- What is SABER-EMIS?
- SABER EMIS Assessment Tool (SEAT)
- SEAT Leading Indicators of Data Quality
- SEAT Reports
- Education Management Information Systems (EMIS) activities in World Bank projects
The World Bank’s Systems Approach for Better Education Results (SABER) program is an evidence-based program to help countries systematically examine and strengthen the performance of their education systems. The Education Management Information System (EMIS) policy domain focuses on improving education data quality to promote system planning and policy dialogue.
The SABER EMIS Assessment Tool (SEAT) was developed to benchmark countries’ education information systems. The SEAT is based on the structure of the Data Quality Assessment Framework’s (DQAF) six Aspects of Data Quality. The SEAT includes a detailed scoring matrix of indicators for benchmarking the EMIS and six Leading Indicators of Data Quality
The results of the SEAT scoring matrix can be aggregated into the following general EMIS benchmarks:
|Level of Data Quality||Description|
|Latent (score 0.0)||Lacking statistical infrastructure; Little government commitment and use of data; greater needs for improving quality of national data than for internationally comparable data.|
|Emerging (0.25-0.5)||Basic data channels in place though still weaknesses in reporting by providers; some commitment to data use; data are still fragmented across ministries; coverage and relevance need large improvement; some regional benchmarks used.|
|Established (0.75)||Stable channels of data collection and production. There is a clear strategy and investment in data and statistics. More varied sources of data including sample-based surveys. Some emerging policy issues are addressed in terms of measurement. Regional and international comparisons are frequently cited.|
|Mature (1.0)||Integrated system of information across state and non-state providers; strong links between users and producers of data ensures responsiveness to relevant policy issues and data use; systems and information demands are often more complex; data on individuals regularly collected or tracked; International comparisons used widely and help to drive policy reforms.|
Conducting an assessment of an EMIS using the DQAF or SEAT can require a considerable amount of resources and effort. To provide a simple, low-cost tool to regularly monitor process between full assessment exercises, the SABER EMIS team developed the SABER EMIS Leading Indicators of Data Quality. This simple assessment is similar in nature to the use of leading economic indicators and includes one leading indicator for each of the six DQAF Aspects of Quality. The SABER EMIS Leading Indicators are listed in the table below and are explained in detail in section 5 of the SEAT paper.
|Aspects of Quality||Leading Indicator|
|Prerequisites of Quality||Total public expenditure on the education statistics unit as a percentage of total education expenditure|
|Integrity||Databases are available for users outside of government|
|Methodological soundness||Percent of UIS indicators that are estimated with the data provided by the country|
|Accuracy and Reliability||Percent of primary and secondary schools audited for accuracy in their enrollment figures.|
|Serviceability||Time in months elapsed between the initiation of the school year and the publication of enrollment data for that year|
|Accessibility||Percent of schools that receive a report on education sector statistics|
To download a SEAT report, click on the report title in the table below.
|Antigua & Barbuda||Antigua & Barbuda EMIS Country Report||2012|
|Dominica||Dominica EMIS Country Report||2012|
|Grenada||Grenada EMIS Country Report||2012|
|St. Kitts & Nevis||St. Kitts Nevis EMIS Country Report||2012|
|St. Lucia||St. Lucia EMIS Country Report||2012|
|St. Vincent & the Grenadines||St. Vincent & the Grenadines EMIS Country Report||2012|
|Organization of Eastern Caribbean States (OECS)||Education Data Quality in the OECS: Application of the SABER EMIS Assessment Tool to the Six Countries of the OECS||2012|
The World Bank also has been working toward increased availability of education statistics through education management information system (EMIS) activities in World Bank education projects. Between fiscal year (FY) 1998 and FY 2011, almost half (48 percent) of World Bank projects approved by the Education Sector Board included EMIS activities. To view the more information about the World Bank projects and project components, download the WB EMIS Activities Excel file or visit the World Bank Education Projects Database and search by project activity for EMIS.