Moldova’s public expenditures on education as a share of GDP and total public sector spending are higher than in most countries in the European Union (EU) and the Organization for Economic Cooperation and Development (OECD).
... See More + Moldova’s challenges to improve the quality and efficiency of education provision need to be addressed in a context of declining student numbers, and persistent inequities between population groups. This report identifies key challenges to the adequate delivery of pre-school and general education related to the decentralized governance mechanism. They relate both to the (de jure) regulatory framework that spells out the mandates of national and local level administrations and school management, and to (de facto) weaknesses in the implementation of these mandates. These challenges are summarized. The remainder of this section further describes the key challenges, and recommends policy directions and areas for further analysis to support evidence-based decision-making in the future. These recommendations are also summarized at the end of this chapter.
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The development objective of the Higher Education Improvement Project for Cambodia are to improve the quality, relevance and equity of education and research at targeted higher education institutions, improve governance in the sector, and to provide immediate and effective response in case of an eligible crisis or emergency.
... See More + Some of the negative impacts and mitigation measures are includes : (i) all students raised difficulty in finding place for living when they first come to Phnom Penh for their higher education; (ii) encourage private sector to invest in affordable housing around the university zone; (iii) difficult to adapt to the busy traffic, that they are not familiar with locations and road directions, that they were scared travelling along the congested roads, and did not like living in a congested and noisy living environment; (iv) lack of financial support is very critical as all students are from families that are poor or just above the poverty line; (v) all participated students said they have no or little English comprehension; (vi) the universities shall offer computer and IT training class providing basic knowledge of the use of computer and IT related knowledge for daily research work; (vii) there are complaints that the universities have insufficient facilities to support disabled students i.e. lift, ramp or visual equipment during teaching; (viii) provisions of modern and up-to-date laboratory and library with access to high-speed and stable internet will encourage students to spend more time on experiment and research to improve quality of education; and (ix) electricity is cut-off very often causing interruption during teaching and more seriously during the experiment work.
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The Systems Approach for Better Education Results (SABER) is a flagship program designed to support countries in systematically examining and strengthening the performance of their education systems.
... See More + Part of the World Bank’s Education Sector Strategy, SABER uses diagnostic applications for examining education systems and their component policy domains against global standards and best practices in comparison with the policies and practices of countries around the world. By leveraging global knowledge, the SABER applications fill a gap in the availability of data and evidence on what matters most to improve the quality of education and achievement of better results. This report discusses the results of applying the SABER–Education Management Information Systems (EMIS) framework to analyzing the main information system currently used for data collection in Ukrainian pre-university education, the State Information System of Education (DISO). The objectives of this report are to examine the system according to key policy areas, identify successes and challenges in the system, and provide recommendations to support the continued advancement of EMIS in Ukraine. The information used in this analysis was collected by a local consultant during late 2016 and analyzed by World Bank staff in early 2017.
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The systems approach for better education results (SABER) is an established tool designed to support countries in systematically examining and strengthening the performance of their education systems.
... See More + SABER uses diagnostic tools for examining education systems and their component policy domains against global standards and best practices, and in comparison with the policies and practices of countries around the world. By leveraging this global knowledge, the SABER tools fill a gap in the availability of data and evidence on what matters most to improve the quality of education and achievement of better results. This report discusses the results of applying the SABER - education management information systems (EMIS) tool in Tajikistan. The objectives of this report are to examine the system according to key policy areas, identify successes, and challenges in the system, and provide recommendations to support the continued advancement of EMIS in Tajikistan.
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The book From Compliance to Learning: A System for Harnessing the Power of Data in the State of Maryland builds on a 2015 World Bank report that assessed Education Management Information Systems(EMISs) in the state of Maryland.
... See More + That report uncovered a successful system, and this one expandson lessons learned and ways to apply them in practice. The goal of this study is to distill Maryland’s good practices in education data systems and share them in a way that is useful to education stakeholders interested in harnessing the power of data to strengthen learning outcomes. This study also examines the history of education data collection and use in the United States with a focus on Maryland, including a review of federal and state legislation that has helped to shape Maryland’s education data policies and systems. In the digital age, information is power. When information is effectively harnessed and aligned with student learning, it carries the potential to radically transform the delivery of education, as well as the sector as a whole. Increasingly, education systems are moving away from using education data narrowly for compliance purposes; instead, they are embracing data as a tool to drive systemwide innovation, professionalization, and, most importantly, learning. Whether to prioritize and optimizedata and information systems around student learning is no longer an option; it is imperative foreducation systems that aim to excel and achieve strong learning outcomes. Over the past severaldecades, fundamental shifts have occurred in the way that education data are collected, managed, and used. Today real-time learning data inform classroom instruction; predictive analytics identify at-risk youth before they drop out of school; and data from preschool to workforce are linked to help guide education reforms. These represent just a few of the innovative ways that schools and other stakeholders across the United States are harnessing data to improve education.The state’s success in establishing an enabling environment for education data systems and datautilization has built a strong foundation. Maryland effectively aligned a complex, statewide datasystem to deliver value. Prioritization of integration and alignment was key. The state then launched a longitudinal data system center that would drive an adaptive education system with insights that track students from pre-kindergarten to entry in the workforce. Data across the state are high quality and follow strict rules to preserve privacy and enhance security. Maryland’s utilization of data also offers valuable lessons. The statewide data system supports policy makers and decision makers in planning and management, as well as teachers, students, and families in instruction and learning. Consistent across Maryland’s structuring and use of data systems were a strong vision and a road map to execute that vision.Maryland’s journey offers many lessons, not only for countries with advanced data systems but also for those in less developed stages. While the technology and information exist to achieve data forlearning, harnessing data within the right information system and ensuring utilization are challenging endeavors. An array of factors must align—leadership, policies, processes, and resources, to name a few—to effectively harness data to support and drive strong learning outcomes.
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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.
... See More + 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. Although several good practices were evident, operational performance of EMIS activities fell short of expectations, with widespread deficiencies that rangedfrom unclear definitions and understanding of EMIS to ineffective implementation and utilization. Examples of successful activities include the development of an EMIS to manage teachers andprovide 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 educationdata (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: (i) Misalignment of activities and unrealistic EMIS goals, (ii) Institutionalization of the EMIS, (iii) Sustainability challenges resulting from inconsistent leadership, (iv) Missed integration opportunities, (v) Private players in education, (vi) EMIS at the local level. Future projects could benefit from the SABER-EMIS Paper. The SABER-EMIS framework focuses on the need for (a) a strong enabling environment, (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.
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