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3. Information Technology

(EMIS and GIS)

1) Development of EMIS in Asiaand the Pacific Region

Mr. Nyi Nyi Thaung

Consultant - EMIS Training Specialist

UNESCO Principal Regional Office for Asia and

the Pacific (PROAP)

1. Introduction

1) Outline

a) UNESCO and other agencies involvement in

developing EMIS

b) Development of EMIS (Formal vs. Non-formal

education)

c) LRCs EMIS

d) Analytical tools and methods for utilizing EMIS

information

e) Q & A

2. UNESCO and Other Agencies Involvement in

Developing EMIS

1) Development of EMIS in Asia and the Pacific

region

a) Most of the countries have already set up the

EMIS

b) Under the authority of Ministry of Educationc) In Collaboration with National Statistical Office,

Research Institutes

d) Sometime as autonomous organization

e) Mostly centralized system

2) Some EMIS authority in country

a) Bangladesh Bureau of Educational Information

and Statistics (BANBEIS)

b) Education Planning Division (Bhutan)

c) Department of Planning (EMIS Resource Center)

(Cambodia)

d) Statistics Division, Development and PlanningDepartment, Ministry of Education (China)

e) Department of Education (Planning), Ministry of

Human Resource Development (India)

f) National Institute of Educational Planning and

Administration (NIEPA) (India)

g) Indonesia Educational Statistics Office of

Educational and Cultural Research and Develop-

ment, Ministry of Education and Culture

(Indonesia)

h) Department of Planning and co-operation,

Ministry of Education (Lao PDR)

i) Statistics and Computer Section, Ministry of

Education (Nepal)j) Research and Statistics Division, Office of

Planning Service, Department of Education,

Culture and Sports (Philippines)

j) Bureau of Policy and Planning, Ministry of

Education (Thailand)

k) Educational Management Information Centre,

MOET (Vietnam)

3) Technical Assistance of establishing and strengthen-

ing EMIS system in Member Statesa) Cambodia (UNDP-UNESCO)

b) Myanmar (UNICEF)

c) Lao PDR (ADB)

d) Vietnam (EU)

e) Fuji (UNESCO, AusAID)

f) Vanuatu, Marshall Island

g) Papua New Guinea (UNDP-UNESCO, Aus AID)

4) Development of Computerized EMIS and Decision

Support System (DSS)

a) Dos based EMIS System in 1989

b) EMIS 2.0 training packagec) EMIS 2.6 (Fuji)

d) EMIS 2.6a IIEP training package

e) EMIS 1.1 analytical module package

f) EMIS 1.1a analytical module package

g) EG 1.0 integrated training software package for

EMIS

h) Childinfo (Decision Support System)

3. Development of EMIS (Formal vs. Non-

formal education)

1) Experience learned

a) EMIS in Formal Educationb) Two types of data collection style

- Schools directly send to EMIS center and process

centrally

- Schools send to directly education authority,

summarized and sent to province authority

summarized and send to EMIS center

c) Central process system

- Delay

- Difficult to validate and follow-up

- Over burden

- Lack of information in district and provincial

levelsd) Compiled from lower level of authority

- Depend heavily on skill and performance of local

authority

- Required training/ incentives

- Unable to provide required facilities to local

authorities

e) Parallel data collecting authority

- Overlapping

- Repeated data collection

- Inconsistency data

- Waste of resources

f) Lack of analytical skill and under utilization of

collected data

- Too much collected data

- Unable to process

- Analytical capacities and resources

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g) Proper use of information technology

- Too much relied on computer

- Difficult to maintenance and update

- Complicated system

- Lack of training and documentation

h) Development of EMIS Application package

- User friendly- Adequate documentation

- Adequate training

- Easy to update and maintain

- Compatible with other existing software pack-

ages

- Modular design

2) Development of EMIS in Nonformal education

Formal Education Nonformal Education

- Already established-Relatively new- Centralized authority - Different organization

(Govt. NGOs, other

Ministries)

- School based - Community based

- Well defined definition/norm - Own standard and norm

(Global definition) (Local definition)

- Mostly intended for- More focused on

policy formulation monitoring and

4. Development of LRC EMIS

1) Focus should be on:

a) Programme monitoring and evaluationb) Daily operation

c) Information dissemination for policy formulation

and implementation

2) LRC data collection forms

a) Form 1: Literacy facts and figures

b) Form 2: Literacy classes

c) Form 3: Post-literacy classes

d) Form 4: Learners

e) Form 5: Facilitators

3) Form 1: Literacy facts and figures

a) Information dissemination for policy formulation

and implementationb) Yearly

c) Collection time

d) Fix places or not

4) Sample outputs from Form 1

a) Sex ratio

b) Dependency ratio

c) Household size

d) Per-capita income

e) Number of literate and illiterate population

f) Literacy rate

g) Number of literacy courses (by organizers)

h) Qualitative information on living standard,

languages, religions, community support

i) Information on access to formal education

5) Sample outputs from Form 2

a) Total numbers of classes per year

b) Total number of learner per year by gender

c) Total number of successful learners per year by

gender

d) Completion rage

e) Class/ facilitator ratio

f) Learner/ facilitator ratio

g) Cost per class, cost per pupil6) Sample outputs from Form 2 and 3

a) Characteristics of literacy classes

b) Characteristics of curriculum

c) Characteristics of teaching/ learning materials

d) Characteristics of teaching/ learning strategies

e) Qualitative information on community/ learner

commitment, learning centers

f) Qualitative information on monitoring and

evaluation system

7) Sample outputs from Form 4

Characteristics of learners

Gender, age, marital status, income, educationalexperience, attendance, performance, social and

occupational status

8) Sample outputs from Form 5

Characteristics of facilitators

Gender, age, marital status, qualification and

teaching experience, social and occupational

status

9) Data Organization

a) Time series data

b) Gross-sectional data

c) Group data

d) Summarized data

e) Detailed dataf) Conditional data

10) Output layouts

a) Reports

b) Indicators

c) Graphics and charts

d) Statistical analysis (quantitative and qualitative)

11) Basic measuring tools

a) Scale

b) Rate, ratio, percentage

c) Use of graph

d) Some useful tools in Excel

12) Education statistics and indicatorsTwo types of data

a) Stock (buck, total looking at a time as it is)

b) Flow (dynamic show changes and compare

over time and space)

Stock data are known as statistics while most flow

data are indicators.

5. Some Common Measuaring Tools Used in

Education Statistics and Indicators

1) Four levels of measurement

a) Nominal scale, b) Ordinal scale, c) Interval scale,

and d) Ratio scale

2) Basic measures

a) Ratio, b) Proportion, c) Percentage, and 4) Rate

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12) Representative index

a) This index one of the indicators used for measur-

ing disparities

b) Designed to show whether any given group in

the category is receiving more or less same share

than it would normally shown.

13) Gender disparity indexa) The ratio of the female to male adult literacy rates

measures progress towards gender equity in

literacy and the level of learning opportunities

available for women in relation to those available

to men,. It serves also as a significant indicator

of the empowerment of women in society.

b) When the literacy gender parity index shows a

value equal to 1, female literacy and male literacy

rates are equal. A value less than 1 indicates that

proportionately fewer women than men have

basic literacy skills, and conversely, a value

exceeding 1 indicators that proportionately fewermen have basic literacy skills.

14) Geni coefficient

Provides a statistical basis for measuring the degree to

which a particular characteristics is equally distributed

throughout the system.

3) Ratio

a) A ratio results from dividing one quantity by

another

b) The numerator and denominator are from two

distinct populations

c) Mutually exclusive

4) ProportionThe numerator in proportion is a part of the

denominator.

P =

5) Percentage

A proportion or a fraction becomes when it is

expressed in terms of per hundred units (denomina-

tor is normalized to one hundred)

6) Rate

a) Ratios, proportion, and percentages are static

measures

b) Rate is associated with the dynamic (changes)c) A measure of change in one quantity (y) per unit

of another quantity (x)

d) Usually the x variables is time

e) All elements in denominators have to be at risk of

becoming or producing elements in the numera-

tors (rate vs. proportion)

7) Graphical presentation

a) Bar graph compare the values of different items in

specific categories or at discrete points in time

b) Line graph shows the progression of value over

time

c) Stack bar graph show the actual value each series

contribute to the totald) 100% stacked bar graph show the percentage

each series contributes to the total

e) Pie graph compare individual values to the whole

8) Measuring inequalities

a) By sex

b) By urban/rural

c) By geographical area

9) The techniques used to describe disparities

a) Absolute and relative deviation

b) Representative index

c) Gender disparity index

d) Geni coefficient10) Absolute and relative deviation

a) The absolute deviation has been defined as the

difference between the two values.

b) Absolute deviation = high value low value

c) Example: number of pupils in region A is 70,000

and region B is 50,000, the absolute deviation

between region A and B in pupil is simple 20,000.

11) The relative deviation, which can be calculated by di-

viding the one value with another values.

a) Relative deviation = value A/value B

b) Thus, the relative deviation in the net enrolment

ratio between region A (85%) and region B (75%)

is: Relative deviation = 85/75 = 1.13

c) It means that the net enrolment ratio for region A

is 1.13 times greater than the net enrolment ratio

in region B.