Abdul-Hamid, H: Lessons Learned from World Bank Education M

This report provides an overview of the World Bank Education's portfolio in the area of Education Management

Information Systems (EM ISs) over the course of 17 years from 1998 to 2014. It seeks to identify overall trends

and characteristics of Bank support in this area, with the intent of informing future project preparation and

analytical work. Although several good practices were evident, operational performance of EMIS activities fell

short of expectations, with widespread deficiencies that ranged from unclear definitions and understanding of the

EMIS to ineffective implementation and utilization. Future projects could benefit from the SABER EMIS

Assessment Framework.



The SABER EMIS framework focuses on the need for a (a) strong enabling

environment, (b) system soundness, (c) quality data, and (d) effective utilization as the key factors essential for

the successful implementation of EMIS. This initial needs assessment of a country's EMIS can playa critical role

in benchmarking countries and provide a valuable foundation for the design of new projects. Examples of

successful EMIS activities include (a) development of an EM IS to manage teachers and provide access to

education (e.g., Afghanistan); (b) utilization of an EMIS as a management tool (e.g., Bosnia and Herzegovina);

(c) creation of an online EMIS to improve access to education data (e.g., Honduras); (d) using an EM IS as a tool

to strengthen teaching and learning (e.g., Lithuania and Guatemala); and (e) using an EM IS as a management

tool for schools (e.g., Malaysia). These success stories highlight how awell-implemented EMIS can improve the

performance of an education system.