The use of UIS data and Education Management Information Systems to monitor Inclusive Education

EMIS data is not only intended for SDG reporting. It is also used for budgeting and resource planning. Information on disability status can also be helpful in drawing up individual education plans, providing support needs, or for guiding policies promoting inclusion. Therefore, this review examines the methodology for disability identification not only in light of disability disaggregation, but for other potential uses of the data.

Type
Book
Licence Condition
Creative Commons: Attribution Share Alike 3.0 IGO
Date of Publication
Region
All
Language
English
Topics
Data Collection
Keywords
inclusive education
educational management information systems
education statistics
education indicator
data collection
Authors
UNESCO Institute for Statistics
Copyright Holder
UNESCO
Publisher/Source
UNESCO Institute for Statistics
ISBN
978-92-9189-243-3
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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.