Αποτελέσματα Αναζήτησης
EMIS are used to generate many key education indicators. If they are designed to identify students with disabilities, then all of the SDG 4 indicators relying on EMIS data can be disaggregated by disability status without any additional data collection. A key issue, though, is how students with disabilities can be accurately
4. Operational Guide to Using EMIS to Monitor SDG 4. 6.7. EMIS-quality assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79 6.8. Conclusions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
The EMIS challenges exacerbated by COVID-19 can be organ- ized around four dimensions of data quality: 1. timeliness, 2. relevance and completeness, 3. accessibility and use, and 4. interoperability and adaptability. 2.1.
This document, part of the presentation carried out in the Regional Forum on Education Policy in 2021, summarizes and expands on Use of Education Management Information Systems (EMIS) for effective monitoring of SDG4 at national, regional, and global level.
Education Management Information Systems (EMIS) the dialogue on policies related to statistics and in dicators; and helping countries monitor overall progress related to education inputs, processes, and outcomes.
UNESCO identified the following factors contributing to the evolution of the expectations and responsibilities of EMIS: EMIS of 2021 should help governments ensure the continuous management and monitoring of learning for all, putting inclusion and equity at the center.
An Education Management Information System (EMIS) is a form of administrative data collection used to monitor students and schools. • An EMIS should collect data on children with disabilities and on the school environment. • By and large, EMIS in most countries do not collect data on students with disabilities and/or school environments.
