saber education management information systems solomon

Solomon IslandsEDUCATION MANAGEMENT INFORMATION SYSTEMS SABER Country Report

2015

Key Policy Areas Status1. Enabling Environment

Solomon Islands has successfully established EMIS as the point of reference that collects, processes, and disseminates education data on a regular basis. Between 2004 and 2015, a series of National Education Action Plans set the foundation for EMIS, yet no official policies support its continuity of operations. Absence of policies has resulted in lack of commitment toward devoting resources in developing EMIS as the core Ministry system, which is threatening its long-term sustainability. Moreover, a greater focus is put on allocating school grants than on collecting quality education data.

2. System SoundnessSolomon Islands uses the PINEAPPLES (Pacific Island Nation Evaluation Analysis Policy and Planning Leveraging Education Statistics) system, which is based on the Microsoft SQL server. Although the system has a complex design, most of its features are not in use. Paper-based census forms are used to collect data from schools every year, which are input manually into EMIS later. EMIS data contain basic demographic information on schools and students as well as human resource and financial data. However, assessment data, payroll, and other relevant education and noneducation databases are not integrated with EMIS. Quality assurance measures are ad hoc and vendor dependent.

3. Quality DataThe concepts and definitions of EMIS are clearly documented in a user guide provided by the vendor. These concepts are based on the technical guidelines prescribed by UNESCO. The education statistics are linked with the overall education strategy of ensuring equitable access, improved quality, and efficient management of resources. However, no internal or external audits are performed to validate the quality of data collected from schools. The entire process of data collection and dissemination takes approximately 13 to 16 months, which adds complexities and reduces comparability of information across the education system.

4. Utilization for Decision MakingMEHRD is the primary stakeholder that uses EMIS data, but its usage is limited to allocation of school grants. Education Authorities, principals, teachers, and parents do not use EMIS data for planning, school management, and teaching purposes. Although the government publishes the final statistics on the website, lack of user awareness and weak internet access results in underutilization of data by stakeholders.

SOLOMON ISLANDS EMIS SABER COUNTRY REPORT |2015

SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 2

Introduction

In 2011, theWorld Bank Group commenced amultiyearprogram designed to support countries insystematically examining and strengthening theperformance of their education systems. Part of theWorld Bank’s new Education Sector Strategy, thisevidence based initiative, called SABER (SystemsApproach for Better Education Results), is building atoolkit of diagnostics for examining education systemsand their component policy domains against globalstandards and best practices and in comparison with thepolicies and practices of countries around the world. Byleveraging this global knowledge, the SABER tools fill agap in the availability of data and evidence on whatmatters most to improve the quality of education andachievement of better results.

This report discusses the results of applying the SABEREducationManagement Information Systems (EMIS) toolin Solomon Islands. The objectives of this report are toexamine the system according to key policy areas,identify successes and challenges in the system, andprovide recommendations to support the continuedadvancement of EMIS in Solomon Islands.

Overview of SABER EMISInformation is a key ingredient in an effective educationsystem. SABER Education Management InformationSystems (EMIS) aims to help countries improve datacollection, data and system management, and data usein decision making. SABER EMIS assesses theeffectiveness of a country’s EMIS, with the aim ofinforming policy dialogue and helping countries bettermanage education inputs and processes to achieveoverall efficiency and strong learning outcomes.

A successful EMIS is credible and operational inplanning and policy dialogue as well as teaching andlearning. It produces and monitors education statisticswithin an education system and has a multifacetedstructure, comprising the technological and institutionalarrangements for collecting, processing, anddisseminating data (Abdul Hamid 2014). It is crucial fortracking changes, ensuring data quality and timelyreporting of information, and facilitating the utilizationof information in decision making.

The SABER EMIS assessment methodology is built onfour key policy areas that are essential to EMIS andmust be assessed to understand and ultimatelystrengthen the system. Each policy area is defined by aset of policy levers (actions that help governments reachthe policy area) and indicators (measuring the extent towhich the policy levers are achieved) (figure 1).

A strong enabling environment lays the foundation foran effective EMIS. Enabling environment refers to thelaws, policies, structure, resources, and culturesurrounding an EMIS that make data collection,management, and access possible. In essence, this policyarea is the context in which an EMIS exists. This definedscope of an enabling environment builds on lessonslearned from studies of education management systems.

System soundness ensures key processes, structures,and integration capabilities in an effective EMIS.Education data are sourced from different institutions,but all data feed into and make up EMIS. Databaseswithin an EMIS are not viewed as separate databases,but as part of the whole EMIS. Key aspects of systemsoundness include what data are covered in EMIS andhow data come together in the overarching system.

Quality data establishes the mechanisms required tocollect, save, produce, and utilize information in anaccurate, secure, and timely manner. Data quality is amultidimensional concept that encompasses more thanjust the underlying accuracy of the statistics produced. Itmeans that not only are the data accurate, but that thedata address specific needs in a timely fashion. Qualitydata lays the groundwork for utilization.

Figure 1: SABER EMIS Policy Areas and Levers

EnablingEnvironment

SystemSoundness

Quality Data

Utilization forDecision Making

Policy Levers: legal framework, organizational structureand institutionalized processes, human resources,infrastructural capacity, budget, data driven culture

Policy Levers: data architecture, data coverage, dataanalytics, dynamic system, serviceability

Policy Levers: methodological soundness, accuracy andreliability, integrity, periodicity and timeliness

Policy Levers: openness to EMIS users, operational use,accessibility, effectiveness in disseminating findings

Policy Areas

Source: Abdul Hamid 2014.



An effective EMIS is utilized in decision making by allusers (parents, students, teachers, principals, andpolicy makers) across the education system. An EMISneeds to be used so that measures can be taken toimprove educational quality. Accurate information oneducation sector performance enables the design ofmore informed policies and programs. To assessutilization, it is imperative to understand where decisionmaking occurs, if the capacity to analyze and interpreteducation data exists, and if specific data are available toinform decisions.

Using the EMIS data collection instrument, policy leversare scored on a four level scale (latent, emerging,established, and advanced) to assess the extent to whichboth policy intent and implementation are achieved(figure 3).

Approach

Intent & ImplementationThe EMIS assessment examines policy intent and thedegree to which intended policies are effectivelyimplemented on the ground (figure 3). Intent refers tothe way in which EMIS and its overarching purpose arearticulated by decision makers and documented inpolicies and legislation, as well as standards and strategydocuments. Assessing intent alone only reveals part ofthe picture. As such, this EMIS assessment also evaluatespolicy execution. Implementation refers to the degree towhich policy intentions take place during the day to dayactivities of stakeholders (policy makers, countyadministrators, principals, teachers, and students).Implementation can be observed through utilization of

EMIS by stakeholders, budget allocation, distribution ofhuman resources, availability of professionaldevelopment activities, communication anddissemination of information, as well as the extent ofinstitutionalization across the system. Once policy intentand implementation are analyzed, the EMIS assessmentexplores the results of these two key components, witha focus on system effectiveness and efficiency, inaddition to strong outcomes in the areas of teaching andlearning, and management and planning. Strongeducation systems will ultimately use these outcomes toinform the effectiveness of policies and educationstrategies and make adjustments as necessary, creatingthe cyclical process illustrated in figure 2.

In Solomon Islands, EMIS intent and implementationwere accessed through desk research, analysis of systemapplications and utilization, as well as interviews with avariety of stakeholders (table 1).

Implementation

Outcomes

Intent

UtilizationProcessesInstitutionalizationBudgetHuman ResourcesCommunication

PoliciesVision & buy inStandardsStrategydocuments

Teaching & LearningManagementPlanning & MonitoringTransparencyGovernance

Figure 2: Policy Intent, Implementation and Outcomes Cycle,with Examples

Source: Authors.

1Latent

2Emerging

3Established

4Advanced

Figure 3: SABER Scoring and EMIS Development

Limited enablingenvironment,processes,structure, datamanagement,utilization

Basic enablingenvironment,processes,structure, datamanagement,utilization

Enablingenvironment,processes,structure, datamanagement,utilization in placewith someintegration

Comprehensiveenablingenvironment,processes,structure, datamanagement,utilization, andintegration inplace, withintelligentanalytics




Table 1: Measuring EMIS Intent and Implementation inSolomon Islands

Policy Intent ImplementationMultiple meetings withMEHRDExtensive review ofrelevant central policiesResearched relevantstandards and planningdocuments

Interviews withstakeholders at central,provincial and schoollevelsEMIS system applicationat the central levelAnalysis of data qualityand comprehensivenessThorough utilizationassessment

Source: Authors.

MethodologyThe EMIS assessment methodology consists of a reviewof written policies and technical documents as well asinterviews with key stakeholders across the educationsystem to ensure proper implementation.

Research and investigation for Solomon Islands EMISassessment took place betweenMarch and April of 2015.The authors conducted a comprehensive review ofcentral policies, as well as technical documents and otherbackground materials. To further examine intent andimplementation, a series of interviews and meetingstook place with the following entities:

1. MEHRD (EMIS team and other educationdepartments)

2. Sample of EAs3. Sample of schools4. Focus group discussions with parents

Country OverviewSolomon Islands is an island country located in the SouthPacific, consisting of more than 900 islands, more than300 of which are now inhabited. About 80 percent of thepeople live in rural areas scattered around the country,making the provision of public services such as educationextremely difficult. It has a population of approximately561,200 people (2013), with 70 percent below the age of29 years. Being prone to natural disasters, investment inthe country is very weak, contributing to a low economicgrowth rate of 3 percent per annum (2015).

A challenging environment for service delivery includingweak infrastructure and institutional capacity constraints

at all levels, including at the teacher level, poses severechallenges to providing quality education. Only 8 percentof the population has access to broadband or internetservices, which is very slow, expensive, and unreliable.The majority of schools do not have access to electricityand communications, directly impacting educationalservices in the country. Although initiatives are beingundertaken to provide speedy and affordable internetconnections, access to rural areas still poses a significantchallenge.

The Education Act (1978) underpins the structure of theeducation system of Solomon Islands. The educationsystem is organized into three levels of governance: theMinistry of Education and Human ResourceDevelopment (MEHRD) at the national level, EducationAuthorities (EA) at the subnational level, and schools atthe local level (figure 4). The EAs are approved by theMEHRD to establish and manage their own schools. Thecentral government provides grants to EAs to managetheir schools. Some schools in the capital city are directlymanaged and supervised by MEHRD, not EAs. Currently,there are 31 EAs (including MEHRD) with at least one EAin each province. EAs can operate in the province theyserve or remotely from the capital, Honiara. The countryhas 1,211 schools, including private, public, andcommunity schools (EMIS 2014).

Figure 4: Governance Levels

Source: Authors.

The education system in Solomon Islands consists of fivesubsectors: Early Childhood Education (3–5 years),Primary Education (6—11 years), Lower SecondaryEducation (12–14 years), Upper Secondary Education(15–18 years), Technical Vocational Education andTraining (TVET) (15–21 years), and Tertiary Education(18–21 years) (figure 5).

MEHRD

EducationAuthorities

ProvincialEAs Church EAs Private EAs



Figure 5: Structure of Education System in Solomon Islands

Source: SIEMIS User Guide.

In 2013, the MEHRD share of spending as a percentageof total government expenditure was 26.2 percent,which is equivalent to 6 percent of GDP (Line MinistryExpenditure Analysis, MEHRD). In addition, thegovernment receives support from many donors,especially Australia and New Zealand. Of the totalMEHRD budget (2013), the maximum expenditures areallocated to primary (32.4%), tertiary (31.8%), andsecondary (25.6%) education, and early childhoodeducation (ECE) spending is close to 2 percent. The netenrollments rates in primary schools for both males(89.2%) and females (88.5%) was high accompanied withvery low enrollment rates for ECE (31%) and secondaryschools (37%) (table 2).

Table 2: Education Indicators, at a GlanceNumber of schools (2014) 1,211Number of students (2014)Early childhood education 25,161Primary 125,753Secondary (lower and upper) 44,104TVET 3,490Tertiary 2,179Net enrollment rates (2013) Males FemalesEarly childhood education 30.5% 30.9%Primary 89.2 88.5Secondary 37.1 39.1Pupil teacher ratio (2013)Early childhood education 16.3Primary 25.4Secondary 26Public expenditure on education (2013)As a percentage of GDP 6%As a percentage of government expenditure 26.2%

Source:MEHRD Performance Assessment report (2006–13).

1 The terms “policy framework” and “legal framework” are usedinterchangeably. However, not all policies are approved or carry legal status.

Solomon Islands EMIS ResultsThis section presents the main results obtained from theassessment methodology described in the previoussections. Results and scores for each policy area arepresented, along with supporting evidence.

Policy Area 1: Enabling Environment

LatentSolomon Islands’ system is assessed in the following sixpolicy areas: (1) legal framework, (2) organizationalstructure and institutionalized processes, (3) humanresources, 4) infrastructural capacity, (5) budget, and (6)data driven culture.

In Solomon Islands, the legal framework for EMIS islargely driven by a series of National Education ActionPlans (NEAPs) from 2004 to 2015; however, no explicitpolicies support and define EMIS operations.1 The NEAP2013–15 sets a preliminary foundation for theestablishment of an EMIS by (1) outlining theresponsibility of MEHRD to improve the accuracy ofeducation information and data collection and (2)identifying the Planning, Coordination and Research Unit(PCRU) of MEHRD as the sole agency responsible formanaging EMIS. However, the language of the documentis very vague and does not clearly outline the need for anEMIS as a single point of reference for data collection,processing, and dissemination. As a next step, a strongerEMIS specific policy could be established to support thefunctioning, implementation, and utilization of EMIS.

A greater emphasis is placed on the allocation ofeducation grants than on the collection of qualityeducation data. The Updated Policy Statement andGuidelines for Grants to Schools in Solomon Islands 2012



(SIGP 2012) drives the data collection process in thecountry. It plays a key role in EMIS by linking thereporting of data by schools to the allocation ofeducation grants. Although this acts as an incentive forschools to supply information, it also creates adverseincentives for them to report inflated numbers to receiveincreased funding. Thus, having a grants policy, by itself,is not a sufficient means to collect quality data. Countriesneed to put in place adequate EMIS specific policies thatfocus on developing mechanisms to collect quality datato assess the performance of the education system.Sound validation mechanisms at the school andprovincial levels are also essential to monitor quality andtimeliness of information provided to schools.

NEAP (2013–15) and SIGP (2012) emphasize data driveneducation decisionmaking, but only at the central level.Both policies underscore the importance of data as ameans to assess education sector performance, allocategrants, and manage schools. However, the focus onutilization of data is only at the central level, withouttaking into account EAs, schools, and other stakeholders.Involving EAs by providing them access to data wouldensure better utilization of information at the provinciallevel, because they would be better equipped to makeschool development decisions.

The Statistics Act (1970) guarantees confidentiality ofinformation collected from the school census forms.The law states that “information provided through thecensus is protected” and “may not be disclosed to anyunauthorized persons, or used for nondisclosedpurposes.” Although such a law exists in principle, peoplein the Ministry are not familiar with its clauses, and it isnot put into practice. Moreover, the law is ambiguousand does not clearly outline the code of conduct on datasecurity. A good practice could be to dedicate resourcestoward developing data privacy, confidentiality, andsecurity materials and establishing channels to shareawareness on the confidentiality of data collected by thegovernment. This would help MEHRD gain theconfidence of parents and communities because theywould be more responsive to sharing data on a largescale (figure 6).2

2 This example has been adapted from the U.S. Department of Education:Protecting Student Privacy.

No standalone budget is dedicated toward EMISoperations in the country. Currently, EMIS in SolomonIslands is completely funded by Australia and NewZealand, which have been significantly involved infunding EMIS systems in other Pacific countries such asKiribati and Vanuatu. Since the core areas of EMIS (suchas hardware and software) are funded by donors, noefforts are made by the government to allocate moneyto its operations. The only money that the governmentspends on EMIS is directed toward publishing andprinting the Performance Assessment Reports (PARs).Any small investments into the system such as softwareupgrades and related staff training are donor dependent,making the system highly unsustainable. Having aseparate budget allocated to the EMIS unit would be veryhelpful in ensuring the sustainability of the system.Funds received from donors should be channeledthrough the government systems and documented in theEMIS budget. In addition, regular investments should bemade into system quality reviews and training of staff toimprove the local capacity and institutionalize thesystem (figure 7).

A “Privacy Toolkit” includes a list of FAQs; a library ofcommonly cited resources related to data privacy,confidentiality, and security; and checklists of importantitems to include in data security plans.

Meetings with Education Authorities annually to offer indepth reviews of data policies and practices relating toprivacy, confidentiality, and data security.

Developing trainingmaterials that allow for effective dataexchange while still protecting privacy, securing data fromunauthorized access, and ensuring the proper governanceprotocols are in place.

Creating a help desk atMEHRD for education stakeholdersto submit questions to the department on privacy,confidentiality, and data security issues. The process forsubmitting questions involves calling a toll free number oremailing or mailing a question.

Figure 6: Examples of Documents on Data Privacy andConfidentiality



Figure 7: Components of the EMIS Budget

EMIS human resources consists of a relatively small unitqualified in project management but lacking thetechnical skills needed for operating the system. TheEMIS team resides under the PCRU and consists of threemembers including an EMIS manager. The staff isresponsible for manually entering the informationcollected from the school census forms into the EMISsystem, validating the data through built in statisticaltools, and publishing reports for dissemination.Increasing the size of the team to include more technicalexperts specializing in database management,communications, and quality assurance would improvequality of outputs.

Professional development is another critical area thatrequires significant investment by the government.Being heavily dependent on donors, the governmentdoes not invest in professional development activities forstaff such as training and specialized courses tostrengthen technical skills. Uniquest, the vendor that setup EMIS, provided trainingmaterials to staff for their use,but this was very limited. Although internationalorganizations such as UNESCO and SPC have providedsome training to staff, this has also been on an ad hocbasis.

A database management system exists only at thecentral level, not at the regional or local levels. Also, thetools for data collection and dissemination are weak.The primarymeans of data collection is the annual schoolcensus, a paper based document that schools completeand return to the Ministry via postal or shipping services.Involvement of the EAs is limited to delivery of forms

from schools to MEHRD and vice versa, though even thisminimal role varies by EA. Because of limited resourcesand lack of infrastructure to set up internet connections(especially in remote areas), mechanisms are limitedthrough which schools could report back the dataelectronically. Although some schools (in Honiara) havecomputer stations through which they send the formsonline to the government, this is not a common practiceamong schools.

Solomon Islands has a weak culture of evidence baseddecision making. Although NEAP highlights the use ofdata to inform decision making, the value of data is notfully understood by education stakeholders.Government needs to initiate efforts to promote thecollection and utilization of data within and beyond theeducation system. This ensures a sense of accountabilityon each stakeholder, which makes the entire systemmore efficient (box 1): “There needs to be massiveawareness of why education data is important, especiallyin the rural areas. Education and information needs to beembedded into the culture of the country” (parent indiscussion with the author, March 2015).

Auditing

Training

Staffing

Infrastructure

Maintenance

Dissemination

Collection

Many Latin American countries such as Argentina andChile have policies that mandate the use anddissemination of education data, drive effectiveness, andsafeguard the system in a variety of ways. Policies thatmandate EMIS and EMIS resources establish continuityand sustainability for the system. Further, policies thatspecify responsibilities and roles for data collection andmanagement prevent interference fromexternal agencies.Similarly, policies that guide processes and procedures forworking with other units and other sources of datacontribute to improvements in quality, efficiency, andintegration. Policies can also help to establish the supplyof data into EMIS by requiring schools to submit data in atimely manner and positioning the EMIS team as theprimary data collection authority.


Box 1: Example of EMIS Specific Policies

Source: Authors.



Policy Area 2: System Soundness

EmergingA sound information system is assessed in five areas: (1)data architecture, (2) data coverage, (3) data analytics,(4) dynamic system, and (5) serviceability.

A basic infrastructure supports Solomon Islands’ EMIS,but no blueprint guides its structure. Since 2004,MEHRD has used Pacific Island Nation EvaluationAnalysis Policy and Planning Leveraging EducationStatistics (PINEAPPLES) software as the main databasethat captures information collected from all schools. It isbased on the Microsoft SQL server, which is compatiblewith Microsoft applications, using Microsoft Excel toconduct statistical analysis andMicrosoft Word to createand publish documents. The system is built by anAustralian company called Uniquest, funded entirely bydonors from Australia and New Zealand.

The system is capable of archiving data (source data,metadata, and final statistics) dating back almost nineyears. The major problems are the difficulty of upgradingthe software and fixing regular bugs, making the systemcomplicated. Because of lack of investment by thegovernment and lack of commitment by the vendor, thesystem is not reviewed continuously for softwareupgrades. EMIS data are made available to public via theMEHRD website (mehrd.gov.sb). The website publishessome key education statistics, policy documents, andPAR, information for which is derived from EMIS andassessment data.

Since its inception, no well defined blueprint or wireframe has supported the construction of an EMIS. A userguide provided by the vendor accompanies the system,but it is a very complex 800 page report, which is notused or read by the EMIS team. A table of specificationsalso exists that documents education data definitions,data formats, and layouts, which is also not used inpractice, as confirmed by the MEHRD staff. Noestablished audit mechanisms are in place that ensureregular auditing and confidentiality of data. AlthoughEMIS promises to be a comprehensive system in terms ofits design structure, many features of the system are notused by the team because of lack of training provided tothe staff.

EMIS data include only basic administrative informationof schools and teachers; assessment, health, andfinancial data are not integrated into EMIS, making itdifficult to assess the effectiveness of the educationsystem. Each year, MEHRD sends out a 20 page annualschool survey form to the schools (public, private, andchurch) to be filled out and sent back to the Ministry bythe end ofMarch. EAs support the process by distributingand collecting the completed forms from schools andsending them back to MEHRD.

EMIS contains school level statistical information onstudent enrollments, transitions, repetitions, dropouts,and transfers to other schools. This information isdisaggregated by age, gender, and class level. EMIScaptures school performance and efficacy data such asstudent to teacher ratios, student to classroom ratios,and student to school ratios.

The system also contains information on availability ofresources in schools such as library resources(instructional videos, reference books, computers,printers, and video players), student textbooks, furniture(desks, chair, and benches), classrooms (number, roomsize, years of construction, and materials), and generalfacilities (toilets, electricity, water, internet, and medicalsupplies). It is important to note that a “head count”approach is used to collect student information;individual level data are not collected by the ministry.Education data collected at the student level can helpanswer more detailed policy questions, which can informbetter decision making (box 2).

Besides administrative data, EMIS captures thebreakdown of funding received per school. All schoolsare required to report all sources from which theyreceive funding: for example, if the schools receivefunding via donations and grants. In addition, schoolsreport if students are required to pay school fees.Although schools are required to report these dataaccurately, no mechanism validates the data and trackshow the allocated money is spent by these schools.



EMIS also contains basic human resources data onteachers’ personal information, such as name, age,gender, marital status, number of children, citizenship,and home province. In addition, it also captures data ontheir employment status, duties, qualifications, andexperience.

The system is capable of performing basic tabulations;however, increased focus on predictive modeling andscenario analysis can push the system to a moreestablished level. The Analysis Workbooks are the maindata analysis and reporting tools contained in SIEMIS(SIEMIS User Guide). These workbooks are built onMicrosoft Excel and linked to the data contained in EMIS.Analysis is conducted using pivot tables and pivot charts,which draw data from the system to conduct descriptiveanalysis, data tabulations, and data relationships, asneeded by the users. Data can be easily aggregated anddisaggregated by age, gender, schools, and districts. It isalso possible to calculate ratios (e.g., teacher studentratios), rates (e.g., transition rates, enrollment rates,etc.), and relationship between variables (e.g., genderand enrollment). Although this information can beproduced in real time, outputs from this analysis areused by the staff only to produce the PAR, publishedonce every two years. Besides this, no other advancedstatistical tools are used to perform projections andestimations of statistics (e.g., projecting enrollment ratesfor the next five years). Staff are not equipped with any

other advanced statistical software such as STATA orSPSS to conduct high level analysis.

Few discussions are held between the centralgovernment, education authorities, and schools toreview the existing portfolio of data and identify newdata needs. Parents, teachers, and schools are neverconsulted or interviewed to understand their data needs.EMIS is seen as a “top up” initiative, with thegovernment reporting data to donors and otherinternational organizations, not to the educationauthorities and schools. Further, the same census formshave been distributed for more than 10 years withoutany consideration of capturing additional data.

Serious issues are seen with regard to compilation ofdata, data validity across different sources, andintegration of education and noneducation databasesinto EMIS. The process of compiling data into EMIS isvery lengthy and may involve duplication of informationand errors. Only two EMIS staff are in the unit who areresponsible for compiling the annual school survey formsand inputting data into the system. Since the data areentered manually, no other mechanism is available toreduce or identify any coding, editing, or tabulationerrors. Entering data into the system can take manymonths, which increases the time lag between datacollection, production, and dissemination.

EMIS stores time series data dating back to 2006. Thisenables the EMIS team to verify data consistency overtime and check for any deviation in trends. This becomesespecially important because schools have adverseincentives to report inflated enrollment numbers to getincreased funding. The system has also archived all datacollected since its inception, including source data as wellas final statistics.

EMIS is a standalone system, not integrated with anyother information systems, within or outside theeducation system. Within MEHRD, differentdepartments have different databases capturingeducation information such as (a) learning assessmentdata (ATLAS information system), (b) teacher payrolldata (SIEMIS), and (c) scholarships data (SIMS), but noneare integrated with EMIS. Other education divisionswithin MEHRD maintain some education data, also notintegrated into EMIS. These include (a) school inspectiondata, (b) school grants data, (c) a register of teachers, (d)

Besides school level data, EMIS in Fiji (also known asFEMIS) captures individual student data entered at theschool level, which contains information such as student IDnumber, registered birth number, parent details, gender,ethnicity, date of birth, home situation (e.g., householdincome, electricity, employment), school attendance,record of school fees, and financial assistance accessed. Inaddition, it captures health records for each student,including information on disabilities. FEMIS is also linked tothe national teacher data system and assessment datasystem. These linkages help in answering a range ofquestions such as which children with disabilities, in whichsettings, under what circumstances, are achieving whateducational outcomes? Or, which teachers with what typeof training are creating environments that result in goodlearning outcomes for children with disabilities?

Source: Sprunt 2014.

Box 2: Example of Data Collected by EMIS in Fiji



teacher training and professional development, and (e) aregister of education authorities. Moreover, relevantnoneducation external databases such as workforcedata, internship information, and the like are notcollected or linked with the EMIS system. A well definedintegrated EMIS system includes both education andnoneducation data from different sources, collected atdifferent levels (student, school, and government levels),over a long period.

A key ingredient for data integration is having multiplecommon IDs (such as student, teacher, and subject IDs)that could link these different databases. Identifierscould be in the form of name, date of birth, enrollmentnumber, and so on. Data integration could helpgovernments draw and link information from differentsources, helping them identify trends and correlation,equipping them with tools that would facilitate strongerandmore targeted policy decisions. It would improve theefficiency of the system, serving as a one stop shop togather information on education indicators.

A comprehensive EMIS includes not only administrativedata but also financial, human resources, and learningdata (table 3). This information should be available atboth the individual and aggregate level. The type of dataentered into the system needs to follow logic and a fixedmethodology and have a well defined purpose (AbdulHamid 2014).

Table 3: Data Coverage, Best Practice, and Solomon Islands

Data Type Best Practice Solomon Islands

Administrativedata

DemographicHealthAttendance(enrollment,repeat, dropout,progression, etc.)School level

DemographicEnrollmentsRepetitionsDropoutsTransitions

Financial data

Budgets andrevenuesSpendingCash transfers andsubsidiesUnit cost perstudent

Unit cost perstudent

Humanresources data

GeneraldemographicsSalariesPerformanceevaluationProfessionaldevelopment

Generaldemographics

Learningoutcomes data

ClassroomassessmentsNationalassessmentsInternationalassessments

Source: Adapted from Abdul Hamid 2014.

Policy Area 3: Quality Data

EmergingThe quality of data collected by Solomon Islands’ EMIS isassessed in four policy areas: (1) methodologicalsoundness, (2) accuracy and reliability, (3) integrity, and(4) periodicity and timeliness.

The concepts and definitions of EMIS are welldocumented in a user manual, following technicalguidelines prescribed by UNESCO. Technical documentsare provided by the vendor, which contain detailedinformation on the terminology of the educationstatistics tracked by the system. Complete information isprovided on the structure of the entire database andhow information flows from one part of the system toanother (figure 8). Although not all databases in EMIS areactively functioning (only administrative data arefunctioning), the diagram is a useful tool for



understanding how information in these databasestranslates into analysis and reporting. In addition,comprehensive microdiagrams are provided for eachcomponent of the databases to help users understandthe functions of the system.

Figure 8: Components of EMIS

Source: Adapted from SIEMIS User Guide, 2011.

Additonally, these documents provide information onhow to map Solomon Islands’ education structure to theInternational Standard Classification of Education(ISCED) education level codes precribed by UNESCO.Each statistic in SIEMIS can then be calculated for boththe regular education levels as well as ISCED levels. Thisalso facilitates easy reporting of statistics to the UNESCOquestionaire, which all countries worldwide are requiredto submit.

Education data captured by EMIS is linked to the overalleducation strategy articulated in NEAP (2013–15).Education statistics are linked to the three strategic NEAPgoals:

1. To achieve equitable access to education for allpeople in Solomon Islands

2. To improve the quality of education in SolomonIslands

3. To manage and monitor resources efficientlyand effectively.

However, the scope of education statistics in EMIS is notbroad, but instead is restricted to a small number ofindicators such as enrollments, completion rates, andbasic demographic indicators. The data collected are notcomprehensive, nor do the data track student and schoolperformance longitudinally. Moreover, metadata are notincluded with education statistics.

With regard to recording of data, the student’s age isrecorded according to a specific date or referenceperiod. Once the official primary age is entered intoSIEMIS by the EMIS staff, the system easily calculates theage group for each education level (figure 9).

Figure 9: SIEMIS Calculates Official Student’s Age

Source: SIEMIS User Guide, 2011.

Source data do not provide an adequate basis forcompiling statistics. The administrative school censuscontains information on the structure of the educationcycle, schools, students, and teachers’ personal details.It does not gather information on any indicators relatedto school management or education expenditure.Moreover, the census is not created in a manner thatallows for easy completion by school principals. Many ofthem struggle with completing these forms because oflack of training for collecting the required information.The template is also not compatible with the EMISsystem, and the data have to be manually entered bystaff into the computer. The school forms are also notreceived on time from schools, which delays the entiredata collection process. Revising the design of the schoolcensus forms to add more relevant education statisticsas well as a reduction in the manual entry of data intothe system would enhance EMIS in Solomon Islands.

No validation mechanisms are in place at the local orcentral level to monitor the quality of data entered into



the system. However, a statistical tool in EMIS flagssuspicious values. The quality of data generated by EMISis dependent on the quality of information collectedfrom schools. Inadequate and incomplete informationcan compromise the quality of outputs produced by thesystem, which in turn can affect the ability of thegovernment to make sound policy decisions. For thisreason, having strong validation mechanisms at theschool and provincial levels as well as automated tools toflag suspicious data would be of critical importance. Toaddress these issues, EMIS has a built in tool called “XYCharts” to identify data that may seem suspicious orinaccurate. XY Charts is a tool that is able to spot any datathat is an outlier, by comparing current year values withthe previous year’s information. As an example, in figure10, plotting enrollment rates for the previous yearagainst the enrollment rates for the current year willproduce a set of ratios that is likely to vary within alimited range, because school sizes are not assumed tovary much over a span of one year. The chart helpsidentify any significant outliers to the trend observed(bold red dots that lie outside the gray area). Once theEMIS staff notice any suspicious data, they wouldinvestigate and cross verify this information with theschools.

Source: SIEMIS User Guide.

However, the scope of this tool is very limited because itcan compare information only against previous trends.Besides this tool, no other validation measures areadopted to verify data collected from schools at anytime. A good practice would be to assign central level

officers at the provinces to monitor school level datacollection.

EMIS staff are not bound by any professional code ofconduct while performing their duties. No proceduresare in place that require staff to follow any professionalconduct. No efforts aremade to promote research by theteam using the data generated from EMIS. Also, thestatistical practices are not transparent. No publicinformation is made available regarding how the datawere collected or compiled. There is a lack of awarenessof the publications and education statistics produced byEMIS.

Huge delays are seen in collecting data and producingstatistics from EMIS. The entire process of datacollection, processing, and dissemination can takeapproximately 13 to 16 months. Absence of policies andmandatory procedures results in schools not reportingdata on time. Geographical location is also another areaof concern. Schools located in rural and suburban areasfind it difficult to send their forms on time to MEHRDbecause of poor shipping and postal services. In addition,manual entry of data into EMIS takes three to fourmonths. As a result, the final annual statistics book (PAR)is published only once every two years. Having educationauthorities closely monitor schools and assisting them inproviding data on time would help reduce the time lag.

Policy Area 4: Utilization for DecisionMaking

Latent

The utilization of Solomon Islands’ EMIS data is assessedin four areas: (1) openness, (2) operational use, (3)accessibility, and (4) effectiveness in disseminatingfindings.

The Performance Assessment Report (PAR) is theannual statistics handbook produced and disseminatedby MEHRD.MEHRD uses EMIS data to produce the PAR,which is printed and published on the MEHRD websiteonce every two years. Although this is a useful tool foreducation stakeholders to assess the education system,it is rarely used in practice. Lack of user awareness of theexistence of these reports (due to poor disseminationstrategies) coupled with a weak internet makes itinaccessible for most stakeholders.

Enrollment rates, current year

Enrollm

entrates,previou

syear

Figure 10: Data Quality Measures: XY Charts



A two page school feedback report is sent byMEHRD toall schools, but this is rarely used in practice. At the endof the data completion cycle, schools receive a shortfeedback report from MEHRD that contains a briefanalysis of school performance. It contains descriptivestatistics on school demographics such as enrollmenthistory, enrollments by gender, repetition rates by gradeand province, and student teacher ratios (figure 11). Thisfeedback loop helps involve schools in the EMIS processby providing them with performance data, but it is notuseful for many reasons. First, there is a lack of datadriven culture in the country. School principals andteachers do not understand the importance of data toinform their decisions on teaching and student learning.Second, timelines are a major issue. The feedback reportis sent with long delays (sometimes more than a year),which makes the data redundant and lacking in context.Third, inaccurate reporting of data by schools makes thisinformation unreliable.

Creating awareness of the importance of data andequipping schools to analyze the data reported by themwould be a good start to help them understand its usage.Workshops and focus group discussions should be heldin schools to train school staff on (a) how to fill censusforms, (b) how to use data to make school improvementplans, and (c) training teachers on the use of data inclassrooms. MEHRD should also make attempts toreduce the time lag between data collection anddissemination so that schools receive the feedbackreport on time.

EMIS is open only to the central government (MEHRD)and donor organizations supporting the system. EMIS isa hierarchal initiative established to feed data fromschools to MEHRD. Although MEHRD collects datathrough EMIS, its usage is limited only to the allocationof school grants, not for improving governance andaccountability of the education system. Internationalorganizations, such as the UNESCO Institute of Statistics,and donors fromAustralia and New Zealand request datavia email, outside of EMIS. However, these organizations’usage of data is limited to basic information on educationstructure, enrollment figures, and other educationdemographics. Besides MEHRD and donor organizations,no other education stakeholder is aware of or uses EMISdata in their core operations.

Local education authorities do not have access to data,and as a result, they cannot use this information tomanage their schools and hold them accountable: “Wecannot monitor schools because we do not getinformation collected by the annual forms. Accessibilityof data is a major issue” (EA representative in adiscussion with author, March 2015). For schools, EMISrepresents mandatory filling and reporting of the annualschool census form to the Ministry.

Figure 11: Snapshot of the Feedback Received by Schools

Source: EMIS team, MEHRD.



Efforts could be made to improve the dissemination ofdata so that users are more aware and understand thebenefits of data. Lessons could be learnt from countriesthat have adopted strong dissemination materials tocreate a data driven culture in the society. Newsletters,publications, report cards, and other documents couldbe produced that would cater to the needs of variousstakeholders such as parents, teachers, principals, andother communities. As an example, Chile has developeda toolkit for data dissemination materials for differentaudiences that help them in policy making, providinginformation on student learning as well as holdingschools accountable (table 4).

Table 4: Example from Chile on Data Dissemination StrategyAssessmentguidelines

Provide pedagogical support to schoolprincipals, pedagogical coordinators, andteachers

Schoolreport

Provide pedagogical support to schoolprincipals, pedagogical coordinators, andteachers

Nationalreport

Inform policy to decision makers andgeneral public on student performanceacross grades and regions

Newspapersupplement

Hold schools accountable by publishing dataon school grades by subject across regions

Parentreport

Hold schools accountable and involveparents in school

Online bankitem

Provide pedagogical support to teachersthrough releasing test questions from allsubject areas and target grades

Press kit Inform policy by providing materials tojournalists and regional education offices

Data files Inform policy, provide pedagogical support,and hold schools accountable, depending onresearch topic, to researchers

Dataanalysis tool

Inform policy, provide pedagogical support,and hold schools accountable, depending onthe type of analysis, for researchers anddecision makers

Georeferentialsystem

Google Maps with the geographical locationof schools and their mean scores for parentsto hold schools accountable

MEHRDwebsite

Inform policy, provide pedagogical support,and hold schools accountable

Source: Ramirez 2013.

Regular announcements of the reports published via emails, postal services, and newspapers could increaseawareness. These dissemination materials ensureutilization of information from parents to schools toeducation authorities and national governments. Thelack of utilization of data to improve student learning isvoiced by parents in Solomon Islands (box 3).

Box 3: Voices of Parents

“Some schools delay in sending report cards, and thesedays could range for more than a year”—Parent in adiscussion with author, March 2015

“Number of students at each school level should be madepublic”—Parent in a discussion with author, March 2015

“Parents should be able to know which schools areperforming well” —Parent in a discussion with author,March 2015

“There is no legal mandate that the parents can use tomake schools accountable” —Parent in discussion withthe author, March 2015

“Parents should be able to know which schools areperforming well” —Parent in a discussion with author,March 2015



Recommendations and Proposed Support

This section presents a set of recommendations and proposedactivities based on the assessment of EMIS in Solomon Islands(table 5). Recommendations and activities aim to improveoverall EMIS functionality in a sustainable and effectivemannerto ensure better access and use of information for decisionmaking, planning, and student learning. The Strengths,Weaknesses, Opportunities, and Threats (SWOT) profile (figure12) summarizes key points from the needs assessment andinforms recommendations.

Figure 12: Solomon Islands EMIS SWOT ProfileStrengths

Strong political buy in from high level officialsThe National Education Action Plan (NEAP) lays thefoundation for EMISLinkage of the education statistics with the overalleducation strategyA system is already established at the central levelData analysis tools already exist

Weaknesses

Detailed policies supporting EMIS operations do notexistLack of integration of different education databases(e.g., assessment/ finance) into EMISEMIS processes not expanded to the provincial levelLimited auditing/validationmechanismsFlaws in the system that create adverse incentives forschools to report inflated education dataPoor internet access, especially in remote areas,which inhibits technological activities in the countryManual processing of dataNo revisions or updates to school census formsLimited involvement of Education AuthoritiesProfessional development activities for staff arelimitedLong delays in production of PerformanceAssessment Reports

Opportunities

Involvement of education authorities beyondcollection and distribution of census formsQuality of feedback reports provided to schools couldbe enhancedCreating awareness, publicizing, and regularlyupdating the content of the existing MEHRD websiteDesignating MEHRD officials and EducationAuthorities closer to schools (especially in remoteareas) to manage/ monitor themExisting donor funding could be channeled throughgovernment systems

Threats

Heavy dependence on donors threatens the longterm sustainability of the systemWeak capacity of primary data providers and officialsat the local levelLimited channels for communication to inform andupdate stakeholdersLimited communication and coordination acrossdifferent units in the Ministry

Table 5: Solomon Islands EMIS Rankings

1. Enabling Environment Latent

2. System Soundness Emerging

3. Quality Data Emerging

4. Utilization for Decision Making Latent



Institutionalization of EMIS as the core managementinformation system of the government would requirestrong policies and a dedicated EMIS budget. Heavydependence on donors to fund its core operations, suchas infrastructure, has resulted in a lack of investmentdedicated toward its maintenance and long termsustainability. As a next step, a policy should bedeveloped that focus on EMIS as the single point ofreference for data collection, processing, anddissemination with a dedicated budget allocatedtowards its operations. Funds fromdonors should also berouted through the government systems.

The policy should include clearly outlined mandatorypractices to be adopted by various educationstakeholders at each level of the education system. Awell defined EMIS policy should have clearly statedprocedures and regulations for (a) central, local, andschool reporting requirements, (b) defined responsibilityand ownership of data, (c) allocation of EMIS budget, (d)data collection processes, (e) data submissionrequirements, (f) procurement guidelines (if purchasingthe software/hardware from an external vendor), (g)technical specifications of EMIS, (h) type of datacollected, (i) data validation mechanisms (internal andexternal), (j) confidentiality clauses, (k) disseminationstrategy, (l) extent to which data should be utilized bystakeholders, (m) code of conduct for staff, and (n)professional development activities.

Efforts should be made to improve the local capacity ofEMIS staff by investing in their professionaldevelopment activities. Currently the EMIS team isstaffed with people who do not have any technicalexpertise in the area of EMIS or database systems. As aresult, any breakdown in the system makes themdependent on the support of vendors. Regular trainingand support should be provided to make staff more selfsufficient. A stronger push is needed from thegovernment to invest in these types of resources. Someinitiatives have been in the pipeline, like thedevelopment of the EMIS Regional design facility by theSecretariat for the Pacific Community to providecontinuous on the job training to staff.

EAs should be involved in the process of data collection,processing, and dissemination. EMIS in Solomon Islandsis a centralized and hierarchal initiative, with the schools

feeding data directly to EMIS. EAs could be instrumentalin assisting schools to complete census forms and ensuretimely submission of data to MEHRD. They could also beinvolved in monitoring the quality of data provided byschools, which would make them accountable. Providingthem access to EMIS data would ensure more effectiveutilization of information at the local level and increasethe accuracy and reliability of source data.

The type of data collected and indicators produced byEMIS must be reviewed and further developed toinclude student level data. Currently the annual censuscollects aggregate data on students. A head countapproach is used to estimate the enrollment rates andother education statistics. Collecting individual leveldata would provide more useful information to schools,teachers, and parents as well as increase theirengagement in the process. Workshops with the EMISteam and different departments within MEHRD shouldbe conducted to review data needs and revise censusforms accordingly.

Integration of other education databases into EMISwould result in more effective utilization of educationdata for decision making. Currently EMIS is a standalonesystem, containing basic demographic information onschools. Student assessment data are fed into a separateinformation system (ATLAS), which contains data onliteracy and numeracy skills. Besides assessment, there isa human resource management information system andfinancial information system, which are not integratedwith EMIS either. The government should develop astrategy to encourage dialogues among differentstakeholders to integrate all the existing educationdatabases.

EMIS needs to be supported by regular internal andexternal audits to improve the accuracy of datacollected and utilized in decision making. The SIGPcreates adverse incentives for schools to report inflateddata to receive increased funding. As such, validationprocedures to verify data collected from schoolsbecomes even more critical. Posting MEHRD officers andeducation authorities in provinces (both rural and urban)to monitor schools closely would go a long way inimproving the accuracy and reliability of source data. Inaddition, stronger automated tools to deal with missingvalues and identify suspicious data could be developed.



Specialized workshops should be held in schools toinstill a data driven culture among educators.Utilization of data requires a shift in behavior and socialnorms, making communication campaigns a useful tool.Specialized training courses should be conducted forprincipals and teachers to (a) train them on the effectiveuse of the EMIS feedback report and (b) teach them howto complete school census forms. This is especiallyimportant when a new principal or staff is appointed whohas little knowledge on completing these forms.

The quality of feedback reports sent to schools shouldbe enriched with more relevant microlevel informationon school performance. Currently MEHRD sends a twopage feedback document to every school, which containsa brief summary on school enrollment history, abreakdown of enrollment by gender and class level,repetition rates by grade, and student teacher ratio.Although this is a useful tool for knowing the basiceducation statistics of a school, it does not give anyinformation about school performance. Enriching the

report by providing detailed information on studentperformance in examinations, absenteeism rates, schoolexpenditures, management of resources, and so onwould be a more useful tool for school managers andteachers.

Clearly articulated data utilization and disseminationstrategies need to be developed, including processes toensure the timely production of an annual statisticshandbook, as well as additional utilization anddissemination opportunities such as pamphlets andweb based portals. The PAR gets published once everytwo years because of considerable delays in datacollection and processing. Efforts need to be made toensure annual production of these statistics. Also,MEHRD needs to put in place a dissemination strategy tocreate awareness and build a data driven culture.Regular announcements via e mails, as well asmonthly/quarterly updates on education statistics,would go a long way in broadening the number ofrecipients and engaging stakeholders across the country.



AcknowledgmentsThis report was prepared by SABER EMIS teammembersSarah Mintz and Namrata Saraogi, under the supervisionof Husein Abdul Hamid (Senior Education Specialist,Education Global Practice, World Bank). The report wasdeveloped in collaboration with Fred Brooker (SeniorEducation Specialist, Australian Department of ForeignAffairs and Trade) and in partnership with the PacificBenchmarking for Education Results (PaBER) initiative.3

With PaBER, SABER has assessed various parts of theeducation system including School Accountability andAutonomy, Student Assessment, Teacher Policies, andnow EMIS. Similar to SABER, the PaBER initiative linkspolicy with implementation, identifies areas tostrengthen policy, expands knowledge dissemination,and improves the quality of education and studentperformance across the pacific. The partnership has runpilot programs in Papua New Guinea, Samoa, andSolomon Islands.

Special thanks to colleagues providing insights andfeedback: Stephen Close, Manar El Iriqsousi, CassiaMiranda, and Michael Melamed. The report benefitedimmensely from the guidance and support of DoreenAlfred (PaBER Coordinator). The SABER EMIS team isgrateful to the Department of Education, especially Dr.Franco Rodi (Permanent Secretary), Richard Hellyer(Technical Adviser), Constance Nasi (Under Secretary,National Education Services), Mike Haukaria (Manager,EMIS Unit), and Richard Adomana (Reporting andMonitoring Officer, Strategic Support Unit).

AcronymsEA Education AuthorityECE Early Childhood EducationEMIS Education Management Information

SystemsISCED International Standard Classification of

EducationMEHRD Ministry of Education and Human Resource

DevelopmentNEAP National Education Action PlanPaBER Pacific Benchmarking for Education ResultsPAR Performance Assessment Report

3 PaBER is funded by the Australian government and is coordinated throughthe Educational Quality and Assessment Programme (formerly the SouthPacific Board for Educational Assessment).

PCRU Planning, Coordination and Research UnitPINEAPPLES Pacific Island Nation Evaluation Analysis

Policy and Planning Leveraging EducationStatistics

SIEMIS Solomon Islands Education ManagementInformation Systems

SIGP Solomon Islands Grants Policy

ReferencesAbdul Hamid, Husein. 2014. “SABER EMIS Framework Paper.”

World Bank, Washington, DC.Ministry of Education and Human Resource Department

(MEHRD). 2012. “Up dated Policy Statement andGuidelines for Grants to Schools in Solomon Islands.”

———. 2013. “MEHRD Performance Assessment Report 2006–13.”

———. 2013. “National Education Action Plan 2013–2015.”———. 2014. “SIEMIS Improvement Plan.”———. n.a. Education Act 1978.———. n.a. “Line Ministry Expenditure Analysis.”Ramirez, Maria Jose. 2013. “Disseminating and Using Student

Assessment Information in Chile.” Systems Approach forBetter Education Results (SABER) student assessmentworking paper no. 3. World Bank, Washington, DC.http://documents.worldbank.org/curated/en/2012/01/16238811/disseminating using student assessmentinformation chile.

Sprunt, B. 2014. “Efforts to Improve Disability Disaggregationof the Fiji Education Management Information System.”Working Paper, Nossal Institute for Global Health,University of Melbourne, Melbourne.

U.S. Department of Education. n.a. “Safeguarding StudentPrivacy.”https://www2.ed.gov/policy/gen/guid/fpco/ferpa/safeguarding student privacy.pdf.

Uniquest Pty Ltd. 2011. “SIEMIS User Guide.”

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collection,

processin

g,andrepo

rting

Data

dissem

ination:

data

dissem

inationtoolsa

reavailableand

maintaine

dby

theagen

cyprod

ucing

educationstatistics

1.5

Budg

et

Person

neland

professio

nal

developm

ent:theEM

ISbu

dget

contains

aspecificbu

dget

forE

MIS

person

neland

theirp

rofessional

developm

ent

Thesystem

budget

iscompreh

ensiv

e,en

surin

gthat

the

system

issustainable

andefficient

Thesystem

suffe

rsfrom

serio

usbu

dgetary

issue

s

Thesystem

hasa

basic

orincompletebu

dget

Thesystem

budget

contains

the

majority

ofrequ

ired

categorie

stoen

sure

that

mostp

artsof

thesystem

are

sustainableand

efficient

Thesystem

budget

iscompreh

ensiv

e,en

surin

gthat

the

system

issustainable

andefficient

Mainten

ance:the

EMISbu

dget

contains

aspecificbu

dget

forsystem

mainten

ance

andrecurren

tcosts

Repo

rting:theEM

ISbu

dget

contains

aspecificbu

dget

forrep

ortin

gcosts

Physicalinfrastructure:the

EMIS

budget

contains

aspecificbu

dget

for

physicalinfrastructure

costs

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SULTS

24

PolicyLevers

Indicators

Descrip

tionof

Best

Practices

Scoring

Latent

Emerging

Establishe

dAd

vanced

Efficient

useof

resources:processes

andproced

ures

areinplaceto

ensure

that

resourcesa

reused

efficiently

Data

driven

cultu

reDa

tadriven

cultu

re

Adata

driven

cultu

reprioritize

sdataas

afund

amen

talelemen

tof

operations

and

decisio

nmaking,bo

thinsid

eandou

tsideof

theed

ucationsystem

Thesystem

suffe

rsbe

causethereisno

tadata

driven

cultu

rethat

prioritize

sdata

managem

enta

nddata

utilizatio

ninde

cisio

nmaking

Thesystem

hasa

data

driven

cultu

rethat

demon

stratesa

basic

appreciatio

nof

data

and

interestin

developing

better

data

utilizatio

npractices

Adata

driven

cultu

reexiststhat

prioritize

sdata

managem

enta

ndutilizatio

nwith

inandbe

yond

the

educationsystem

Adata

driven

cultu

reexiststhatp

rioritize

sdata

managem

enta

ndutilizatio

nwith

inand

beyond

theed

ucation

system

,and

eviden

ceof

that

cultu

reis

presen

tindaily

interactionand

decisio

nmakingat

all

levels

POLICY

AREA

2:SYSTEM

SOUNDN

ESS

Theprocessesa

ndstructureof

EMISare

soun

dan

dsupp

ortthe

compo

nentso

fan

integrated

system

Thesystem

lacks

processesa

ndstructure

Thesystem

has

basicp

rocesses

andastructure

that

dono

tsupp

ortthe

compo

nentso

fan

integrated

system

Thesystem

has

someprocesses

andastructure,bu

tthey

dono

tfully

supp

ortthe

compo

nentso

fan

integrated

system

Theprocessesa

ndstructureof

the

system

aresoun

dan

dsupp

ortthe

compo

nentso

fan

integrated

system

2.1

Data

archite

cture

Data

archite

cture

Thedata

archite

ctureis

welldefined

toen

sure

fullsystem

functio

nality

Thesystem

'sdata

structuredo

esno

thave

awelld

efined

data

archite

cture

Thesystem

'sdata

archite

cture

includ

essome

compo

nents;

however,itis

incomplete

Thesystem

'sdata

structurehasm

ost

elem

entsof

the

data

archite

cture;

however,ith

assomede

ficiencies

that

affectthe

system

'sfunctio

nality

Thedata

archite

ctureis

welldefined

toen

sure

fullsystem

functio

nality

2.2

Data

coverage

Administrativ

edata:EMIScontains

administrativ

edata

Thedata

inthesystem

iscompreh

ensiv

eand

coversadministrativ

e,fin

ancial,hum

an

Thedata

inthesystem

arefarfrom

being

compreh

ensiv

eand

coverage

islim

ited

Thedata

inthe

system

includ

esomeof

thedata

areas

Thedata

inthe

system

includ

emostb

utno

tallof

thedata

areas

Thedata

inthesystem

arecompreh

ensiv

eand

covera

lldata

areas

Financialdata:EM

IScontains

financial

data

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25

PolicyLevers

Indicators

Descrip

tionof

Best

Practices

Scoring

Latent

Emerging

Establishe

dAd

vanced

Human

resourcesd

ata:EM

IScontains

human

resourcesd

ata

resources,andlearning

outcom

esdata

Learning

outcom

esdata:EMIS

contains

learning

outcom

esdata

2.3

Data

analytics

Data

analytics

Toolsa

ndprocesses

areavailableto

perform

data

analytics

atdiffe

rent

levelson

aregularb

asis

Therearetoolsa

ndprocessestope

rform

limite

dtabu

latio

ns

Basic

toolsa

ndprocessesa

reavailable,bu

tthe

system

isno

tcapableof

cond

uctin

gadvanced

analyticalstep

s(e.g.,pred

ictiv

emod

els,

projectio

ns)

Toolsa

ndprocesses

areavailable;

however,data

analyticsa

reno

tpe

rformed

regularly

Toolsa

ndprocesses

areavailableto

perform

data

analytics

atdiffe

rent

levelson

aregularb

asis

2.4

Dyna

micsystem

Qualityassurancemeasures:the

system

isdynamicandmaintains

quality

assurancemeasures

Thesystem

inplaceis

elastic

andeasily

adaptableto

allowfor

changes/advancem

ents

indata

need

s

Thesystem

inplaceis

note

asily

adaptableto

changes/advancem

ents

indata

need

s,be

cause

noqu

ality

assurance

standardsa

reused

Thesystem

inplaceisno

teasily

adaptableand

requ

iressignificant

timeand

resourcesto

accommod

ate

changesa

nd/or

advancem

ents

Thesystem

inplace

iseasilyadaptable,

butitrem

ains

reason

ablycomplex

Thesystem

inplaceis

elastic

andeasily

adaptableto

allowfor

changes/advancem

ents

indata

need

s

Data

requ

iremen

tsand

considerations:the

rearemechanism

sfora

ddressingne

wandem

erging

data

requ

iremen

tsSystem

adaptability:EM

ISiselastic

andeasilyadaptableto

allowfor

changesa

nd/ora

dvancemen

tsindata

need

s

2.5

Serviceability

Validity

acrossdata

sources:

inform

ationbrou

ghttogethe

rfrom

diffe

rent

data

and/or

statistical

fram

eworks

inEM

ISisplaced

with

inthedata

wareh

ouse

usingstructural

andconsisten

cymeasures

Services

provided

bythesystem

arevalid

acrossdata

sources,

integrateno

nedu

catio

ndatabasesintoEM

IS,

andarchivedata

atthe

Thereareserio

usiss

uesrelated

todata

validity

and

consisten

cy

Thereare

inconsisten

cies

relatedto

data

validity

and

consisten

cy

Thedata

are

consisten

tand

valid;h

owever,

someconcerns

still

exist

Services

provided

bythesystem

arevalid

acrossdata

sources,

integrateno

nedu

catio

ndatabasesintoEM

IS,

andarchivedata

atthe

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PolicyLevers

Indicators

Descrip

tionof

Best

Practices

Scoring

Latent

Emerging

Establishe

dAd

vanced

Integrationof

none

ducatio

ndatabases

into

EMIS:d

atafrom

sourcesc

ollected

byagen

cies

outsideof

EMISare

integrated

into

theEM

ISdata

wareh

ouse

serviceof

EMISclients

byen

surin

gthe

relevance,consisten

cy,

usefulne

ss,and

timelinesso

fits

statistics

serviceof

EMISclients

byen

surin

gthe

relevance,consisten

cy,

usefulne

ss,and

timelinesso

fits

statistics

Archivingdata:m

ultip

leyearso

fdata

arearchived

,including

source

data,

metadata,andstatisticalresults

Services

toEM

ISclients:services

provided

bythesystem

toEM

ISclients

includ

een

surin

gtherelevance,

consisten

cy,usefulness,and

timelinesso

fitsstatistics

POLICY

AREA

3:QUAL

ITYDA

TA

Thesystem

hasthe

mecha

nism

sreq

uired

tocollect,save,

prod

uce,an

dutilize

inform

ation,

which

ensuresa

ccuracy,

security,an

dtim

ely,

high

quality

inform

ationforu

sein

decision

making

Thesystem

lacks

mecha

nism

stocollect,

save,o

rprodu

cetim

ely,high

quality

inform

ationfor

decision

making

Thesystem

has

basicmecha

nism

sto

collect,save,

andprod

uce

timely,qu

ality

inform

ation;

however,its

accuracy

might

bequ

estio

nable

Thesystem

has

mostm

echa

nism

sinplacene

eded

tocollect,save,an

dprod

ucetim

ely,

high

quality

inform

ationforu

seinde

cision

making;

however,som

ead

ditio

nal

measuresa

rene

eded

toen

sure

accuracy,security

,an

d/or

timely

inform

ationthat

canbe

used

for

decision

making

Thesystem

hasthe

requ

iredmecha

nism

sinplaceto

collect,

save,p

rodu

ce,and

utilize

inform

ation,

which

ensures

accuracy,security

,and

timely,high

quality

inform

ationforu

sein

decision

making

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SULTS

27

PolicyLevers

Indicators

Descrip

tionof

Best

Practices

Scoring

Latent

Emerging

Establishe

dAd

vanced

3.1

Metho

dological

soun

dness

Concep

tsandde

finition

s:data

fields,

records,concep

ts,ind

icators,and

metadataaredefin

edand

documen

tedinofficialope

ratio

nsmanualsalon

gwith

othe

rnational

datasets,and

endo

rsed

bythe

governmen

tThemetho

dological

basis

forp

rodu

cing

educationalstatistics

from

rawdata

follows

internationally

accepted

standards,

guidelines,and

good

practices

Themetho

dological

basis

forp

rodu

cing


does

notfollow

internationally

accepted

standards,

guidelines,org

ood

practices

The

metho

dological

basis

forp

rodu

cing

educational

statisticsfollows

thebasic

sof

internationally

accepted

standards,

guidelines,and

good

practices

Themetho

dological

basis

forp

rodu

cing

educational

statisticsfollows

mostreq

uired

internationally

accepted

standards,

guidelines,and

good

practices

Themetho

dological

basis

forp

rodu

cing


from

rawdata

follows

internationally

accepted

standards,

guidelines,and

good

practices

Classification:

defin

eded

ucation

system

classifications

arebasedon

technicalguide

lines

andmanuals

Scop

e:thescop

eof

education

statisticsisb

roader

than

andno

tlim

itedto

asm

allnum

bero

find

icators

(e.g.,measuremen

tsof

enrollm

ent,

classsize

,and

completion)

Basis

forrecording:d

atarecording

system

sfollowinternationally

accepted

standards,guidelines,and

good

practices

3.2

Accuracy

and

reliability

Source

data:availablesource

data

providean

adeq

uate

basis

for

compilingstatistics

Source

data

and

statisticaltechniqu

esaresoun

dandreliable,

andstatisticalou

tputs

sufficien

tlypo

rtray

reality

Source

data

and

statisticaltechniqu

eslack

soun

dnessa

ndreliability

Source

data

and

statistical

techniqu

eshave

basic

soun

dness

andreliability,bu

tstatisticalou

tputs

dono

tportray

reality

Source

data

and

statistical

techniqu

esfollow

mostreq

uired

elem

entsto

besoun

dandreliable,

butstatistical

outputsd

ono

tpo

rtrayreality

Source

data

and

statisticaltechniqu

esaresoun

dandreliable,

andstatisticalou

tputs

sufficien

tlypo

rtray

reality

Validationof

source

data:sou

rcedata

areconsisten

twith

thede

finition

,scop

e,classification,as

wellastim

eof

recording,referencepe

riods,and

valuationof

educationstatistics

Statisticaltechniqu

es:statistical

techniqu

esareused

tocalculate

accurate

ratesa

ndde

rived

indicators

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PolicyLevers

Indicators

Descrip

tionof

Best

Practices

Scoring

Latent

Emerging

Establishe

dAd

vanced

3.3

Integrity

Professio

nalism:EMISstaffe

xercise

theirp

rofessionwith

technical

inde

pend

ence

andwith

outo

utsid

einterferen

cethat

couldresultinthe

violationof

thepu

blictrustinEM

ISstatisticsa

ndEM

ISitself

Educationstatistics

containe

dwith

inthe

system

areguided

byprinciples

ofintegrity

Educationstatistics

containe

dwith

insystem

areno

tguide

dby

principles

ofintegrity

Education

statistics

containe

dwith

inthesystem

are

guided

bylim

ited

principles

ofintegrity

(1of

the

3principles

ofprofessio

nalism,

transparen

cy,and

ethicalstand

ards)

Educationstatistics

containe

dwith

inthesystem

are

mostly

guided

byprinciples

ofintegrity

(2of

the3

principles

ofprofessio

nalism,

transparen

cy,and

ethicalstand

ards)

Educationstatistics

containe

dwith

inthe

system

areguided

byall3

principles

ofintegrity

:professio

nalism,

transparen

cy,and

ethicalstand

ards

Transparen

cy:statisticalpo

liciesa

ndpractices

aretransparen

tEthicalstand

ards:p

oliciesa

ndpractices

ined

ucationstatisticsa

reguided

byethicalstand

ards

3.4

Perio

dicity

and

timeliness

Perio

dicity:the

prod

uctio

nof

repo

rts

andothe

routpu

tsfrom

thedata

wareh

ouse

occurinaccordance

with

cycles

intheed

ucationsystem

Thesystem

prod

uces

data

andstatistics

perio

dically

inatim

ely

manne

r

Thesystem

prod

uces

data

andstatistics

neith

erpe

riodically

nor

inatim

elymanne

r

Thesystem

prod

uces

some

data

andstatistics

perio

dically

andin

atim

elymanne

r

Thesystem

prod

uces

mostd

ata

andstatistics

perio

dically

andina

timelymanne

r

Thesystem

prod

uces

alldataandstatistics

perio

dically

andina

timelymanne

rTimeliness:fin

alstatisticsa

ndfin

ancial

statisticsa

rebo

thdissem

inated

ina

timelymanne

r

POLICY

AREA

4:UTILIZA

TIONFO

RDE

CISIONMAK

ING

Thesystem

iswho

llyutilizedby

diffe

rent

usersfor

decision

makingat

diffe

rent

levelsof

theed

ucation

system

Thereareno

signstha

tEM

ISisutilizedin

decision

makingby

the

majority

ofed

ucation

stakeh

olde

rs

Thesystem

isused

bysome

education

stakeh

olde

rs,b

utno

tfor

major

policyde

cision

making

Thesystem

isused

bymoste

ducatio

nstakeh

olde

rsbu

tis

notfully

operationa

lin

governmen

tal

decision

making

Thesystem

iswho

llyutilizedby

diffe

rent

usersfor

decision

makingat

diffe

rent

levelsof

theed

ucation

system

4.1

Ope

nness

EMISstakeh

olde

rs:EMISprim

ary

stakeh

olde

rsareiden

tifiedanduse

thesystem

inaccordance

with

the

legalframew

ork

Thesystem

isop

ento

educationstakeh

olde

rsinterm

softhe

iraw

aren

essa

ndcapacity

toutilize

the

system

Thesystem

lacks

open

nessto

education

stakeh

olde

rsinterm

sof

theira

waren

essa

ndcapacity

toutilize

the

system

Thesystem

isop

ento

someed

ucation

stakeh

olde

rsin

term

softhe

iraw

aren

essa

ndcapacity

toutilize

thesystem

Thesystem

isop

ento

themajority

ofed

ucation

stakeh

olde

rsin

term

softhe

iraw

aren

essa

nd

Thesystem

isop

ento

alledu

catio

nstakeh

olde

rsinterm

sof

theira

waren

essa

ndcapacity

toutilize

the

system

Usera

waren

ess:curren

tand

potential

EMISusersa

reaw

areof

EMISandits

outputs

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PolicyLevers

Indicators

Descrip

tionof

Best

Practices

Scoring

Latent

Emerging

Establishe

dAd

vanced

Usercapacity

:EMISusersh

avethe

skillstointerpret,manipulate,and

utilize

thedata

prod

uced

bythe

system

toultim

atelydissem

inate

findings

capacity

toutilize

thesystem

4.2

Ope

ratio

naluse

Utiliza

tioninevaluatio

n:data

prod

uced

byEM

ISareused

toassess

theed

ucationsystem

Data

prod

uced

bythe

system

areused

inpracticeby

themain

educationstakeh

olde

rs

Data

prod

uced

bythe

system

areno

tusedin

practiceby

education

stakeh

olde

rs

Data

prod

uced

bythesystem

are

used

inpracticeby

someed

ucation

stakeh

olde

rs

Data

prod

uced

bythesystem

areused

inpracticeby

the

majority

ofed

ucation

stakeh

olde

rs

Data

prod

uced

bythe

system

areused

inpracticeby

themain

educationstakeh

olde

rs

Utiliza

tioningovernance:d

ata

prod

uced

byEM

ISareused

for

governance

purposes

Utiliza

tionby

scho

ols:data

prod

uced

byEM

ISareused

byscho

ols

Utiliza

tionby

clients:data

prod

uced

byEM

ISareused

byclients(includ

ing

parents,commun

ities,and

othe

ractors)

Utiliza

tionby

governmen

t:thesystem

isableto

prod

ucesummative

indicators(derived

varia

bles)to

mon

itore

ducatio

nsystem

4.3

Accessibility

Und

erstandabledata:d

ataare

presen

tedinamanne

rthatise

asily

digestible

Educationstatisticsa

represen

tedinan

unde

rstand

able

manne

r,arewidely

dissem

inated

using

clearp

latformsfor

utilizatio

n,complem

entedby

user

supp

ort

Thesystem

suffe

rsfrom

serio

usaccessibility

issue

s

Thesystem

has

major

accessibility

issue

s

Thesystem

has

minor

accessibility

issue

s

Educationstatisticsa

represen

tedinan

unde

rstand

able

manne

rand

arewidely

dissem

inated

usinga

clearp

latform

for

utilizatio

n,complem

entedby

user

supp

ort

Widelydissem

inated

data:edu

catio

nstatisticsa

redissem

inated

beyond

the

Ministry

ofEducationand/or

the

educationstatisticsprod

ucingagen

cyto

othe

rEMISstakeh

olde

rsPlatform

sfor

utilizatio

n:platform

sare

standardize

dacrossEM

ISandare

custom

izableto

user

need

s

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PolicyLevers

Indicators

Descrip

tionof

Best

Practices

Scoring

Latent

Emerging

Establishe

dAd

vanced

Usersup

port:assistance

isprovided

toEM

ISusersu

ponrequ

esttohe

lpthem

accessthedata

4.4

Effectiven

essin

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SOLOMON ISLANDS EMISSABER COUNTRY REPORT |2015

SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS31

The Systems Approach for Better Education Results (SABER)initiative collects data on the policies and institutions of education systems around the world and benchmarks them against practices associated with student learning. SABER aims to give all parties with a stake in educational results—from students, administrators, teachers, and parents to policy makers and business people—an accessible, detailed, objective snapshot of how well the policies of their country's education system are oriented toward ensuring that all children and youth learn.

This report focuses specifically on policies in the area of Education Management Information Systems.

This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, and conclusions expressed inthis work do not necessarily reflect the views of TheWorld Bank, its Board of Executive Directors, or the governments they represent. TheWorldBank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shownon anymap in this work do not imply any judgment on the part of TheWorld Bank concerning the legal status of any territory or the endorsementor acceptance of such boundaries.

www.worldbank.org/education/saber