BACKGROUND TO EMIS

A Paper Prepared To Guide the Work of EMIS Review Task Force 2017

May 2017
1.0.Description of EMIS

1.1.Definition
The acronym EMIS stands for Education Management Information System. EMIS is a decision
support system for the management of the education sector. It is an organized group of information
and documentation services that collects, stores, processes, analyses and disseminates information
for education planning and management.
EMIS is a collection of component parts including input components, outputs and feedback that
are integrated to achieve a specific objective of providing accurate, reliable and accurate
information on the state of education a country. It is a system for managing a large body of data
and information that can be readily retrieved, processed, analyzed and made available for use and
dissemination. EMIS therefore, is a tool that uses systems theory together with developments in
computerization to create a comprehensive approach to the collection and use of vast quantities of
information on the education system.
Consequently, EMIS integrates People, Technology and Practices / organizational Procedures in
the process of collecting, storing, processing, analyzing and disseminating information on the
education and sports sector. EMIS is both a manual and computerized system.

1.2.Rationale for EMIS

The absence of empirical data on education generated through a functional and carefully
designed system justifies the establishment of EMIS.
1.3.Purpose
The purpose of EMIS is to integrate information related to the management of the Education and
Sports System and to make it available in a comprehensive and yet specific manner to EMIS users
(i.e. Top management, Directors, HoDs, DEOs, School inspectors, MoFPED, NPA, OPM, Donors
etc).

The specific Objectives of EMIS are:

(i) To collect, process, analyze and store relevant, reliable and timely data;
(ii) To coordinate scattered efforts in the acquisition, processing, storage, analysis,
repackaging, dissemination and use of Educational Management Information.
(iii) To facilitate and promote the use of relevant information by EMIS stakeholders.
(iv) To streamline the flow of information for decision making by reduction/ elimination
of duplication of efforts as well as filling information gaps
(v) To promote information for policy dialogue and scenario-setting for the
development of the Education and Sports systems.

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 1.4.Major features of EMIS
(a) Synergy and integration

EMIS is expected to establish and maintain a systematic inter sectoral exchange ad flow of
information between departments within MoES, Affiliate Bodies, Line Ministries and relevant
Agencies and Departments of Government. It therefore, integrates various sources of education
management information into one coordinated system to serve the entire Country.

As a result, EMIS has eight dimensions;

(i) Needs of producers and users

(ii) Data
(iii) Information handling
(iv) Storage of data
(v) Retrieval of data
(vi) Data analysis
(vii) Computer and manual procedures
(viii) Network among centers.

Figure 1: Dimensions of integration in an EMIS

Data
collection Processes,
Procedures
Related
and
data
Practices For
sources
Data
Collection

other data users

and producers &
Data
Line Ministries
storage
and
Departments (ie
EMIS and
retrieval
MoFPED, MoPs
etc)

Manual
Data and
disseminati computeris
on to users ed
Data needs features
( for
producers
and users)

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(b) Institutional Framework

EMIS is a sub system within the Education policy, planning and management system. It
rationalizes and strengthens existing structures and processes to improve the coordination of
information flows on various processes of education and Sports systems. Institutionally, all
activities in the handling of Education Management Information are usually placed and
coordinated within the same EMIS framework. In this regard, EMIS is institutionally partly a
network structure (i.e. data producers & users) and partly a subsystem of planning that links
together to facilitate the flow of information among data producers and users.

c) Role of EMIS

EMIS is the management support system for the education sector. It is constructed around the
concept of the EMIS centre (i.e. where information services are located) to facilitate the flow of
information between all agencies and individuals involved in its generation. It expected to link
MoES to other agencies and institutions in education as well as other sectors that are engaged in
educational activities. The functioning of all EMIS centers is normally coordinated by the planning
department of MoES.

The role of EMIS therefore is to generate Education Management information to support evidence-
based decision making in the areas of policy, planning, budgeting and management of the
education and Sports systems.

(d) Information flow in the EMIS

Ideally, EMIS is expected to facilitate information flow in both directions (i.e. from Producers to
EMIS and from EMIS back to producers and users in terms of feedback). However, due to a
combination of factors (i.e. inadequate budgetary resources, inadequate personnel, out dated
practices etc.). For instance, the basic statistics that are currently collected are transmitted one
way i.e. from schools to districts to MoES Headquarters, the current EMIS transmits information
in only one direction.

LEVELS OF
EMIS DATA AND INFORMATION
DECISION MAKING
INFORMATION PRODUCTS
/ DATA
UTILISATION

(e) Overview of Design and development stages of EMIS

EMIS is designed to minimize duplication and over laps in data collection exercise and maximize
the impact of data collection results. Managing education through informed decision-making

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requires the availability of accurate and timely information which links together resource inputs to
education teaching and learning conditions and process and appropriate indicators of the
knowledge acquired by learners

Widespread use of information-based decision-making is known to result into more effective and
efficient planning and the identification of new information needs. On the other hand, however,
failure to supply information that is timely and reliable contributes to management inefficiencies
and a reluctance on the part of decision-makers to use information.

Ideally the design and establishment of an EMIS should be preceded by appropriate policy
development legislation and relevant administrative decisions.
Government commitment is critical.

The development of a functional EMIS is usually based on sequence of activities reflected

below;
Definition of
Goals,
Objectives
Validation / and Targets
Evaluation Policy Decision
1)Accuracy Implementation
2)Consistency Resource etc
3)Reliability
Reporting and
Dsisemination
1)statistical
Abstract
2)list of Identification
Performance of Data Needs
Indicators and
3)Directory of Requirements
Schools
4)School Location
Map

Establishment
Proccessing
of Databases
Development of
Templates 1)
Preparatin of the
Data and manual of
Information instructions 2)
Collection Orientation
/Training of
Enumeraors And
Supervisors

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 1.5. Main Pillars

A fully functional EMIS is built around three Pillars; Technology, People and Practices. EMIS
integrates the three pillars together to generate relevant data and information to support effective
decision making and management of the Education and Sports Sector. In order to effectively
sustain EMIS, therefore, full integration of these three pillars is key.
Figure 1.1: Key components /pillars of Education Management Information System

PEOPLE

EMIS
TECHNOLOGY PROCEDURES

EMIS therefore, is not only the technology and related database software that performs different
functions (as most people perceive it), but also includes organizational Procedures/ Practices
(policies, laws, guidelines, Standing Orders, culture etc.) and People (the skilled/ technical staff,
the users, the service providers).

(i) People: The People element/ pillar of EMIS are generally the most important. It
involves the leadership, Managerial a well as front-end and back-end management
staff. The staff managing EMIS should have the knowledge required to maintain,
modify, use the system; even users of EMIS need skills to use the data and information
generated by the system. In order to make the people use and manage the system,
capacity development in terms of training and re-training is crucial.

(ii) Procedures/Practices: Procedures/Practices are constituted by concepts, processes/

stages and standards that any good EMIS requires. Most of the EMIS users, particularly
at the district remain ignorant of the potential that EMIS has in improving their

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 operations. This is mainly attributed to inadequate advocacy and dissemination of
information on EMIS. Most of the stakeholders also have limited use of ICT and have
challenge interpreting EMIS terms definitions and concepts (MoES, 2011) - hence the
need for targeted capacity building and advocacy.
(iii) Technology: this pillar constitutes the usage, and knowledge of tools, machines,
techniques, crafts, systems, methods of organization, in order to solve a problem, and
improve EMIS.

2.0.Conceptual Framework of the current EMIS

EMIS was visualized as a one stop center for management information on education and its
role is to support senior management in making evidence–based decisions. Consequently,
its initial design was conceptualized to comprise of 5 basic modules (functions) that include
Basic Schools Statistics; Personnel (excluding payroll); Financial Management; School
Outcomes and School Inspection. Additional modules were to be added as and when
needed. Figure 1 below demonstrate the conceptual framework of EMIS at inception.

Figure 1: EMIS Conceptual Framework

Human School Inspection

Basic School
Financial Resource Module
Statistics
Management Module Module Module
– (Budget Performance School Outcome Module
and Audit) (UNEB, NAPE)
School School Inspection
Human Resource
census reports
Records
data Student achievement
Field reports e.g. classroom
data
construction and accountability of
UPE funds

EMIS
TOP MANAGEMENT
School
Outcome School Inspection
Reports Reports

Education Profile (i.e.fact

sheets, league tables, Budget Performance
statistical abstracts, district and Audit Reports
Research and
profile, and basic statistics Human
on schools) Evaluation
Resource
Reports
Reports

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 2.1. Scope

EMIS is designed as a National System for generation of Management Information on Education

and Sports Sector. In this regard, EMIS is expected to generate management information in key
aspects of Education and Sports sector. This include, Basic School Statistics, School Inspection,
Human Resource excluding payroll, Financing of Education, School Outcomes, HIV/AIDS,
Curriculum, and Sports.