000			03598cam a22004215i 4500
001			211056
003			US-djbf
005			20210811114156.0
006			m d
007			cr cn|||||||||
008			020129s2017 dcu o i00 0 eng
020			_a9781464810572 _c _35.00 USD
020			_z9781464810565
035			_a(The World Bank)211056
040			_aDJBF _beng _cDJBF _erda
100	1		_aAbdul-Hamid, Husein. _926267
245	1	0	_aLessons Learned from World Bank Education Management Information System Operations : _bPortfolio Review, 1998-2014 / _cHusein Abdul-Hamid.
264		1	_aWashington, D.C. : _bThe World Bank, _c2017.
300			_a1 online resource (160 pages)
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_adata file _2rda
490	1		_aWorld Bank Studies
520	3		_aLessons Learned from World Bank Education Management Information System Operations provides an overview of the World Bank's portfolio in the area of Education Management Information Systems (EMISs) over the course of 17 years, from 1998 to 2014. It seeks to identify overall trends and characteristics of World Bank support in this area, with the intent of informing future project preparation and analytical work. The portfolio review revealed that although several good practices were evident, operational performance of EMIS activities fell short of expectations, with widespread deficiencies that ranged from unclear definitions and understanding of the EMIS to ineffective implementation and utilization. Examples of successful activities include the development of an EMIS to manage teachers and provide access to education (for example, Afghanistan); utilization of an EMIS as a management tool (for example, Bosnia and Herzegovina); creation of an online EMIS to improve access to education data (for example, Honduras); use of an EMIS to strengthen teaching and learning (for example, Guatemala and Lithuania); and use of an EMIS as a management tool for schools (for example, Malaysia). These success stories highlight how a well-implemented EMIS can improve the performance of an education system. The challenges that have been identified as contributing to the shortcomings are related to the following: Misalignment of activities and unrealistic EMIS goals; Institutionalization of the EMIS; Sustainability challenges resulting from inconsistent leadership; Missed integration opportunities; Private players in education; EMIS at the local level. Future projects could benefit from the SABER (Systems Approach for Better Education Results)-EMIS Assessment Framework. The SABER-EMIS Framework focuses on the need for a strong enabling environment, system soundness, quality data, and effective utilization as the key factors essential for the successful implementation of an EMIS. Initial needs assessment of a country's EMIS can play a critical role i n benchmarking countries and provide a valuable foundation for the design of new projects.
588			_aDescription based on print version record.
650		4	_aData Quality _926268
650		4	_aData Utilization _926269
650		4	_aEMIS _926270
650		4	_aMonitoring And Evaluation System _926271
650		4	_aSystem Soundness _926272
700	1		_aAbdul-Hamid, Husein. _926267
700	1		_aMintz, Sarah. _926273
700	1		_aSaraogi, Namrata. _926274
776	0	8	_aPrint Version: _z9781464810565
830		0	_aWorld Bank e-Library. _926275
856	4	0	_uhttp://elibrary.worldbank.org/doi/book/10.1596/978-1-4648-1056-5
999			_c5154 _d5154