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Guide to Using EMIS to Monitor SDG 4 is intended to strengthen this vital variable by providing concise operational definitions and presenting concrete national examples of how to measure indicators.
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
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.
3. EMIS Definition. ollowing definition providedby UNESCO:6“An EMIS can be defined as ‘a system for the collection, integration, processing, maintenance and dissemination of data and information to support decision-making, policy analysis and formulation, planning, monitoring and managem.
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. Data Timeliness Many existing EMIS lack the ability to capture real-time data on schools, students and teachers.
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.
