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Source: Adopted from Systems thinking and learning, by
Stephen G. Haines with permission
Systems thinking:
“A new orientation to life”
“From complexity to simplicity”
Systems: Systems are made up of a set of components that work together for the overall objective of the whole (output).
• Needs assessment
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• Planners, decision makers, users
•Instrument of data collection
• Strategy for collecting feedback
information
•Guidelines
• …
• ….
D. Throughput
C. Input
A. Output
“The organization as a system”
Today
1.
Alignment of delivery
2.
Attunement of people
• Standardized instrument
Future
•
User
value
Collected information
• ….
Feedback Loop
B. Feedback
E.
Current status
• How is data collected
Feedback information
compiled
Environment
• Manpower, materials, facilities
• Social, economic, political
• SWOT/PESTLE
• Necessary infrastructure
• ….
• Manpower availability
• …
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Objectives
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Organized way of collecting
Quicker way to obtain information
Easy Processing, analysis
Quicker information services
Regular /ad-hoc
Standard instruments of DC

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
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
…..
Share of resources /manpower and facility
Easy to process and compile
Faster too
Eliminate duplication of work
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Collection
Processing
•
Collect initial step
•
Total quality
Analysis
Procedure
Feedback
Reporting
Dissemination
Coverage ?
Application
Feedback
Don’t stop in the
middle and expect
an outcome!
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Feedback
Figure 6
• Collection
• incorporation
Dissemination
• Reaching the user
• Presentation
• Briefing
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Data collection
• Training
• Instrument design/review
• Pre-testing
• publication
Publication
• Putting it together
• Formatting
• Costing
• Distribution
Information
• Follow up
Management
• Publication
Life cycle
• Distribution
Data Processing
• Requirements analysis
(prototyping)
Data analysis
• Program design
• Program testing
• Requirements study
• Implementation
• Graphing
• Maintenance
• Compilation
• Reporting
• A cycle within a cycle
EMIS – information life cycle
• Repeats every year
• Careful Planning
Life cycle
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Types
 Primary
 Secondary
 …
Methodology
 Questionnaire
 Interview
 Observation
 ….
Sources
 Central statistical office
 Research institutes
 Departments/sections
 ….
Regular
 Research
Qualitative
 Quantitative
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Success stories
…
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Life cycle
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Needs assessment – producer/user
Instrument design
Pre-testing
Instrument redesign
Publication
Distribution
Follow up
General Community
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National
General
organizations
Community
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MoE
Share of
responsibility
Civil society
General
MoE Planning
Community
Non-Government
organizations
International
EMIS
Ministries
MoE Departments
Researchers
organizations
General
Community
• Non-Formal
Regions
Provinces
• Education
General
Community
• Preprimary education
• TV Education
• Teacher training education
Government
Districts
• General education(1-12)
• Higher education
Schools
•
User is central
•
Quality in All
EMIS/ Users relationship
General Community
•
Decentralized
•
Distributed
Working Procedure
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Figure 2: Scope of Work
Formal
• Records
Survey administration
• Pupils
Data processing
• Pre-primary education
• Teachers
Analysis
• Primary education
• Facilities
Publication
• Secondary education
• Materials
Distribution
• Higher Education
• Adm. personnel
Dissemination
• ….
Feedback
Government
• Records
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• Pupils
Education
• Technical/Vocational Education
• Teachers
Administrative
• Teacher Training
• Facilities
• Special Education
• Materials
•
•
•
Finance
Archives
….
• Adm. personnel
• ….
Non-Government
Non-Formal
• Pre-primary
• Records
• Adult education
• Pupils
• Literacy programs
• Teachers
Required essentials
• Community education
• Facilities
Monitoring & Evaluation
• Evening classes
• Materials
Planning
• Adm. personnel
Training
• ….
Research
MoE = Ministry of Education
MoE
Departments
Management
Provincial offices
District offices
Schools
•
•
•
•
Finance
Archives
Personnel
….
Scope of work
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Decentralized system
Policy
Top Down flow
• Demand/Use
Challenges
MoE/EMIS
1. Equipment
• Guidelines
2. Manpower
• Infrastructure
3. Capacity building
• Training
• Information dissemination
Provinces
At all levels
• Training
Strategy
• Training of trainers
Districts
• Step by step build up of the
system
• Team work at all levels
• Monitoring and Evaluation
• Inventory
• Documentation
Schools
• Maintenance
• Planning
Note
• Use at each level
• Decentralized EMIS
• Share of responsibility
Risks of decentralization
1. Undermining central issues
2. Increased disparity
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Policy
Top Down
Bottom up
MoE – EMIS
• Planning
•
•
The degree to
which policies
match the need of
the people
Is the Ministry
capable of
implementing the
policies
• Monitoring and Evaluation
• Research
• Ability to do the
job /Competency
• Training of trainers
• Willingness
Provinces – EMIS
• Eliminate
bureaucratic
practices
• Planning
• Team spirit
• Monitoring and Evaluation
• Accountability
• Research
Ability to
• Training of trainers
•
manage,
•
listen to bottom up
information
District – EMIS
Data collection
•
Take action
• Planning
Data processing
•
Competency
• Monitoring and Evaluation
Data analysis
•
Willingness
• Research
Publication
•
Eliminate
bureaucratic
practices
• Training of trainers
Distribution
•
Accountability
Common theme
Dissemination
Schools – EMIS
• Planning
• Monitoring and Evaluation
Feedback
Management
• Research
Organizational learning!!
• Training
Develops through time/year
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Training of trainers
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Figure 9
CSO
MoE
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MoF
…
P1
P1
P1
…
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D1
D1
D1
…
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S1
S1
S1
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S1
S1
S1
…
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S1
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MoE=Ministry of Education, CSO=central Statistical Office, MoF=Ministry of Finance, P=Provinces, D=Districts, S=Schools
S1
…
…
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Dakar Goals
Information Base
‘Preparing for Dakar Goals’
We hereby collectively commit ourselves to the attainment of the following goals:
(i)
Expanding and improving comprehensive early childhood care and education,
especially for the most vulnerable and disadvantaged children;
(ii)
Ensuring that by 2015 all children, particularly girls, children in difficult
circumstances and those belonging to ethnic minorities, have access to
and complete free and compulsory primary education of good quality;
(iii)
Ensuring that the learning needs of all young people and adults are met
through equitable access to appropriate learning and life skills programs;
(iv)
Achieving a 50 percent improvement in levels of adult literacy by 2015,
especially for women, and equitable access to basic and continuing
education for all adults;
(v)
Eliminating gender disparities in primary and secondary education by
2015, and achieving gender equality in education by 2015, with a focus on
ensuring girls' full and equal access to and achievement in basic education
of good quality;
(vi)
Improving all aspects of the quality of education and ensuring excellence of all
so that recognized and measurable learning outcomes are achieved by all,
especially in literacy, numeracy and essential life skills.
Definition
Secondary sources
Research
Over ambitious
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Problems
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Early childhood
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Non formal education
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Non-governmental
Different types
Lack of compliance
Coverage ?
Kindergarten
Many different providers
Non-governmental
Coverage
Finance & expenditure for
respective sub-sectors
EMIS not accepted
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Source: Adopted from Systems thinking and learning, by
Stephen G. Haines with permission
Systems thinking:
“A new orientation to life”
“From complexity to simplicity”
Systems: Systems are made up of a set of components that work together for the overall objective of the whole (output).
C
o
l
l
e
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I
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n
• Planning /projection
• Plan /ME/other
• Monitoring and evaluation
• Mechanism for feedback information
• Strategy for collecting feedback information
•
• …
D. Throughput
C. Input
….
A. Output
“The organization as a system”
Today
1.
Alignment of delivery
2.
Attunement of people
• Universal primary education
Future
• ….
User
value
Feedback Loop
B. Feedback
E.
Current status
• How is data collected
Feedback information
compiled
Environment
• Manpower, materials, facilities
• Social, economic, political
• SWOT/PESTLE
• Necessary infrastructure
• ….
• Manpower availability
• …
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Discussions
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• What is your experience in data collection?
• What problems have you encountered?
• How were the problems tackled?
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Indicators
Data needed to calculate the indicators
Remarks
1. Gross enrolment ratio in early childhood
development in early childhood programs (includes
all types)
1. Enrolment in early childhood program
2. Population corresponditng to ECP
1. Are all institutions of early childhood covered?
2. What is the age range for EC statistics?
2. Percentage of new entrants to primary grade 1
who have attended some form of organized
early childhood development program
1. new entrants to grade 1 of primary(by sex, province,
district,school)
2. enrolment in grade 1 of primary(by sex, province,
district,school)
1. How do we know new entrants to grade 1 have
attended some form of schooling before?
2. Is such a data collection included in the
annual/regular questionnaire?
3. Apparent intake rate
1. Total Enrolment in grade 1 of primary
2. Population of official school admission age
4. Net intake rate
1. Enrolment in grade 1 of primary who are of official
school admission age
2. Population of official school admission age
5. Gross enrolment ratio
6. Net enrolment ratio
1. Do you collect new entrants by age regularly?
1.Total Enrolment in primary
2. Population corresponding to primary school age
1. Enrolment in primary who corresponding to primary
school age
2. Population corresponding to primary school age
1. Do you collect enrolment by age?
7a. Public current expenditure as a percentage of
GNP
1. Public current expenditure
2. GNP
1. Do you get data on expenditure?
7b. Public current expenditure on primary education
per pupil (Unit Cost)
1. Public current expenditure
2. Number of primary school students
Ditto
8. Public expenditure on primary education as a
percentage of total public expenditure on education
1. Public expenditure
2. Total public expenditure on education
Ditto
9. Percentage of primary school teachers having the
required academic qualification
Teachers in primary by qualification
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10. Percentage of primary school teachers who are
certified (or trained) to teach according to national
standards
Teachers in primary by qualification
11. Pupil/Teacher ratio
1. Total number of pupils
2. Total number of teachers
12. Repetition rate
1. Enrolment by grade/sex for two consecutive years
2. Repeaters by grade for the latter year
13. The survival rate to grade 5
cohort flow model
14. The coefficient of efficiency
cohort flow model
15. percentage of pupils having reached at least
grade 4 of primary schooling who have mastered a
set of nationally defined basic learning
competencies
cohort flow model
16. Literacy rate of 15-24
Literacy statistics
17. Adult literacy rate
Literacy statistics
Do you collect data on repeaters?
who have mastered a set of nationally defined
basic learning competencies
Is there such a standard your country?
1. Consider your country actual situation and comment on individual indicators above, one by one.
2. Pay attention to the above indicators. There are phrases in bold phase. Read carefully and discuss the availabilithy of data according to current your
own country situation. Discuss how you can deal with each situation. When there is no data available explore how you can about collection data. Can you
compile statistics by region/urban - rural, over several years etc as arequired? Discuss
3. Discuss what preparations are in place in your country to review/under take the mid-decade review in the near future
4. The mid-decade review considers breakdown of the above indicators by province and districts and over the years starting from the base year. Discuss the availability of data to the 18 indicators
5. Discuss other information that is relevant to the mid-decade report