此為英文文檔-Modernizing education management with EMIS - building back stronger from the COVID-19 pandemic

Index

1

EMIS

SatokoYano,SaraBinMahfooz,JulietteNorrmén-Smith,StefanNippes,PierreChapeletandGwang-CholChang

UNESCO-EDP

RegionalForumonEducationPolicy/vol.5/2021

ModernizingeducationmanagementwithEMIS:

BuildingbackstrongerfromtheCOVID-19Pandemic

MauricioHorn

UNESCOConsultant/IndividualSpecialist

Aboutthispublication

Thispaperdrawsfromtheworkingpaper,

“Re-imaginingthefutureofEducation

ManagementInformationSystems”draftedbytheSectionofEducationPolicyintheDivisionforPoliciesandLifelongLearningSystems:

SatokoYano,SaraBinMahfooz,Juliette

Norrmén-Smith,PierreChapelet,underthe

guidanceofGwang-CholChang.Theworking

paperwaswrittenasaproductofUNESCO’s

2021InternationalSeminaronEMIS,and

accordingly,itbenefittedfromthecontributionsandinputsoftheseminar’sspeakersand

participants.UNESCOacknowledgesthe

valuablecontributionsofitsEMIStaskforce

members:ShailendraSigdel(UNESCO-UIS),

Jean-ClaudeNdabananiyeandAmelieGagnon(UNESCO-IIEP),FrancescaPinna(EME),

AlejandroVeraMohorade(OREALC/UNESCOSantiago),DenisKapelyushnikandSvetlana

Knyazeva(UNESCO-IITE),andNicolasJonas

(UNESCO-UIL).Wewouldalsoliketothank

amemberofUNESCO’sEMISCommunity

ofPractice,JonKapp(CSF),forhisinsightful

inputsandfeedbackonthedraftofthisWorkingPaper.Finally,wearegratefultoPaulaRazquin(UNESCO-EDP)forherinsightsandguidance

throughoutthedevelopmentofthispaper.

Howtocitethispublication:Yano,S.,BinMahfooz,S.,Norrmén-

Smith,J.,Nippes,S.,Horn,M.,Chapelet,P.&Wang-Chol,C.(2022).

ModernizingeducationmanagementwithEMIS:BuildingbackstrongerfromtheCOVID-19Pandemic.IIEPUNESCO.

Index

1.Introduction 2

2.EducationdatachallengesandCOVID-19 3

3.EvolvingexpectationsofEMISina

post-pandemicnewnormal

5

4.HowtomeettheevolvingEMISexpectations 8

5.EMISCaseStudiesinLatinAmericaandthe

Caribbean:UruguayandPeru 15

6.UNESCO’scontributiontobuildingthe

FutureEMIS

19

7.References 2

2

Abstract

Severalfactorsarecontributingtothe

ongoingevolutionofEducationManagement

InformationSystems(EMIS).Theseinclude

increasingdigitizationofeducationsector

managementandeducationdelivery,the

accompanyinggenerationoflargevolumes

ofdata,includingaboutthelearningprocess

itself,andtheavailabilityoftechnologiesfor

theiranalysis.Thepandemic-inducedshift

todistancelearningandthepost-pandemic

prevalenceofhybridlearningmodalities

acceleratedtheinfluenceofthesefactorson

EMISsystems.Inlightofthesechanges,it

isimportanttore-formulatetheexpectation

thatamodernEMISshouldnotonlyserveas

atoolfornationalstatisticalreportingbut

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EMIS

RegionalForumonEducationPolicy

ratherasatooltosupportdigitizedadminis-trativemanagementatalllevelsthroughtheprovisionoftimelyandactionableinformationservices,andthat,furthermore,itshouldnotonlysupportadministrativemanagementbutalsodirectlysupportlearningmanagement,

includingwithinhybridandblendedlearningmodalities.

However,currentEMISareoftenill-equippedtoharnessthefullpotentialofthewealthofdatageneratedthroughdigitizededucationdeliveryandsectormanagement.Thekey

weaknessesofthecurrentsystemsarelack

ofintegrationandinteroperabilitybetweenexistingsystems,outdatedEMIStechnologies,inadequatescope,andthelowlevelsofca-

pacityfordatauseandanalysis.ThelargegapbetweenthestatusquooffragmentedEMISinmanycountriesgearedprimarilytowards

nationalstatisticalreportingandplanning,

andamodernEMISthatsupportssector

administrativeandlearningmanagementatalllevelsreflectsinpartalackofvisionandun-derstandingofthebenefitsofamodernEMIS.

Therefore,thispaperseekstospelloutin

moredetailwhatamodern,re-imaginedEMISshouldlooklikeaswellaskeyareastofocusonforachievingit.Inshort,amodernEMIS

shouldbeintegrated,modular,supportadmin-istrativeandlearningmanagement,provide

actionableandtimelyinformationservicestoalllevels,andfocusonbuildinghumanand

organizationalcapacitieswithinlocalecosys-tems.ThispaperarguesthattoimplementamodernEMIS,itwillbeimportantforpolicy-makerstocreatethenecessary(i)legal,policyandinstitutionalframeworks,specifyingkeyEMISanddatagovernanceprocessesand

providingsustainedfundingcommitments

tosupportamulti-yearprocess,(ii)investin

upgradingandsustainingthetechnological

infrastructure,andto(iii)heavilyinvestin

humancapacitybuilding.Thepaperalsoex-ploresthepotentialcontributionsthatfrontiertechnologiessuchasArtificialIntelligence

andBlockchaincanmaketofutureEMISanddiscussestheroleofacommunityofpracticeaswellasguidingprinciplesforthefurther

evolutionofEMIS.ThepaperconcludeswithdetailedexplorationsofEMISinLatinAmericaandtheCaribbean.

1.Introduction

Facedwithchanginglearningenvironments,

EducationManagementInformationSystems

(EMIS)areevolvingrapidly.Thepaceofthis

evolutionhasdifferedaroundtheworld,re-

sultinginalackofconsensusontheexpected

roleofEMISoverthepastdecade(Abdul-

Hamidetal.,2017).TheCOVID-19pandemic

triggeredaninternationaldialoguetodefine

theexpectationsforamodernEMIS.UNESCO

hasbeenattheforefrontofthiscriticaldebate

onwhatEMIScan—andshould—dotosup-

portlearningandminimizefutureeducational

disruptions.Inthepresentday,onepointis

strikinglyclear:EMISmustmovebeyond

routineadministrativetasksandstudenthead-

counts.AmodernEMISshouldnotbeviewed

asanancillarytoolinaneducationsystem,

butratherastheeyesthatsee,analyze,and

supportallaspectsofthesystem.

Thegrowingcomplexityoftoday’seducation

systemssetsahighbarforEMIS.Evenprior

tothePandemic,national,regional,and

internationalSDGmonitoringrequirements

werebecomingincreasinglyurgent,as

hastheneedforreal-timedatatosupport

learningatalltimes,includingduringcrises

(e.g.,

UNESCO-UIS,2019

).Furthermore,edu-

cationalecosystemshaveexpandedinscope.

Variousnon-stateandpublicstakeholders

areresponsiblefordeliveringeducation

alongalifelonglearningcontinuumthat

spansearlychildhood,primary,secondary,

technicalandvocational,highereducation,

andadult/continuinglearninginbothformal

andnon-formalsettings.PressuresonEMIS

toadapttopresentneedshavenotgone

unnoticedbyMinistriesofEducationaround

theworld(UNESCO-UIS,2020).Education

institutionsareexpectedtoanswerquestions

notonlyaboutenrolmentandperformance,

butalsoaboutthewell-being,teaching

andlearningprocesses,learningoutcomes,

pathways,diversity,equity,inclusion,

andthelong-termoutcomesofallstu-

dents.Moreover,EMISmustsupportlearning

continuityandmonitoringtoplanforand

facilitatecontinuous,uninterruptedaccessto

qualityeducationtoall.

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EMIS

RegionalForumonEducationPolicy

ThechallengesoftheCOVID-19pandemic

broughttheimportanceofeducationinforma-tionmanagementintostarkrelief.Itiswidelyacknowledgedthatdatadrivesthepost-pan-demic“newnormal”.Technologyuseinall

aspectsofourlives,includingineducation,

hasskyrocketed.Howcanourmanagement

systemskeepup?Howcantheymodernize

tobeabletocollect,validate,andanalyzetheever-growingpoolsofavailabledata?Howcanthisdataanalysisbeusedtoimproveequity

andmakeevidence-baseddecisionsatall

levelsofoureducationsystems?Theseare

pressingandimportantquestionsbecause

withoutstrongdatasystems,wecannotsee

theproblems—northeprogress.ThatistheroleofamodernEMIS:itopensoureyestoreallyseeallpartsoftheeducationsystem,tohelpusmakesenseofit,andmostimportant-ly,tohelpusmakeitbetterforeveryone.Withtheinternationalcommunityinvestedinthe

importanceofEMIS,nowisthetimetorethinkboththedefinitionanddesignofEMISto

betterlearningmanagementaroundtheworld.

Thispaperaddressessomeofthesekeyques-tionsandpresentsUNESCO’splanstomove

forward.Itdrawsfrompreviouswork,mainlyUNESCO’sworkingpaper“Re-imaginingthe

futureofEducationManagementInformationSystems:WaysForwardtotransformed-

ucationdatasystemstosupportinclusive,

qualitylearningforall”,aproductof

UNESCO’s

2021SeminaronthefutureofEMIS

which

tookplacefrom26to28May2021.During

theseminar,countriesandpartnersshared

storiesofdatamanagementchallenges

anddiscussedtheopportunitiesforsystem

hybridization,digitization,integration,andop-timizationwithfrontiertechnologies.ThroughthelensoftheCOVID-19crisis,theseminar

examinedthelimitationsofpastconceptionsofEMISinordertostimulatediscussionandpreparationformoreresilient,integrated,

innovativefuturesofEMIS.Inaddition,this

paperprovidesmoredetailsonthetrendsandlessonslearnedfromEMISinLatinAmericanandtheCaribbean.

2.EducationdatachallengesandCOVID-19

BeforetheCOVID-19pandemic,challeng-

esfacedbymanycountrieshavebeen

widelydocumented(e.g.

WorldBank,

2015

,

UNESCO&GPE,2020

,

UNESCO-UIS,

2020

).TheCOVID-19crisishighlight-

edtheseshortcomingsandchallenges,

revealingthatmanyEMISlackedtheabilityto

helpgovernmentsensurethecontinuousman-

agementandmonitoringofinclusivelearn-

ingforall.Educationdataandindicatorswere

neededforimmediateusetomonitorand

respondtotheconstantlyevolvingebbsand

flowsofthepandemic.Often,EMISwasnot

suitedforthispurpose.TheEMISchallenges

exacerbatedbyCOVID-19canbeorgan-

izedaroundfourdimensionsofdataquality:

1.timeliness,

2.relevanceandcompleteness,

3.accessibilityanduse,and

4.interoperabilityandadaptability.

2.1.DataTimeliness

ManyexistingEMISlacktheabilityto

capturereal-timedataonschools,students

andteachers.TheCOVID-19crisisrevealed

thatthisaffectstheabilityofauthoritiesto

effectivelyandefficientlydecideonschool

closures,shifttodistance/hybridlearning,

trackparticipation,determinedrop-outrisk,

plantopreventlearningloss,andencourage

thesafereturntoschools.Manycountries

struggledtorespondtourgenteducational

needs,asdatafromEMISoftensufferfroma

significanttimelagandarenotupdatedsuf-

ficientlyoverthecourseofanacademicyear.

InArgentina,forexample,COVID-19shed

lightontheconnectivityandtimeliness

issuesoftheexistingsystem.Toaddress

thesechallenges,newEMIStoolswere

developed,including:SINIDEAcompa?ar

tomonitorattendanceandperformanceof

studentsinsecondaryeducation,ateacher

vaccinationregistry,andCuidarEscuelas,a

nominalregistrytoregisterCOVID-19suspect

casesofstudents,teachers,andstaffinorder

toplanforschoolreopening.

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EMIS

RegionalForumonEducationPolicy

2.2.DataRelevanceandCompleteness

Monitoringstudentswhoarenotwithin

schoolwallswasoneofthekeydata

challengesfacedbymostcountriesduringCOVID-19.Evenpriortothepandemic,EMISstruggledtoprovidedataonallchildren,

especiallyunderservedpopulationslike

displacedlearners,refugee,internaland

externalmigrants,out-of-schoolchildren,

orchildrenwithdisabilities.Thepandemic

requiredEMIStoextendmonitoringbeyondtheschoolwalls,butmostEMISwerenot

originallydesignedtocollectdatafromothersettingslikethehousehold.Assuch,many

EMISdidnotpossesstheagilityoradaptabil-itytorespondtothenewdemandsondata

broughtonbythepandemic.

WhileEMIScannotbeexpectedtoproducedataoneverythingduetothecostand

capacityrequirementsofdatacollection,

EMISshouldidentifyandmonitor,more

thanever,student,learningoutcomesandteachercapacitytoparticipateinalter-

nativedistanceeducationprogrammes,

includingdigital,TV,radio,andpaper-basedplatforms.EMISmustbedynamicandagileenoughtoquicklyevolveandaddressnewdatademandsastheybecomerelevant,enablingequitableeducationalplanningbyincludingthemostvulnerablelearnersin

datacollection.

2.3.DataAvailabilityandUse

Duetolackofastrongandopendata

culturecoupledwithweakdataliteracy,

manyEMISdidnotincludemechanismsto

disseminatedatabacktodataproviders(in-cludingschools,parentsandcommunities)infrequent,user-friendlyways.Thepandemicrevealedtheneedforacultureofdata-in-

formeddecisionmakingbyidentifyingthe

rolesofresponsibilitiesatalllevelsoftheed-

ucationandoutsideeducationsystem.Many

systemscouldnoteffectivelyimplement

andmonitorcrisisresponsesduetoweakuseandaccessibilityofdata,coupledwith alackofcapacityfordataanalysis.

Collectingdataforeducationindica-

torsamidacrisisisverydifficult.Teachers

maystruggletoreportattendanceinthe

samewayastheydidundernormalcondi-

tions;studentsmaynothaveaccesstothe

sametoolsusedbytheschoolsystemto

deliverdailylessonsandhomework.Notall

teachersmayhavereceivedthesameskills

trainingtocomfortablyandsuccessfullynav-

igatethedemandsofdifferentdataplatforms

usedineducationdelivery.Non-traditional

methodsofdatacollectionmaybeneeded

forthesakeofexpediency.Moreover,the

responsibilityofdatacollectionshouldnot

residesolelyontheteacher.Thenegative

economicimpactoftheCOVID-19crisismay

haveforcedteacherstoleavetheprofession,

movetootherplacesorstopteachingtotake

careoffamilymembers.EMISshouldbe

primedtosupportteachingstaffwithsimpli-

fieddatacollectionprocesses.

2.4.DataBeyondSchoolCensus

TheCOVID-19crisisshowedthatcoordination

andlinkageswithotherdatasystems,such

ashealth,arecriticallyimportant.Thedata

fromthehealthsectorneedtobecommu-

nicatedtotheeducationsectorimmediately

sothatthedecisionscanbemadebasedon

thelatestpublichealthinformation.Priorto

thepandemic,fewEMISincorporatedother

sourcesofeducationaldatabeyondschool

censusdata,suchaslearningmonitoring,

householdsurveys,inspectionreports,school

observationchecklists,learningassessments,

financedata,HumanResources,andmore.

TheuseofuniqueIDsforbothlearnersand

teachersbetweensuchintegratedsystems

canhelpmanagethemovementofstudents

andteachersbetweenschools,aswellfa-

cilitatethetransferofachievementrecords,

credentialsandprofessionaldevelopment.

Formostcountries,theeducationaldisrup-

tionsofCOVID-19alsoledtotheinterruption

ofessentialhealth,nutrition,socialandpro-

tectionservicesprovidedbymanyschools.

Thiscanputsignificantstrainonthewell-be-

ingoflearnersandtheirfamilies,increasing

theriskofthemostvulnerablelearnersto

leaveeducationearly(UNESCO,2021).This

isespeciallytrueofmostmarginalized

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EMIS

RegionalForumonEducationPolicy

groups,suchasgirls,out-of-schoolchildren,andlearnersaffectedbydisplacementanddisabilities.Thelackofinteroperabilityanddatasharingprotocolsacrossstakeholderswithintheeducationsectorpreventedeasyidentificationofthemostvulnerablechildrenandyouthstrugglingtoaccesseducationalservicesduringthepandemic.

Additionally,theincreasingavailabilityand

useoflearner-leveldatainmanagementsys-temscouldhavepositiveimplicationsforthequalityofbothteachingandlearning.Greaterlevelsofpersonalizedlearning,andbyexten-sionthemonitoringofstudentachievement,aremadepossiblebycoordinatingEMISwithLMSthatleverageAI-powerededucationaltechnologiesthatassessstudentacademicperformanceandlearningpatterns.Such

programscanyieldpredictiveanalytic

capacitythatcouldcoordinatedatapoints

fromdifferentsectors,suchastestscores,

socioeconomicstatus,gender,race,andage,togeneratewarningsystemsthat,intheory,couldcurtailstudentdropoutrates.Inthe

UnitedStates,forexample,schooldistricts

withintegratedLMSandEMISareusingsuchdataanalyticcapacitytopredictandpreventearlyschoolleavingforat-riskstudents

(Vincent-Lancrin,S.andR.vanderVlies,2020).

3.EvolvingexpectationsofEMIS

inapost-pandemicnewnormal

Reliableandaccuratedataarethelifebloodofeverymanagementinformationsystem.

Dataandinformationenabletheevi-

dence-baseddecisionmakingthatisneces-sarytoincreasethecoordination,accounta-bility,andequitabilityofincreasinglycomplexeducationsystems.Recently,datauseintheeducationsectorhaschangeddramatically,andwithit,theexpectationsofEMIS.Inthepastdecade,thecollectionandanalysisof

digitizededucationaldatahaswidelybeenseenastheidealmethodforinformeddeci-sion-makingtosolveissuesofschoolingonbothwithinandacrossnations(Ozga,2015).Withanabundanceofdigitizeddata,acces-sibleinformation,andever-expandingglobalnetworks,newordersofmagnitudeindatacapture,search,sharing,storage,analysis

andpresentationhaveemerged.However,

“withmoredatacomesmorenoise”(Prinsloo,

2015,p.296),andincreasingly,EMISisex-

pectednotonlytocaptureandprocess,but

alsotoaggregatedatafromalllevelsofthe

educationsystem.

In2018,theeducationcompanyPearson

statedthat“increasingly,datawillbethe

foundationoftheeducationlandscape”

(Deegan&Nathan,2018,p.61).In2021,this

predictionhasproventrue,forthepandemic

causedarapidincreaseinthepaceofeduca-

tiondataficationanddigitalizationworldwide.

Privateeducationalcompanies,especially

EdTechproviders,haveexpandedtheirreach

intoeducationsystems,raisingnewquestions

ofdataprivacy,ownership,andsafetythat

EMISmustalsoaccountfor.Inthepastfew

years,climatedisplacementthreatshavefur-

therpushededucationservicestomoveaway

fromtraditionalinstitution-basedlearning

environmentsinthefuture.Intheirefforts

todeploydistanceandhybridlearningpro-

grammes,manyeducationsystemsandtheir

EMISwereunpreparedtoreachbeyondthe

wallsoftheschoolbuildingtosupportteach-

ing,learningandmonitoringduringCOVID-19

schoolclosures.Additionally,thepandemic

triggeredanunprecedentedconvergenceof

educationbuildingblocksandsocialsystems,

blurringthelinesbetweentheresponsibili-

tiesofdifferentsectors’informationsystems

(e.g.,learning,health,labourmarketand

socialsecurity).

Assuch,EMISaroundtheworldfacebar-

rierstoensuringlearningcontinuityandto

monitoringhighquality,safeeducational

opportunitiesforallinunpredictableeduca-

tionalenvironments.In2018,UNESCOand

GPEhostedthefirstinternationalconference

thatexploredthemajortrendsdrivingthe

evolutionofEMIS.Thekeychallengesacross

differentcountriesandcontextsweredis-

cussed,andsixfactorsdrivingtheevolution

ofEMISwereidentified,asseenintheblue

boxesinbelowFigure1.Thekeywordsthen

were:availabilityoftechnology,monitoring

ofSDGs,complexityofeducationsystems,

EMISroletosupportplanning,monitoring

andevaluation,accountabilityandfocuson

outcomes.

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EMIS

Availabilityofmorepowerful technologies

Increasedexpectations

onEMIStosupport

planning,monitoring

&evaluation

Monitoringnationalandinternationalstandards(SDGs)

Publicdemandfor

accountabilityin

education

Growingcomplexity

ofeducation

systems

Increaseinfocuson

outcomesinsteadof

inputs/outputs

RegionalForumonEducationPolicy

Figure1.FactorsdrivingtheevolutionofEMIS,2018and2021

Real-TimeData

Learning

Management

Note:CompiledfromUNESCOandGPE’s2018InternationalEMISSeminarworkingpaper(blueboxes)andnewlyidentified(orangeboxes).

TheUNESCOInstituteforStatistics

(UIS)launchedasurveyofCOVID-19pandem-icimpactsonnationaleducationplanning

unitsinJuly2020withresponsesfrom120countries.ThesurveyexploredthevariablesaddedtopreviouseducationdatacollectionsastheirresponsestotheCOVID-19

crisis.AsshownintheFigure2,themostfrequenttermsforthefirstvariableshow

theemphasisonmonitoringattendanceand

remotelearningaswellastermsrelatedto

physicaldistancing,andontheright,“stu-

dents”wasthemostcommonofallvariables.

Thisshowsthatatitscore,EMISisaboutstu-

dents.EMISneedstobebothbottom-upand

top-downbecausegooddatamanagement

doesn’tonlyhelpschoolleadersorcentral

officers,buteveryone,includinglearners.

Figure2.NeworadaptededucationvariablescollectedduringCOVID-19

Source:UNESCO-UIS,2020.

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TheUISalsoadministeredaquestionnaireonEMISmetadatatogainabetterunderstand-ingofthecharacteristicsofexistingEMISinthecountriestohelpgaugetheircapacitytoproduceadministrativedataaswellasassesstheinvolvementofdevelopmentpartnersinproducingeducationdatainthecountries.

BetweenMayandAugust2020,103coun-triesacrosstheworldresponded.

Thekeyfindingsfromthesurveyinclude:

—Paperistheprimarymodeofdata

collection;

—Recordingstudent-andteacher-level

datainnationaldatabasesisarecent

phenomenon,whichmadeEMISstruggletocaptureparticipationsinonlinecoursesduringCOVID-19;and

—EMISisnotoftenlinkedwithother

ManagementInformationsystems,likeHealth,TeacherManagement.

Thereportthenprovidesasetof

recommendations:

—Ensureresourcestocollect,compileandpublishdataontime;

—CoordinatefinancesamongdevelopmentpartnersandwithingovernmentministriesresponsibleforeducationonEMISatthecountrylevel;

—Collaboratetoimprovetheknowledge

hubofEMIS(

/

)includingEMISquestionnaires,guidelinesandminimumstandardsforEMIS;and

—UpgradeexistingEMISwithnew

technologytocollect,compileand

disseminatedata.

TheserecentchangesandadditionalinsightsledUNESCOtoconsidertwoadditionalfac-torsthatcontributetothefurtherevolutionofEMIS:thedemand,availability,andtechno-logicalpossibilitytoprocesslargeamountsofreal-timedata,andlearningmanagement,includingmanagementofhybridlearning

(seeFigure1,orangeboxes).Theneedto

enhanceEMIStoencompassthesetwo

factorswasacceleratedbytheeducationaldisruptioncausedbytheCOVID-19crisis.

TheneedforanintegratedEMIS,bothverti-

callyacrosslevelsoftheeducationsystem

andhorizontallyacrosseducationdepart-

mentsandsocialsectors,ismoreapparent

nowthaneverbefore.Withincreasingly

data-drivensystemsofschoolinginmind,

thefollowingcharacteristicsrequiredfora

modernEMISwereagreeduponatthe2021

InternationalEMISSeminar:

1.Integrated.TheEMISisanintegrateddata

system.Integrationandcoordinationare

mandatedbypolicyframeworksandfacil-

itatedbydatastandardsandinteroperable

softwarecomponents.Integrationwiththe

widergovernmentecosystem,including

othersocialsectors(health,socialsupport

services,labour,etc.)

2.Modularandflexible.Ratherthanone

singlymonolithicsolution,theEMIS

architectureshouldbebuiltthrougha

collectionofindependentandinterop-

erableunitsthatprovideservicesfora

particularfunction.Thisapproachenables

thesystemtoberesponsiveandremain

relevantasnewneedsarise.

3.Actionable,timelyinformationservices

toalllevels.BigDataanalytics,usingbi-

as-freealgorithms,shallprovidereal-time

actionableinformationbasedonlargevol-

umesofdatatoalleducationstakeholders

includingtostudents,parents,teachers,

andsectormanagers,atvariouslevelsof

disaggregation,comparisonsacrosstimes

andbetweenunits.

4.Atooltosupportadministrative

management.Whilenotconceptuallynew,

itisimportanttostressthatadvanced

EMISaretoolsthatsupportthedigitized

managementofeducationatalllevels

andincludingbothstrategicaswellas

day-to-dayroutinemanagement,andboth

sectorandeducationalinstitution-level

management.

5.Atooltosupportlearningmanagement,

includinghybridlearning.EMISshould

includeLearningManagementSystems

thatsupportthelearningprocessand

willbetoolstosupportdeliveryofhybrid

anddistanceeducation.Thisincludesthe

capabilityofanEMIStoharnessmore

EMIS

RegionalForumonEducationPolicy

detailedinformationonthelearningpro-cesswhilepayingparticularattentiontodataprivacyandlegalownership.

6.Focusoncapacitydevelopmentand

leveraginglocalecosystems.Throughouttheprocess,EMISshouldfocusonbuild-inghumanandorganizati