Technological infrastructure and capacity[edit]

There are technological solutions that can improve education management information systems
effectiveness. For instance, as mentioned by Burundi in the 2018 EMIS conference, electronic transfer
of information from schools to the Ministry of Education through mobile devices (including
computers, tablets and smartphones), can help transition from a paper-and-pencil system to an
automated one, which will in turn reduce the time and costs associated with data collection and
processing. Data validity checks with specialized software can improve data quality and harmonization
by removing errors originated in manual data aggregates, as reported by the Democratic Republic of
Congo at the 2018 EMIS conference. Data analytics can be enhanced when using software with
statistical capabilities, geospatial and visualizing tools, for instance, in Liberia, their electronic data entry
process allows a school mapping based on GPS coordinates (2018 EMIS conference). [2]
However, technology is often seen as “the” solution to EMIS challenges, and technological solutions are
prioritized, while the problems are managerial or institutional, and should be tackled with a better
human resource strategy or an education data policy improving the institutional arrangements. [2]
EMIS challenges that can be solved with technological solutions do not necessarily require upgrading
technology, which changes rapidly. It often simply involves fully utilizing the current technology (e.g.,
using basic phones already available in the community to capture and disseminate data) or
strengthening the capacities to use technology at the various administrative levels to better produce
and consume data.[2]
Another consideration is that technological projects fail when there is an attempt to install hardware or
software that cannot be supported with the existing infrastructure. [9] This issue can be avoided by
assessing countries’ current infrastructural capacity and ensuring that the hardware and software are
compatible with the current infrastructure. A cohabitation of technologies is a potential solution, wherein
manual and automated methods are both used. In areas with limited Internet connectivity, data
collection can take place manually and then its transmission or uploading in areas with better Internet
connectivity.

Adequate human resources[edit]

A functional EMIS does require skilled staff, with qualifications and basic training in
statistics, coding, data analytics, data visualization, data collection methods, IT engineering
and computer programming, ICT specialization, etc. Competencies become even more specialized and
precious in areas in conflict or emergencies.[2]
Developing the appropriate skills within Ministries of Education can help reduce dependence on
external technical providers, and strengthen the capacity to engage and manage external providers. For
this, it is important that countries dedicate sufficient budget to train and update EMIS staff. [2]
Training must also be provided to all stakeholders involved in EMIS tasks, based on the data functions
they perform (production, analysis, use, etc.) and at their specific administrative level, otherwise,
inadequate data capacities at any given level could paralyze the flow of information within an EMIS. For
instance, while teachers need to be trained on completing school census forms and understanding the
information from their school report card, regional authorities need to be trained in conducting data
validity checks and data analysis for conducting school comparisons in their regions. [13]

Sufficient financial resources