How can education management information systems facilitate better planning and policy dialogue in Africa?

Despite the progress made by African countries in producing and using education data to support planning and inform policy and decision-making, many gaps persist. How can education management information systems be used to facilitate better planning and policy dialogue in Africa then? Read ADEA’s Task Force on Education Management and Policy Support (TFEMPS)'s possible solution.

Type
Blog
Licence Condition
Full Copyright - All rights reserved
Date of Publication
Region
Africa
Language
English
French
Topics
Legislation, Policies, and Regulations
Data Collection
Knowledge Sharing
Monitoring and Evaluation
Keywords
legislation, policies, and regulations
data collection
knowledge sharing
monitoring and evaluation (including knowledge management)
education data
education planning
Authors
Alpha Bah (Ministry of Basic and Secondary Education,The Gambia)
Youssouf Ario Maiga (ADEA)
Copyright Holder
ADEA
Publisher/Source
ADEA
GPE
Read online

Search for more resources

Latent (0-25%) - The organization lacks the foundational elements necessary for effective EMIS implementation and does not align with the component characteristics that are required for impactful EMIS outcomes. Incipient (26-50%) - The organization has begun to establish foundational elements in the component for EMIS implementation but requires significant development to achieve impactful EMIS outcomes. Emerging (51-75%) - The organization has developed foundational elements for EMIS implementation and is partially aligned with the component characteristics needed for impactful EMIS outcomes, though gaps remain. Established (76-100%) - The organization has fully developed and implemented the foundational elements for EMIS, demonstrating strong alignment with the component characteristics required for impactful EMIS outcomes.