Education data in Antigua and Barbuda is collected through both paper and electronic questionnaires. The electronic questionnaires are collected from three secondary schools through the AbusSTAR Education Management Information System (EMIS) software that was developed in Barbados.
... See More + The Ministry of Education (MOE) has plans to expand the use of the EMIS software to all secondary schools, but currently continues the use of an annual paper data collection questionnaire in the absence of a fully digitized EMIS throughout the country. This report includes the following headings: facilities and equipment, EMIS staff, EMIS data, data collection, data processing, and publications.
See Less -
Working Paper 67660 FEB 01, 2012
Porta, Emilio; Arcia, Gustavo; Nannyonjo, Harriet; Klein, Jennifer
Dominica is transitioning from a paper-based Education Management Information System (EMIS) to a fully computerized system. The new, fully computerized system will: facilitate information-based planning and decision-making, reduce the costs associated with the paper-based EMIS, provide multipoint access for data users, facilitate easy transmission of data to regional and international agencies, and foster efficient collection, analysis and reporting.
... See More + This report includes the following headings: facilities and equipment, EMIS staff, EMIS data, data collection, data processing, and publications.
See Less -
Working Paper 67661 FEB 01, 2012
Arcia, Gustavo; Porta, Emilio; Nannyonjo, Harriet; Klein, Jennifer
The Education Management Information System (EMIS) in St. Kitts and Nevis is part of the Education Planning Division of the Ministry of Education.
... See More + It functions in collaboration with the Chief Education Officer and other education officers. Four key objectives of St. Kitts EMIS have been established: collect and analyze educational data; inform policymakers; provide feedback to stakeholders; and monitor and support schools. This report includes the following headings: facilities and equipment, EMIS staff, EMIS data, data collection, data processing, and publications.
See Less -
Working Paper 67663 FEB 01, 2012
Arcia, Gustavo; Porta, Emilio; Nannyonjo, Harriet; Klein, Jennifer
With the growing demand for timely and accurate data, the Ministry of Education (MOE) in St. Lucia embarked on a project to implement an Education Management Information System (EMIS) for all schools across the island.
... See More + Due to financial constraints, it was initially implemented in public secondary schools, but has expanded over time to include primary schools and Sir Arthur Lewis Community College. This report includes the following headings: facilities and equipment, EMIS staff, EMIS data, data collection, data processing, and publications.
See Less -
Working Paper 67664 FEB 01, 2012
Arcia, Gustavo; Porta, Emilio; Nannyonjo, Harriet; Klein, Jennifer
The Education Management Information System (EMIS) country report for Grenada includes the following headings: background which includes education data in Grenada, EMIS staff, facilities and equipment, EMIS data, and publications; prerequisites of quality; assurances of integrity; methodological soundness; accuracy and reliability; serviceability; and accessibility.
... See More +See Less -
The aim of the new Education Management Information System (EMIS) in St. Vincent and the Grenadines is to provide accurate and timely information to stakeholders including government departments, educational institutions, and local, regional and international organizations.
... See More + The Ministry of Education's goal is to establish an EMIS that allows its 67 primary schools and 27 secondary schools to enter their information in real time. EMIS staff includes a deputy education planner and a statistician, but the EMIS primarily relies on school principals to deal with issues of data accuracy and timeliness, improved teacher training, increased inter-agency coordination, improved personnel efficiency, and better data management and protection.
See Less -
This book gathers in one volume all the information related to Automated DEC [Development Economics - Vice Presidency at the World Bank] Poverty Tables (ADePT) Edu, the software platform created by the World Bank for reporting and analyzing education indicators and education inequality.
... See More + It includes a primer on the availability of education data, an operating manual for using the ADePT software, a technical explanation of all the education indicators ADePT generates, and an overview of global education inequality using ADePT Edu. Chapter one is an introduction to ADePT Edu. It describes its origin and intended use and familiarizes readers with educational statistics. Chapter two is intended for users unfamiliar with the different datasets that contain education statistics and household-level data that contain information on education. Chapter three is a step-by-step technical guide for potential users. In addition to identifying the hardware and operating system requirements, it provides graphic examples of each of the steps needed to install and operate the software. Chapter four describes the outputs of ADePT and the definitions of all the indicators it generates. Chapter five provides a global and regional overview of education inequality, using ADePT Edu outputs obtained from household survey data. It analyzes inequality in school participation, progression, and attainment. Chapter 5 also illustrates how ADePT Edu can be used to readily analyze data from any household survey, a feature that makes this software unique. The analysis of education inequality serves as a backdrop for the potential use of household surveys for analyzing the demand side of education.
See Less -
The change in government in 1990 marked the beginning of a new education policy focused on parental rights and responsibilities, and anchored on the decentralization of the public education system.
... See More + At the most fundamental level, the Ministry of Education wanted to give parents a voice in the education content and process, and local control over educational resources in order to foster accountability and competition in the delivery of public education. In short the Ministry wanted to restore the social contract between the family, the state, the civil society, in the provision of public education. To this end, school autonomy was a key instrument to achieve three operational goals: 1) including parents and civil society in school management; 2) giving parents more voice and control over the education of their children; and 3) increasing operational efficiency in the face of scarce resources. This report describes Nicaragua's program of school autonomy, first, it relates the issue of autonomy to the decentralization of education, giving the autonomy program a theoretical context. Second it describes in some detail the components of autonomy and the different levels of responsibility of each stakeholder. Third, it describes the most recent findings on school autonomy performance. At the end, the report poses challenges to school autonomy, hoping that by responding to those challenges there will be sustained improvement in the coverage and quality of public education.
See Less -
LAC Human & Social Development Group Paper Series 20937 APR 30, 1999