level (under 3: Strengthening Institutional Capacity) P083228 Pakistan: Punjab Education Sector Reforms SAS Tahseen Sayed 2004 0 Education to strengthen Khan Reform monitoring and Program evaluation in order to gauge education performance outcomes and to use these to improve and readjust education policies P097636 Pakistan: Second Education Sector Reforms SAS Tahseen Sayed 2006 0 Education to strengthen Khan Sector monitoring and Development evaluation in order to Policy gauge education Credit–Punjab performance outcomes Province– and to use these to Project improve and readjust education policies P097471 Pakistan: Second Improving coverage and SAS Harsha Aturupane 2007 0 North West utility of EMIS (under Frontier Province Monitoring and Development Evaluation) Policy Credit P107300 Pakistan: Sindh Improving education SAS Dhushyanth Raju 2009 2012 1,911 Education sector management Sector Project (SEP) P090346 Pakistan: Third Strengthening M&E SAS Tahseen Sayed 2006 2006 0 Punjab Khan Education Development Policy Credit P106686 Panama: Basic Strengthening institutional LAC Maria Eugenia 2009 0 Education capacity Bonilla-Chacin Quality Improvement Project table continues next page Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Database of EMIS Projects 119 Table A.1  Database of EMIS Projects (continued) Project Approval Closing cost (US$, Project ID Project EMIS components Region Task team leader year year millions) P052021 Panama: Second (b) To support the then LAC Maria Eugenia 2001 2009 38.2 Basic Education ongoing implemen­ Bonilla-Chacin Project tation of MEDUCA’s management information system (under Component C: Institutional Strengthening) P105555 Panama: Second Component 3: Institutional LAC Maria Eugenia 2008 5 Basic Education Strengthening. Bonilla-Chacin Project (Additional Financing) P073967 Romania: Rural Component 3: Strengthen ECA Mariana Doina 2003 2009 91.88 Education Monitoring, Evaluation Moarcas Project and Policy Making P044614 Romania: School Institutional capacity ECA Mariana Doina 1998 2004 130 Rehabilitation improvement Moarcas Project P050474 Russian Objective 3: Improving ECA Ernesto P. Cuadra 2001 2006 123.7 Federation: Quality and Standards Education Reform Project P075189 Republic of Serbia Component 3: Education ECA Tobias Linden 2002 2007 11.05 Education Information System Improvement Project P050741 Sri Lanka: A. Strengthening national SAS Yoko Nagashima 2003 2010 55.32 Improving planning, monitoring Relevance and and evaluation systems, Quality of and coordination at the Undergraduate national level (under Education Component 1. Building Institutional Capacity in the Tertiary Education System) P010525 Sri Lanka: Second (c) Develop and SAS Helen J. Craig 1997 2006 88.1 General implement an Education Education Management Project Information System (EMIS)/Financial Management System (under Component 6: Education Management and Planning) P086664 St. Vincent and the Strengthening LAC Harriet Nannyonjo 2004 2012 9.32 Grenadines: management and OECS Education governance Development Project table continues next page Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 120 Database of EMIS Projects Table A.1  Database of EMIS Projects (continued) Project Approval Closing cost (US$, Project ID Project EMIS components Region Task team leader year year millions) P075978 St. Kitts and Nevis: Expansion of the LAC Harriet Nannyonjo 2002 2009 7.77 Education education management Development information system Project (OECS) (EMIS) (under Component 3: Improved Governance and Management in the Education System) P097141 St. Lucia: OECS Development of the MIS LAC Harriet Nannyonjo 2007 2014 5.52 Skills for (under Component 3: Inclusive Project management Growth Project and institutional strengthening) P095873 Timor-Leste: Subcomponent 3.2: School- EAP Susiana Iskandar 2007 2013 20.3 Education site selection aiming to Sector Support finance the review Project (under Component 3: Construction/ Rehabilitation Design and Quality Assurance) P070268 Timor-Leste: School mapping EAP Alfonso F. de 2001 2002 41.7 Emergency Guzman School Readiness Project P082999 Tunisia: Education Subcomponent B2 (Career MNA Adriana Jaramillo 2004 2011 129.7 Quality Information and Improvement Guidance) (under Program II Component B: Diversity (EQIP) in Secondary Education) P005741 Tunisia: Higher Computerizing university MNA Linda K. English 1998 2005 79.7 Education management Reform Support information systems Project (under Component D: Intensified Use of New Technologies) P075809 Tunisia: Second Management information MNA Karine M. Pezzani 2006 2014 60.18 Higher systems and IT Education infrastructure (under Reform Support Component 3: Provide Project Grants to Improve Academic Quality and Institutional Performance) P009089 Turkey: Basic Strengthen Education ECA Robin S. Horn 1998 2003 286.5 Education Management Project Information Systems (under Component (3): Program Implementation Support) table continues next page Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Database of EMIS Projects 121 Table A.1  Database of EMIS Projects (continued) Project Approval Closing cost (US$, Project ID Project EMIS components Region Task team leader year year millions) P077738 Ukraine: Equal (ii) Development of an ECA Scherezad Joya 2005 2010 86.59 Access to Education Management Monami Latif Quality Information System Education in (EMIS) (under Ukraine Project Component 3: Efficiency and Management of Resources) P070937 Uruguay: Third (ii) Development and LAC Diego Ambasz 2002 2013 137.6 Basic Education implementation of Quality Education Improvement Improvement Projects (PMEs) (under Project Institutional Strengthening) P004823 Vanuatu: Second School Mapping EAP Ian R. Collingwood 2001 0 Education Project P004828 Vietnam: Higher Monitoring and evaluation EAP Thanh Thi Mai 1999 2008 98.75 Education of higher education Project system P044803 Vietnam: Primary Subcomponent 3.2: EAP Binh Thanh Vu 2003 2011 258.6 Education for Institutional Disadvantaged Strengthening (under Children Project Component 3: National and Provincial Institutional and Technical Support for FSQL) P051838 Vietnam: Primary B4: Capacity Building in EAP Thanh Thi Mai 2002 2007 32.2 Teacher TTIs and in DoETs Development (under Component C: Quality Assurance) P079665 Vietnam: Second Development of HEMPIS EAP Thanh Thi Mai 2007 2012 63.4 Higher Education Project P065593 West Bank and Subcomponent 1.1: Policy, MNA Adriana Jaramillo 2001 2006 7 Gaza: Education Planning and Financing Action Project (under Component 1: Strengthening the MoE Capacity) P043255 Yemen, Rep.: Basic Subcomponent 3.2: MNA Ayesha Y. Vawda 2001 2007 67.3 Education Planning, monitoring, Expansion and evaluation (under Project Project Component 3: Capacity Building) P076183 Yemen, Rep.: Higher (b) Capacity building in the MNA Gillian M. Perkins 2002 2008 2.72 Education MHESR (under Learning and Component I: Innovation Governance) Project table continues next page Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 122 Database of EMIS Projects Table A.1  Database of EMIS Projects (continued) Project Approval Closing cost (US$, Project ID Project EMIS components Region Task team leader year year millions) P086308 Yemen, Rep.: Development of a basic MNA Kamel Braham 2007 Second management Vocational information system for Training Project TVET P128284 Senegal: First HR MIS for teacher/ SSA E. Philip English 2013 2014 55 Governance nonteaching staff and Growth salaries Support Credit Program P075964 Cameroon: Improvement in the SSA Shobhana Sosale 2005 2012 22.2 Education efficiency of the Development education sector’s Capacity information system Building (under Strengthening the Education Information System and Planning Capacity) P055468 Cape Verde: EMIS (under Component 4: SSA Geraldo Joao 1999 2004 7.4 Education and Capacity Building) Martins Training Consolidation and Modernization Project P000527 Chad: Education Strengthening of the SSA Marie-Helene 2003 2012 107.5 Sector Reform Education Management Cloutier Project Information System (EMIS) and project management (under Enhancing Institutional Capacity) P084317 Congo, Rep.: Establishment and SSA Cristina Isabel 2005 2013 35 Support to operationalization of Panasco Santos Basic Education an Education Management and Information System (EMIS) (under Capacity Building for Planning) P035655 Côte d’Ivoire: (ii) The development and SSA Hamoud Abdel 2002 2012 82.8 Education and installation of an Wedoud Kamil Training education and Support Project management information system (EMIS) (under Component 3: Developing Institutional Capacity) table continues next page Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Database of EMIS Projects 123 Table A.1  Database of EMIS Projects (continued) Project Approval Closing cost (US$, Project ID Project EMIS components Region Task team leader year year millions) P086294 Congo, Dem. Rep.: (i) Strengthening SECOPE’s SSA Dung-Kim Pham 2007 2014 150 Education capacity at the central Sector Report and provincial level in the field of database planning and management, as well as resources management and monitoring P070272 Eritrea: Education (d) Introduce improved SSA Susan E. Hirshberg 2003 2012 47.6 Sector methods for school Improvement mapping (under Project Component 1: Increasing Equitable Enrollment in Basic Education) P068463 Eritrea: Integrated Monitoring and evaluation SSA Susan E. Hirshberg 2000 2007 51.7 Early Childhood Development Project P035643 Gambia, The: Third Establishing a SSA Meskerem Mulatu 1998 2005 51.3 Education comprehensive Sector Project management and information system (under Component 9: Capacity Building for Sector Management) P050620 Ghana: An Education Management SSA Peter Darvas 2004 2011 74.14 Education Information System Sector Project (under Component A: Sector Capacity Building (SCB)) P000974 Ghana: National Improvement of SSA Eunice Yaa Brimfah 1999 2006 7 Functional management Ackwerh Literacy information systems Program (MIS) (under Component 4: Monitoring, Evaluation and Research Project) P057188 Guinea: Pre- SSA Souleymane Sow 1999 2002 3.86 Service Teacher Education Project P087479 Kenya: Education (b) Strengthening the SSA Shobhana Sosale 2006 2010 1084 Sector Support MoE’s Education Project Management Information System (EMIS) (under Strengthening Sector Management) table continues next page Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 124 Database of EMIS Projects Table A.1  Database of EMIS Projects (continued) Project Approval Closing cost (US$, Project ID Project EMIS components Region Task team leader year year millions) P082378 Kenya: Free (iii) Education SSA Michael Mills 2003 2007 54.98 Primary management Education information system Support Project (under Component 2: Capacity Building) P056416 Lesotho: Second Subcomponent F: Capacity SSA Xiaoyan Liang 1999 2003 26.7 Education Building in Planning, Sector Monitoring and Development Evaluation (under Project Component II: Primary and Secondary Education) P083326 Madagascar: (i) Developing a plan to SSA Benu Bidani 2005 2006 80 Second Poverty strengthen the Reduction monitoring and Support Credit evaluation system, (ii) Project elaborating a data collection system, (iii) strengthening coordination among donors (under Monitoring and Evaluation) P040650 Mali: Education Component 3: SSA Adama Ouedraogo 2000 2007 541.2 Sector Strengthening Expenditure Education System Program Capacity for Decentralization and Policy Monitoring P093991 Mali: Second (iii) Setup of an Integrated SSA Pierre Joseph 2007 2010 35 Education Education Kamano Sector Management Investment Information System Program Project (under Strengthening Institutional Management Capacities of the Education Sector) P071308 Mauritania: Management Capacity in SSA Cherif Diallo 2001 2010 49.9 Education the Education Sector Sector (under Component 4: Development Strengthening the Program Administrative, Financial, and Pedagogic Management Capacity in the Education Sector) table continues next page Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Database of EMIS Projects 125 Table A.1  Database of EMIS Projects (continued) Project Approval Closing cost (US$, Project ID Project EMIS components Region Task team leader year year millions) P087180 Mauritania: Higher The establishment of, and SSA Irajen Appasamy 2004 2013 6.6 Education related training for, an integrated management information system (MIS) (under Component 2: Institutional Development) P001786 Mozambique: (iv) Ensuring systematic SSA Xiaoyan Liang 1999 2006 72.2 Education monitoring and Sector Strategic evaluation (under 3: Program Project Institutional Capacity to Strengthen Management Capacity) P109333 Namibia: Second Integrated Financial SSA Tazeen Fasih 2008 2011 60.37 Development Management and Policy Loan in Information Systems Support of the (IFMIS) (under Education and component Training Sector Strengthening Improvement Institutional and Program Management Capacity) P061209 Niger: A Basic Strengthening the SSA Adama Ouedraogo 2003 2009 30 Education Capacity of COGESs Project (under Part C: Strengthening Management Capacity at MoE and Empowerment of Local Communities) P066571 Nigeria: Second Subcomponent 1: (a) SSA Olatunde 2000 2004 61.11 Primary Collection, collation, and Adetoyese Education processing of Adekola Project information gathered under the First Primary Education project; (b) development of a comprehensive information base for decision making and for planning and monitoring of the UBE program (under Component D: Develop an Enhanced Information Base for Decision-Making for UBE) table continues next page Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 126 Database of EMIS Projects Table A.1  Database of EMIS Projects (continued) Project Approval Closing cost (US$, Project ID Project EMIS components Region Task team leader year year millions) P096151 Nigeria: State Subcomponent 1: SSA Olatunde 2007 2011 65.42 Education Strengthening Adetoyese Sector Project Education Management Adekola Information Systems (under Component 3: Institutional Development for Key Functions of the State Ministries of Education and LGEAs). P071494 Nigeria: Universal (b) Develop Education SSA Marito H. Garcia 2002 2006 59.1 Basic Education Management Project Information Systems (under Provision of Support to Participating States) P122247 Rwanda: Eighth Monitoring and Evaluation SSA Yoichiro Ishihara 2011 2012 125 Poverty Reduction Support Financing Project P047319 Senegal: Quality Implementation of a SSA Atou Seck 2000 2005 0 Education for computerized, All integrated School Information System P089254 Senegal: Quality (ii) Strengthen M&E SSA Atou Seck 2006 2012 85.6 Education for (under Component III. All Project Strengthening Management, Monitoring and Communication throughout the System) P074320 Sierra Leone: Education Management SSA Eunice Yaa Brimfah 2003 2009 42.54 Rehabilitation Information System Ackwerh of Basic (under Component Education 2: Enhanced Institutional Capacity of the MEYS) P083080 Tanzania: A Improving access to and SSA Arun R. Joshi 2004 2007 250 Secondary use of EMIS Education Development Program P002789 Tanzania: Human Capacity Building by SSA Rest Barnabas 1997 2005 24.02 Resources Providing Technology Lasway Development (under Component III: Pilot Project Capacity Building) table continues next page Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Database of EMIS Projects 127 Table A.1  Database of EMIS Projects (continued) Project Approval Closing cost (US$, Project ID Project EMIS components Region Task team leader year year millions) P002972 Uganda: Education Strengthening sector SSA Patrick D. Murphy 1998 2000 155 Sector management Adjustment Operation P003249 Zambia: Basic Administration and SSA Dandan Chen 1999 2006 224 Education capacity-building Subsector component Investment Program P057167 Zambia: Technical Component 7: Information SSA Carlos A. Rojas 2001 2008 28.17 Education Systems Vocational & Entrepreneur Training (TEVET) Development Program Support Project Note: EAP = East Asia and Pacific; ECA = Europe and Central Asia; LAC = Latin American and the Caribbean; MNA = Middle East and North Africa; SAS = South Asia; SSA = Sub-Saharan Africa. Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 App e n d i x B Database of ID4D Projects Table B.1 Database of ID4D Projects Global Project Country Project ID Project name Region practice status Afghanistan P082610 Emergency Public Administration Project II SAR GGP Closed Afghanistan P099980 Public Financial Management Reform SAR GGP Closed Project Albania P096263 Land Administration and Management ECA SURR Closed Project (LAMP) Albania P105143 MDTF for Capacity Building and Support ECA GGP Closed to Implement the Integrated Planning System Albania P107382 Social Service Delivery Project AF ECA SPL Closed Albania P122233 Social Assistance Modernization Project ECA SPL Active Albania P129332 Second MDTF for Capacity Building Support ECA GGP Active to Implement the IPS (IPS 2) Albania P151972 Citizen-Centered Public Services ECA GGP Pipeline Antigua and P126791 Public and Social Sector Transformation LCR SPL Active Barbuda Project (PSST) Argentina P006029 Public Sector Reform Technical Assistance LCR GGP Closed Project Argentina P070448 Subnational Government Public Sector LCR GGP Closed Modernization Program Argentina P101171 Social and Fiscal National ID System II LCR GGP Closed Armenia P111942 Tax Administration Modernization Project ECA GGP Active Armenia P115647 E-Society and Innovation for ECA T&ICT Active Competitiveness (EIC) Project Bangladesh P121528 Identification System for Enhancing Access SAR GGP Active to Services (IDEA) Project Bangladesh P129770 Revenue Mobilization Program for Results: SAR GGP Active VAT Improvement Program (VIP) Bangladesh P132634 Safety Net Systems for the Poorest Project SAR SPL Active Bangladesh P146520 Income Support Program for the Poor SAR SPL Pipeline table continues next page Lessons Learned from World Bank Education Management Information System Operations   129   http://dx.doi.org/10.1596/978-1-4648-1056-5 130 Database of ID4D Projects Table B.1  Database of ID4D Projects (continued) Global Project Country Project ID Project name Region practice status Bolivia P006160 Public Financial Management Project LCR GGP Closed Brazil P101504 Second Bolsa Familia LCR SPL Active Burkina Faso P000301 Public Institutional Development Project AFR GGP Closed Burkina Faso P124015 Social Safety Net Project AFR SPL Active Burundi P078627 Economic Management Support Project AFR GGP Closed Chad P133021 Value Chain Support Project AFR T&C Active Chile P006669 Public Sector Management Project (2) LCR GGP Closed Chile P069259 Public Expenditure Management Project LCR GGP Closed China P036041 Fiscal Technical Assistance Project EAP GGP Closed Colombia P006889 Public Financial Management Project LCR GGP Closed Colombia P040109 Public Financial Management Project (02) LCR GGP Closed Colombia P106628 Improving Public Management Project LCR GGP Active Congo, Dem. P104041 Enhancing Governance Capacity AFR GGP Active Rep. Congo, Dem. P122229 Public Service Reform and Rejuvenation AFR GGP Active Rep. Project Congo, Dem. P145965 DRC Human Development Systems AFR HNP Active Rep. Strengthening Congo, Dem. P147555 Health System Strengthening for Better AFR HNP Pipeline Rep. Maternal and Child Health Results Project (PDSS) Costa Rica P148435 National Health Insurance System LCR HNP Pipeline Côte d’Ivoire P082817 Post-Conflict Assistance Project—AF AFR SURR Active Côte d’Ivoire P108809 Support to the Safeguard and AFR GGP Closed Modernization of Civil Registry Croatia P102778 Revenue Administration Modernization ECA GGP Active Project Djibouti P130328 DJ Crisis Response—Social Safety Net AFR SPL Active Project Dominica P094869 Growth and Social Protection TA Credit LCR GGP Closed Dominican P076802 Health Reform Support (APL) LCR HNP Closed Republic Dominican P090010 Social Sectors Investment Program LCR SPL Active Republic Ecuador P007136 Modernization of the State Technical LCR GGP Closed Assistance Project El Salvador P007164 Public Sector Modernization Technical LCR GGP Closed Assistance Project El Salvador P095314 Fiscal Management and Public Sector LCR GGP Active Performance TA Loan Ethiopia P074020 Public Sector Capacity Building Program AFR GGP Closed Support Project Ethiopia P148447 Ethiopia: Financial Sector Development AFR F&M Pipeline Project table continues next page Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Database of ID4D Projects 131 Table B.1  Database of ID4D Projects (continued) Global Project Country Project ID Project name Region practice status Ethiopia P150922 Ethiopia PFM Project AFR GGP Pipeline Ethiopia P151432 Ethiopia Equitable Basic Services AFR SPL Pipeline Gambia, The P057995 Capacity Building for Economic AFR GGP Closed Management Project Gambia, The P132881 GM-Integrated Financial Management and AFR GGP Active Information System Project—Additional Financing Georgia P063081 Public Sector Financial Management ECA GGP Closed Reform Support Ghana P045588 Public Financial Management Technical AFR GGP Closed Assistance Project Ghana P115247 Ghana—Social Opportunities Project AFR SPL Active Ghana P144140 eTransform Ghana AFR T&ICT Active Guatemala P066175 Integrated Financial Management III—TA LCR GGP Closed Project Guinea P123900 Productive Social Safety Net Project AFR SPL Active Guinea P125890 Economic Governance Project AFR GGP Active Honduras P034607 Public Sector Modernization Technical LCR GGP Closed Assistance Credit India P108258 e-delivery of Public Services SAR GGP Closed India P118826 India: Bihar Integrated Social Protection SAR SPL Active Strengthening Project India P121731 India: ICDS Systems Strengthening and SAR HNP Active Nutrition Improvement Program (ISSNIP) India P149182 IN: Citizen Access to Responsive Services SAR GGP Pipeline SERV SEWA Project India P150288 IN: Karnataka Panchayat Strengthening II SAR GGP Pipeline India P150308 IN: Citizen-Centric Service Delivery Reform SAR GGP Pipeline Jamaica P007457 Financial and Program Management LCR GGP Closed Improvement Project Jamaica P007490 Public Sector Modernization Project LCR GGP Closed Kazakhstan P116696 Tax Administration Reform Project (JERP) ECA GGP Active Kazakhstan P143274 Justice Sector Institutional Strengthening ECA GGP Active Project Kenya P066490 Public Sector Management Technical AFR GGP Closed Assistance Project Kenya P090567 Institutional Reform and Capacity Building AFR GGP Closed Technical Assistance Project Kenya P131305 National Safety Net Program for Results AFR SPL Active Kenya, Burundi, P094103 Regional Communications Infrastructure AFR T&ICT Active Madagascar Project Lao PDR P074027 Health Services Improvement Project EAP HNP Active Lao PDR P151425 Lao PDR Health and Nutrition Program EAP HNP Pipeline table continues next page Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 132 Database of ID4D Projects Table B.1  Database of ID4D Projects (continued) Global Project Country Project ID Project name Region practice status Liberia P107248 Economic Governance and Institutional AFR GGP Active Reform Liberia P109775 Public Financial Management–IFMIS AFR GGP Closed Liberia P143064 Public Sector Modernization Project AFR GGP Active Madagascar P149323 Social Safety Net Project AFR SPL Pipeline Malawi P001657 Institutional Development Project (2) AFR GGP Closed Malawi P078408 Financial Management, Transparency and AFR GGP Closed Accountability Project (FIMTAP) Malawi P133620 Strengthening Safety Nets Systems— AFR SPL Active MASAF IV Mauritania P082888 Public Sector Capacity Building Project AFR GGP Closed Mauritania P146804 Governance Enhancement Project AFR GGP Pipeline Mauritania P146804 Mauritania Public Sector Efficiency program AFR GGP Pipeline Mauritania P150430 Mauritania Social Safety Net System AFR SPL Pipeline Mexico P147212 MX Social Protection System LCR SPL Active Moldova P105602 Government’s Central Public Administration ECA GGP Closed Reform (CPAR) Moldova P121231 Governance e-Transformation Project ECA T&ICT Active Moldova P127734 Strengthening PFM and Tax Administration ECA GGP Pipeline Mongolia P077778 Economic Capacity Building TA (ECTAP) EAP GGP Closed Montenegro P149743 Revenue Administration Reform ECA GGP Pipeline Morocco P125799 Judicial Performance Enhancement for MNA GGP Active Service to Citizen Project (“Mahkamati”) Mozambique P129524 Social Protection Project AFR SPL Active Myanmar P144952 Modernization of Public Finance EAP GGP Active Management Myanmar P145534 MM: Telecommunications Sector Reform EAP T&ICT Active Myanmar P153113 National Community Driven Development EAP SPL Pipeline Project Nepal P144075 National Identification Project SAR T&ICT Pipeline Nicaragua P111795 Public Financial Management LCR GGP Active Modernization Project Nigeria P074447 State Governance and Capacity Building AFR GGP Closed Project Nigeria P088150 Federal Government Economic Reform AFR GGP Closed and Governance Project Nigeria P151488 Social Protection Project AFR SPL Pipeline OECS countries P100635 OECS E-Government for Regional LCR GGP Closed Integration Program (APL) OECS countries P117087 OECS E-Government for Regional LCR T&ICT Closed Integration—St. Vincent and the Grenadines (APL 2) Pakistan P036015 Improvement to Financial Reporting SAR GGP Closed and Auditing Project table continues next page Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Database of ID4D Projects 133 Table B.1  Database of ID4D Projects (continued) Global Project Country Project ID Project name Region practice status Pakistan P077306 Pakistan Tax Administration Reforms Project SAR GGP Closed Pakistan P103160 Social Safety Net Project SAR SPL Active Pakistan P128182 Revenue Mobilization DLI SAR POV Pipeline Pakistan P132234 Pakistan: Punjab Public Management SAR GGP Active Reform Program Papua New P114042 Urban Youth Employment Project EAP SURR Active Guinea Peru P131029 PE Social Inclusion TAL LCR SPL Active Philippines P101964 National Program Support for Tax EAP GGP Closed Administration Reform Philippines P153446 Philippines Cross-Sectoral Public Health EAP HNP Pipeline Enhancement Project Philippines P153744 Philippines Social Welfare Development EAP SPL Pipeline and Reform Project II Romania P130202 Revenue Administration Modernization ECA GGP Active Project Russian P093050 Registration Project ECA SURR Active Federation Rwanda P149095 Rwanda Public Sector Governance Program AFR GGP Active for Results Sierra Leone P143588 Sierra Leone Safety Nets Project AFR SPL Active South Sudan P143915 Safety Net and Skills Development AFR SPL Active Tajikistan P127807 Tax Administration Modernization Project ECA GGP Active Tajikistan P130091 Private Sector Competitiveness ECA GGP Active Tanzania P124045 Tanzania Productive Social Safety Net AFR SPL Active Timor-Leste P092484 Planning and Financial Management EAP GGP Closed Capacity Building Program Tunisia P144674 DTF Social Protection Reforms Support MNA SPL Active Turkey P035759 Public Finance Management Project ECA GGP Closed Uganda P130471 Competitiveness and Enterprise AFR T&C Active Development Project (CEDP) Uruguay P097604 Institutions Building TAL Country LCR GGP Active Venezuela, RB P057601 Public Expenditure Management Reform LCR GGP Closed Project Vietnam P096418 Land Administration Project EAP SURR Active Vietnam P099376 Tax Administration Modernization Project EAP GGP Active Vietnam P123960 Social Assistance System Strengthening EAP SPL Active Project Vietnam P131359 Study on e-ID Infrastructure to Improve EAP T&ICT Active Public Services Delivery Vietnam P132776 Programmatic Social Protection AAA EAP SPL Active World P114598 e-Id—How Secure Identification LCR T&ICT Closed Technologies Contribute to Development World P150580 Civil Registration Vital Statistics Plan SAR HNP Closed table continues next page Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 134 Database of ID4D Projects Table B.1  Database of ID4D Projects (continued) Global Project Country Project ID Project name Region practice status Yemen, Rep. P050706 Civil Service Modernization Project MNA GGP Closed Yemen, Rep. P101453 Institutional Reform Development Policy MNA F&M Closed Grant Yemen, Rep. P104946 Safe Motherhood Voucher Program MNA HNP Closed Yemen, Rep. P151923 Emergency Support to Social Protection MNA SPL Active Project Zambia P082452 Public Sector Management Program AFR GGP Closed Support Project Note: AFR = Africa; EAP = East Asia and Pacific; ECA = Europe and Central Asia; F&M = Finance and Markets; GGP = Governance Global Practice; HNP = Health, Nutrition, and Population; LCR = Latin America and the Caribbean; MNA = Middle East and North Africa; OECS = Organisation of Eastern Caribbean States; POV = Poverty and Equity; SAR = South Asia; SPL = Social Protection and Labor; SURR = Social, Urban, Rural and Resilience; T&C = Trade and Competitiveness; T&ICT = Transport and ICT. Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Bibliography Abdul-Hamid, Husein. 2014. “What Matters Most for Education Information Systems: A Framework Paper.” World Bank, Washington, DC. Ananda, S. 2003. Rethinking Issues of Alignment under No Child Left Behind. San Francisco: WestEd. Atick, Joseph J., Robert J. Palacios, Diego Angel-Urdinola, Dorothée Chen, Fatima El Kadiri El Yamani, and Ariel Pino. 2014a. “Morocco—Country Assessment: Identification for Development (ID4D)—Identification Systems Analysis.” World Bank, Washington, DC. http://documents.worldbank.org/curated/en/363901472492458796/Morocco​ -Country-assessment-Identification-for-Development-ID4D-identification-systems​ -analysis. 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Education Quality and Equity Strengthening Project, Washington, DC. http://imagebank.worldbank.org/servlet​ /­W DSContentServer/IW3P/IB/2007/08/29/000020439_20070829102303​ /­Rendered/PDF/ICR0000546.pdf. ———. 2007b. Implementation Completion Report. Lithuania. Education Improvement Project, Washington, DC. http://imagebank.worldbank.org/servlet/WDSContentServer​ /­IW3P/IB/2007/05/03/000020953_20070503113459/Rendered/PDF/ICR000091​ .pdf. ———. 2007c. Implementation Completion Report. Mali. Education Sector Expenditure Program, Washington, DC. http://imagebank.worldbank.org/servlet/WDSContentServer​ / I W 3 P / I B / 2 0 0 8 / 0 8 / 1 3 / 0 0 0 3 3 3 0 3 8 _ 2 0 0 8 0 8 1 3 2 3 5 1 0 8 / R e n d e r e d / P D F​ /­ICR4220REPLACE10Box334039B01PUBLIC1.pdf. ———. 2008. Implementation Completion Report. Tanzania. 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Implementation Completion Report. Lebanon. General Education Project, Washington, DC. http://imagebank.worldbank.org/servlet/WDSContentServer​ /­I W 3 P / I B / 2 0 1 0 / 0 8 / 1 0 / 0 0 0 3 5 6 1 6 1 _ 2 0 1 0 0 8 1 0 2 3 3 1 2 4 / R e n d e r e d / P D F​ /­ICR14730P045171IC0disclosed08191101.pdf. ———. 2011a. Colombia—Development Policy Loan (DPL) on Promoting an Inclusive, Equitable and Efficient Social Protection System Project. Washington, DC. http:// documents.worldbank.org/curated/en/2011/06/14757939/colombia-development​ -policy​ - loan-dpl-promoting-inclusive-equitable-efficient-social-protection​ -system-project. ———. 2011b. Implementation Completion Report. Kenya. Education Sector Project, Washington, DC. http://imagebank.worldbank.org/servlet/WDSContentServer​ /­I W 3 P / I B / 2 0 1 1 / 1 0 / 2 1 / 0 0 0 3 8 6 1 9 4 _ 2 0 1 1 1 0 2 1 0 1 1 7 0 4 / R e n d e r e d / P D F​ /­ICR18390P087470Official0Use0Only090.pdf. ———. 2011c. Implementation Completion Report. Ukraine. 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Education Sector Project, Washington, DC. http://imagebank.worldbank.org/servlet/WDSContentServer/IW3P​ /IB/2012/12/31/000333038_20121231002916/Rendered/PDF/NonAsciiFileName0​ .pdf. ———. 2012b. Implementation Completion Report. Eritrea. Education Sector Improvement Project, Washington, DC. http://imagebank.worldbank.org/servlet/WDSContentServer​ / I W 3 P / I B / 2 0 1 2 / 0 3 / 2 8 / 0 0 0 3 3 3 0 3 8 _ 2 0 1 2 0 3 2 8 0 1 0 0 0 2 / R e n d e r e d / P D F​ /­ICR20250P070270IC0disclosed30260120.pdf. ———. 2012c. Implementation Completion Report. Ghana. Education Sector Project, Washington, DC. http://documents.worldbank.org/curated/en/ 2012/04/16272475​ /­ghana-education-sector-project. Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Bibliography 139 ———. 2012d. Implementation Completion Report. St. Vincent and the Grenadines. 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Education Sector Support Project, Washington, DC. http://imagebank.worldbank.org/servlet/WDSContentServer​ / I W 3 P / I B / 2 0 1 4 / 0 2 / 0 4 / 0 0 0 3 5 0 8 8 1 _ 2 0 1 4 0 2 0 4 1 3 0 1 4 5 / R e n d e r e d / P D F​ /­ICR28460REVISE0IC0disclosed02040140.pdf. ———. 2015a. “EMIS Projects List.” World Bank, Washington, DC. http://datatopics​ .worldbank.org/education/wSaber/Emis.aspx. ———. 2015b. “Identification for Development.” World Bank, Washington, DC. http:// www.worldbank.org/en/topic/governance/brief/identification-for-development. ———. 2015c. “ The Role of Identification in the Post-2015 Development Agenda.” World Bank, Washington, DC. http://pubdocs.worldbank.org/en/149911436913670164​ /­World-Bank-Working-Paper-Center-for-Global-Development-Dahan-Gelb​ -July2015.pdf ———. 2015d. “WDR16: Spotlight on Digital Identity.” World Bank, Washington, DC. http://pubdocs.worldbank.org/en/959381434483205387/WDR16-Spotlight-on​ -Digital-ID-May-2015-Mariana-Dahan.pdf. World Health Organization (WHO). 2008. “Health Information Systems: Toolkit on Monitoring Health Systems Strengthening.” http://www.who.int/healthinfo/statistics​ /­toolkit_hss​/­EN_PDF_Toolkit_HSS_InformationSystems.pdf. Yahya, Yazrina, and Yen Chong. n.d. “Online School Information System Using Web Services Technology to Enhance Smart Teaching and Learning Process.” http://www​ .fp.utm.my/epusatsumber/listseminar/20.konventiontp2007-20/pdf/volume1/10​ -yazrina.pdf. Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 Environmental Benefits Statement The World Bank Group is committed to reducing its environmental footprint. In support of this commitment, we leverage electronic publishing options and print-on-demand technology, which is located in regional hubs worldwide. Together, these initiatives enable print runs to be lowered and shipping distances decreased, resulting in reduced paper consumption, chemical use, greenhouse gas emissions, and waste. We follow the recommended standards for paper use set by the Green Press Initiative. The majority of our books are printed on Forest Stewardship Council (FSC)–certified paper, with nearly all containing 50–100 percent recycled content. The recycled fiber in our book paper is either unbleached or bleached ­ using totally chlorine-free (TCF), processed chlorine–free (PCF), or enhanced elemental chlorine–free (EECF) processes. More information about the Bank’s environmental philosophy can be found at http://www.worldbank.org/corporateresponsibility. Lessons Learned from World Bank Education Management Information System Operations http://dx.doi.org/10.1596/978-1-4648-1056-5 L essons Learned from World Bank Education Management Information System Operations provides an overview of the World Bank’s portfolio in the area of Education Management Information Systems (EMISs) over the course of 17 years, from 1998 to 2014. It seeks to identify overall trends and characteristics of World Bank support in this area, with the intent of informing future project preparation and analytical work. The portfolio review revealed that although several good practices were evident, operational performance of EMIS activities fell short of expectations, with widespread deficiencies that ranged from unclear definitions and understanding of the EMIS to ineffective implementation and utilization. Examples of successful activities include the development of an EMIS to manage teachers and provide access to education (for example, Afghanistan); utilization of an EMIS as a management tool (for example, Bosnia and Herzegovina); creation of an online EMIS to improve access to education data (for example, Honduras); use of an EMIS to strengthen teaching and learning (for example, Guatemala and Lithuania); and use of an EMIS as a management tool for schools (for example, Malaysia). These success stories highlight how a well-implemented EMIS can improve the performance of an education system. The challenges that have been identified as contributing to the shortcomings are related to the following: • Misalignment of activities and unrealistic EMIS goals • Institutionalization of the EMIS • Sustainability challenges resulting from inconsistent leadership • Missed integration opportunities • Private players in education • EMIS at the local level Future projects could benefit from the SABER (Systems Approach for Better Education Results)-EMIS Assessment Framework. The SABER-EMIS Framework focuses on the need for a strong enabling environment, system soundness, quality data, and effective utilization as the key factors essential for the successful implementation of an EMIS. Initial needs assessment of a country’s EMIS can play a critical role in benchmarking countries and provide a valuable foundation for the design of new projects. ­ ISBN 978-1-4648-1056-5 SKU 211056