Αποτελέσματα Αναζήτησης
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.
1) What are the current approaches to collecting data on disability in EMIS around the world? 2) How do these approaches align with the definition of disability at the heart of the CRPD? 3) What are appropriate measures of disability that are internationally comparable for the purpose of
As proposed in UNESCO’s seminar working paper, we need a new definition of EMIS that reflects the need for real-time data and learning management, the key challenges to EMIS exacerbated by the COVID-19 pandemic, and the systemic and technological considerations for future EMIS.
More critically, however, data allows countries to measure the performance of their respective education system vis-à-vis national, regional and international priorities, and thus determine the relevance and effectiveness of policies and programmes.
The UIS is the official source of internationally comparable data used to monitor progress towards the Sustainable Development Goal on education and key targets related to science, culture, communication and gender equality.
The initiative uses a broad definition of EMIS [ as a subsystem of an education system aimed at collecting, storing, processing, analysing and disseminating information.
to develop a clear working definition among clients, consultants and donors as to what EMIS will actually include given their policy priorities. This will optimize the deployment of resources and clarify downstream monitoring and evaluation. Why do governments want an EMIS? • Change in leadership creates new, immediate demand
