Republic of Haiti SABER Country Report EDUCATION MANAGEMENT INFORMATION SYSTEMS 2017 Key Policy Areas Status 1. Enabling Environment The Organic Law of Education (2007) in which Article 29 lays the groundwork for the school census and defines census structure and processes, but does not yet serve as a comprehensive legal framework for all EMIS processes. The Ministry of National Education and Vocational Training (MENFP) oversees the implementation of the EMIS and is currently compiling a new Organic Law of Education, which will introduce a new comprehensive framework for all EMIS functions. Within the ministry, the Directorate of Planning and External Cooperation (DPCE), Studies and Programming Unit (UEP) and the Information Systems Unit (USI) are responsible for data maintenance, statistical analysis and compilation of data reports. However, the current focus of the EMIS lies on budgeting, resource allocation and reporting to international organizations. To provide a strong environment, the legal framework needs to expand on data utilization and provide clear guidelines for decision makers on school improvements, teacher deployment and bettering learning outcomes for students. The heavy reliance on donor-funding and lack of data-driven culture lessen the sustainability of the EMIS. Both complicate the introduction of a fully utilized EMIS. 2. System Soundness While there is a relatively functioning process for data collection, it is lengthy and often incomplete. The latest school census available to the public is from 2010-11 even though a census has been conducted almost every year. Other than the ministry, mainly international organizations are granted access to the education data upon request. The delays in data dissemination limit stakeholder access to education data and thus, reduce system effectiveness. Physical school census questionnaires are completed in School District Offices (BDS) and then mailed to the MENFP, where data entry occurs. Currently, there is no unified data storage system as the EMIS is currently composed of a collection of individual files scattered across different ministry units. This makes ad-hoc data queries and data reporting more complicated and time-consuming. There is a need to strengthen existing methodological processes, data codes and metadata as well as introduce standardization measures across the education ministry. 3. Quality Data Haiti has established standard processes and guidelines to ensure data quality, but data validation and linkages with education stakeholders remain challenging. The school census methodology is outlined in the school census documents, which provide a reference point on data collection and act as a manual in the process. All non-public schools, which make up approximately 80-90% of the education sector, are included in the school census. Resource allocation as well as participation in tuition waiver and meal programs are linked to school census data, which incentivizes school census participation. However, it may also potentially lead to data inflation. It clearly heightens the importance for data validation, which has been challenging due to the limited numbers of inspectors and geographic hurdles decreasing data quality. By sharing data with other education stakeholders such as district and school officials as well as the broader community, a data-driven culture can be promoted and data utilization increased. This in turn increases data quality. The information captured by the annual census focuses on general demographic data on students, schools and teachers such as for instance enrolment, age and gender. However, it is not yet linked to other important information such as financial, health or learning outcome data. 4. Utilization for Decision Making The Haitian EMIS is geared towards reporting of education data to international organizations instead of school and system efficiency improvements. The MENFP limits its utilization of EMIS data to budget and resource allocation, but fails to employ the information provided by EMIS for other decision-making processes. At the local and school level, education stakeholders do not receive feedback reports and are denied access to school census data. The delays in data dissemination and the lack of inter- ministry sharing further inhibit data utilization for decision making. HAITI ǀ EMIS SABER COUNTRY REPORT |2017 Introduction The Systems Approach for Better Education Results (SABER) is an established tool designed to support countries in systematically examining and strengthening the performance of their education systems. Part of the World Bank’s Education Sector Strategy, SABER uses diagnostic tools for examining education systems and their component policy domains against global standards and best practices and in comparison, with the policies and practices of countries around the world. By leveraging this global knowledge, the SABER tools fill a gap in the availability of data and evidence on what matters most to improve the quality of education and achievement of better results. This report discusses the results of applying the SABER–Education Management Information Systems (EMIS) tool in Haiti. The objectives of this report are to examine the current system according to key policy areas, identify successes and challenges in the system, and provide recommendations to support the continued advancement of EMIS in Haiti in the future. Nevertheless, the primary focus of this diagnostics tool remains on assessing the current EMIS system in Haiti. Approach of SABER-EMIS Information is a key ingredient in an effective education system. SABER–EMIS aims to help countries improve data collection, data and system management, and data use in decision making. SABER-EMIS assesses the effectiveness of a country’s EMIS, with the aim of informing policy dialogue and helping countries better manage education inputs and processes to achieve overall efficiency and strong learning outcomes. A successful EMIS is credible and operational Figure 1: SABER-EMIS Policy Areas and Levers in planning and policy dialogue, as well as Policy Areas Policy Levers: legal framework, organizational structure teaching and learning. It produces and Enabling and institutionalized processes, human resources, monitors education statistics within an Environment infrastructural capacity, budget, data-driven culture education system and has a multifaceted System Policy Levers: data architecture, data coverage, data structure, comprising the technological and Soundness analytics, dynamic system, serviceability institutional arrangements for collecting, Policy Levers: methodological soundness, accuracy and processing, and disseminating data (Abdul- Quality Data reliability, integrity, periodicity and timeliness Hamid 2014). It is crucial for tracking changes, Utilization for Policy Levers: openness to EMIS users, operational use, ensuring data quality and timely reporting of Decision Making accessibility, effectiveness in disseminating findings information, and facilitating the utilization of Source: Abdul-Hamid 2014 information in decision making. The SABER-EMIS assessment methodology is built on four key policy areas that are essential to EMIS and must be assessed to understand and ultimately strengthen the system. Each policy goal is defined by a set of policy levers (actions that help governments reach the policy goal) and indicators (measuring the extent to which the policy levers are achieved) (figure 1). A strong enabling environment lays the foundation for an effective EMIS. Enabling environment refers to the laws, policies, structure, resources, and culture surrounding an EMIS that make data collection, management, and access possible. In essence, this policy area is the context in which an EMIS exists. This defined scope of an enabling environment builds on lessons learned from studies of education management systems. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 2 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 System soundness ensures key processes, Figure 2: SABER Scoring and EMIS Development structures and integration capabilities in an 4 effective EMIS. Education data are sourced Advanced from different institutions, but all data feed 3 Comprehensive into and make up EMIS. Databases within an Established enabling 2 Enabling environment, EMIS are not viewed as separate databases, Emerging environment, processes, but as part of the whole EMIS. Key aspects of 1 processes, structure, data Basic enabling Latent management, system soundness include what data are environment, structure, data utilization, and processes, management, covered in EMIS and how they come together Limited enabling structure, data utilization in integration in environment, place, with in the overarching system. processes, management, place with some intelligent utilization integration structure, data analytics management, Quality data establishes the mechanisms utilization required to collect, save, produce, and utilize Source: Abdul-Hamid 2014 information in an accurate, secure, and timely manner. Data quality is a multidimensional concept that encompasses more than just the underlying accuracy of the statistics produced. It means that not only are the data accurate, but that the data address specific needs in a timely fashion. Quality data lays the groundwork for utilization. An effective EMIS is utilized in decision making by all users (parents, students, teachers, principals and policy makers) across the education system. An EMIS needs to be used so that measures can be taken to improve educational quality. Accurate information on education sector performance enables the design of more informed policies and programs. It is imperative to understand where decision making occurs, if the capacity to analyze and interpret education data exists, and if specific data are available to inform decisions. Using the EMIS data collection instrument, Figure 3: Policy Intent, Implementation and Outcomes Cycle, policy levers are scored on a four-level scale with Examples (latent, emerging, established, and advanced) ✓ Policies ✓ Utilization to assess the extent to which both policy intent ✓ Vision & buy-in ✓ Processes and implementation are achieved (Figure 2). ✓ Standards ✓ Institutionalization ✓ Strategy ✓ Budget documents ✓ Human Resources ✓ Communication Assessing Policy Intent & Implementation Intent Implementation The EMIS assessment examines policy intent and the degree to which intended policies are effectively implemented on the ground (figure 3). Intent refers to the way in which EMIS and its overarching purpose are articulated by decision makers and documented in policies Outcomes and legislation, as well as standards and strategy documents. Assessing intent alone ✓ Teaching & Learning only reveals part of the picture. ✓ Management ✓ Planning & Monitoring ✓ Transparency As such, this EMIS assessment also evaluates ✓ Governance policy execution. Implementation refers to the Source: Authors SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 3 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 degree to which intentions take place Table 1: Measuring Policy Intent and Implementation in Haiti during the day to day activities of Policy Intent Processes Policy stakeholders (e.g., policy makers, county Implementation administrators, principals, teachers, • Multiple • Analysis of data • Interviews students, etc.). Implementation can be meetings with quality and national, observed through utilization of EMIS by MENFP comprehensiveness district and • Focus groups • Examination of schools levels stakeholders, budget allocation, (school directors professional including distribution of human resources, policy makers and teachers) development availability of professional development • Extensive review activities. and education activities, communication and of relevant stakeholders dissemination of information, as well as policies, national the extent of institutionalization across strategies, the system. Once policy intent and standards, and implementation are analyzed, the EMIS planning assessment explores the results of these documents two key components, with a focus on Source: Authors system effectiveness and efficiency, in addition to teaching and learning, and management and planning. Strong education systems will ultimately use these outcomes to inform the effectiveness of policies and education strategies and make adjustments as necessary, creating the cyclical process illustrated in figure 3. In Haiti, EMIS intent and implementation were assessed through desk research, analysis of system applications and utilization, as well as interviews with a variety of stakeholders at MENFP, USI, DPCE and different focus groups at the school level (table 1). Methodology The EMIS assessment methodology consists of a review of written policies and technical documents as well as interviews with key stakeholders across the education system to ensure proper implementation. Research and investigation for the Haiti EMIS assessment took place from June to September 2016. The authors conducted a comprehensive review of policies, as well as technical documents and other background materials. To further examine policy intent and implementation, a series of interviews and meetings took place with the following entities: 1. Ministry of National Education and Vocational Training (MENFP) a. Directorate of Planning and External Cooperation (DPCE) b. Information Systems Unit (USI) c. Studies and Programming Unit (UEP) 2. Two focus groups with principals, teachers and parents from public and non-public schools SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 4 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 Country Overview Haiti is a low-income country and currently the poorest country in the Western Hemisphere. It occupies the west side of an island that shares with Dominican Republic. It has a population of approximately 10.7 million. The country is still suffering from the after effects of the disastrous 7.0 magnitude earthquake in 2010, which caused more than 230,000 deaths. At this point approximately 1.5 million people are internally displaced and 24% of the population live in extreme poverty (CIA 2016). The GDP of the country is approximately US$8.877 billion and after an initial contraction of 5.5 percent in 2010, the economy has been growing between 1.5 and 4.25 percent in the past four years. Most Haitians depend on the agricultural sector for income and have been highly affected by bad harvest, which has also pushed inflation to over 14 percent in February (compared to the previous year), and by the level- five Hurricane Matthew in October 2016. It can be expected that donor financing will gradually decrease in the near future, which poses a substantial challenge to the economy. The latest household survey showed that more than 6 million out of 10.4 million (59 percent) Haitians live under the national poverty line of US$ 2.42 per day and over 2.5 million (24 percent) live under the national extreme poverty line of US$1.23 per day. Moreover, Haiti records a Gini coefficient of 0.61 as of 2012, which makes it one of the most unequal countries in the world (World Bank 2016a). The education sector is structured with 5 cycles of Table 2: Public and Non-Public Schools education in oppose to the international standards of 9 Public Non-Public cycles. The education system is structured in a fashion Preschool 5.5% 94.5% that the primary education runs for 6 years, and middle Elementary School school is 3 years. Lately, the MENFP has been reforming (1st and 2nd Cycle) 8.0% 92.0% secondary schooling by introducing a competency-based Third Cycle and approach. In the reformed system, students will graduate Secondary School 9.0% 91.0% from Grade 9 with a Certificate of Fundamental Source: MENFP 2007a and MENFP 2003. Instruction (Brevet d’Enseignement Fondamental), which Table 3: Student Statistics in Cycle 1 and 2 represents the completion of mandatory education. Public Non Public Higher secondary education offers students a choice of Absolute Number of 486,619 1,723,602 traditional, technical and professional paths, which are all Students (Both three years and all will graduate with the new high school Sexes) diploma (Nouveau Baccalauréat). Only after students have Percentage of 49.1% 49.4% Female Students obtained their diploma, are they eligible to enter tertiary Source: MENFP 2011. education. Approximately 80-90 percent of schools in Haiti are non-public (table 2, Error! Reference source not found. and Error! Reference source not found.). They are generally managed by NGOs, Christian missions or for-profit organizations. Haiti is experiencing a challenging environment for Table 4: Teacher Statistics Cycle 1 and 2 education service delivery. Despite government efforts, Public Non Public there is still a weak institutional capacity and infrastructure Absolute Number of 11,038 58,971 at different education levels. The 2010 Earthquake eroded Teachers (Both much of the previous education infrastructure and Haiti is Sexes) struggling with low enrolment rates as well as poor Percentage of 44.2% 36.1% education quality. Enrolment is approximately 90 percent Female Teachers in primary. On average a Haitian aged 25 years has Pupil-Teacher Ratio 44.1 29.2 Source: MENFP 2011. undergone 5 years of schooling (USAID Education Factsheet Haiti 2016; World Bank 2015a). According to the UNESCO Institute for Statistics (UIS) in 2012 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 5 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 approximately 14.1 percent of primary school aged children did not attend school. In rural areas the percentage of out-of-school children in primary education is as high as 18 percent, whereas in urban areas it is only 6.8 percent (World Bank 2016c). An USAID literacy assessment in Haiti found that 75 percent of pupils finishing Grade 1 and 50 percent of pupils completing Grade 2 are unable to read well or at all. Partially, the lack of quality education can be based on poor teacher qualifications. Almost 80 percent of teachers do not receive any pre-service training (USAID 2016). Not all schools in Haiti possess an officially school license and registration. Current estimates by the Directorate of Planning and External Cooperation (DPCE) are that approximately 20-25 percent of non- public schools have obtained an official license. The remaining schools have provisional permits until the official registration process has been completed. The disparity between rural and urban areas are prevalent as there are less registered schools with an official license than in urban areas (Demombynes et. al. 2010). Salmi (2000) estimated that not more than a third of secondary schools were licensed. Unlicensed schools often remain unregulated by the government and in many cases do not adhere to nationally set education standards. Most schools receive limited funding from the government, but tuition fees charged to parents remain high. School fees can be very high compared to the low income in the country. This makes education unaffordable for many Haitians and with almost 34 percent of the population being under the age of 14 years it poses substantial long-term threats to Haiti’s development (box 1). To counteract these challenges, Haiti has received two grants from the World Bank under the “Education for All” initiative in 2010-15 and 2014-17, amounting to US$22 million and US$24.1million respectively. According to the World Bank project report of 2016, the project ensured that over 370,000 students were enrolled in tuition waver programs and an additional 2,00 qualified teachers were hired. In addition, approximately 140,000 students benefitted from school meal plans (World Bank 2016b). Box 1: Tuition Fees in Haiti Many parents in Haiti struggle to finance their children’s education. For instance, at La Ruche Enchantée, located in a poor Port-au-Prince neighborhood, annual tuition fees vary from US$127 for the first grade to US$180 for the sixth grade. This is not an amount that families can easily afford to pay for one, let alone all of their children. The tuition waiver program subsidizes government-accredited schools with US$ 90, which was estimated to be above the annual tuition cost for a student so that learning materials could be financed. This enabled students to attend school for consecutive years in oppose to only the months or years when the family was able to afford to pay tuition fees. For instance, in 2003 the average student age in grade 3 was 16 years. Source: World Bank 2015a. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 6 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 Development of the Haitian EMIS Even before the Operational Plan 2010-15, the MENFP has consistently introduced new measures to update and improve its EMIS. In 2006, the Sector Management Information System project was launched in cooperation with Richard Dieudonne1 and the Higher School of Information Technology (ESIH). In 2008, the GENINOV Group designed the information system tailored to the needs of Directorate of Planning and External Cooperation (DPCE). In 2009, an information software application was developed for Department for Support and Partnership for Private Schools (DAEPP) by Doralaya. At the same time, the National Bureau of State Exams (BUNEXE) and Directorate of Human Resources (DRH) pushed some initiatives forward to develop local applications, with the support and technical assistance of international donors. Since the inception of the Operational Plan 2010-15, MENFP has prioritized the expansion and improvement of information and communication technologies (ICT). It entered into a multitude of different contracts to upgrade, replace or acquire new software and hardware, which included laptops, desktops, servers, tablets and smartphones. A new Working Group on Education Technology within the Education Information and Communication Technology Unit (UTICE) was established aiming to develop a strategy on how to improve technology integration within different departments. However, their efforts often depended solely on the financial assistance of international and on contract workers. Without the donor assistance, the projects were often abandoned. In 2016, the MENFP demonstrated high commitment to establishing an EMIS in Haiti by institutionalizing a new EMIS unit: Unit of Information Systems (USI). USI is responsible for the majority of EMIS related activities such as implementing effective EMIS structures (organizational architecture, hardware and software provisions, data production procedures and processes), upholding best practices in data production and coordinating with other units that collect education-related data. In short, USI is responsible for the majority of EMIS activities. Nevertheless, the DPCE remains in charge of the school census, which is one of the key components of the Haitian EMIS. During the collection, production and dissemination of the school census DPCE is supported by both USI and the Studies and Programming Unit (UEP). Given the importance of the school census within the Haitian EMIS, the report will shed a particular focus on it. However, it is crucial to understand that the Haitian EMIS extends beyond the school census, which is only a component of the overall data management system. Currently, the USI has been taking the lead on developing a functional EMIS. With the support of DPCE and international partners, USI has been drafting a new EMIS Master Plan (Schéma Directeur du Système d’Information du MENFP - SDSI). The new initiative is supported by the MENFP with technical support from the World Bank, Inter-American Development Bank (IDB), and the Caribbean Development Bank (CDB). First, a workshop was conducted in November 2016, which brought together senior executives from DRH, BUNEXE, UEP, UTICE, Bureau of Preschool Education (BUGEP) and the Education For All (EFA) project. The workshop contributed to the outline of the Master Plan, which will be instrumental for the 1 Author of “L'Envers du Décor: Réflexions sur Haïti et la Crise Mondiale”. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 7 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 strategic alignment of the Haitian EMIS and the development of the Strategic Plan for Education and Training 2017-27 (PSEF). International partners have been instrumental in the process of developing an EMIS and the EMIS Master Plan. Many meetings and discussions were held to support the USI in its task of developing the Master Plan. For instance, the European Union (EU) collaborated not only with USI, but also UEP to produce preliminary reports. During 2016, the IDB worked closely with GENINOV on a variety of EMIS projects and was often the main financier of them. The United Nations Educational, Scientific and Cultural Organization (UNESCO) has also been a strong supporter of EMIS-related projects. Haiti EMIS Results This section presents the main results of EMIS diagnostics described in the previous sections. Results and scores for each policy goal are presented, along with supporting evidence. Policy Area 1: Enabling Environment Emerging  Haiti’s enabling environment was assessed in the following areas: (1) Legal Framework; (2) Organizational Structure and Institutionalized Processes; (3) Human Resources; (4) Infrastructural Capacity; (5) Budget; and (6) Data-driven Culture. The Ministry of National Education and Vocational Box 2: Content of New EMIS Master Plan Training (MENFP) is committed to the • Objectives of the Master Plan implementation of a functioning EMIS. Article 29 of • Objectives of ICT and information system use the Organic Law of Education (2007) provides the • IT policy retained general legal framework for EMIS, but it does not yet • Technology choices act as a comprehensive framework for a systemic • Analysis of objectives and resources EMIS. Article 29 focuses on the school census, but a • Risk analysis of selected policies fully operational EMIS extends beyond the census. A • Assessment of the technical directorates (equipment inventory, software Inventory and good legal framework will strengthen and include all documented procedures) EMIS activities by ensuring a functioning and reliable • Presentation of the mission of the technical data production process. It assigns roles and directorates responsibilities as well as guides processes to ensure • Functional organization of the Information data quality, timeliness and utilization. The current systems Organic Law of Education establishes the interaction • Databases management and administration between the education units and other ministries Center regarding the school census, but does not extend to • Application development center all EMIS related activities. Therefore, the EMIS • Networks system is not yet fully institutionalized and • Operating systems and security education policy on data utilization is still emerging. • Urbanization approach • Different dimensions (organizational, business, The MENFP is currently drafting new policies to functional, application and technical) strengthen the legal framework of EMIS. Currently, • Intervention plan a new Organic Law of Education is under • Projects preparation, which aims to establish a Source: MENFP 2016a. comprehensive legal framework for EMIS beyond the school census. The Directorate of Planning and External Cooperation (DPCE), Studies and SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 8 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 Programming Unit (UEP) and Unit of Information Systems (USI) are coordinating their efforts with international donors and will guide the institutionalization process. The three MENFP units will provide recommendations on how to design the legal framework including its translation from law into practice, assignment of responsibilities and mechanisms for additional EMIS activities. To complement the new Organic Law of Education, the USI is also in the process of drafting a new EMIS Master Plan, which will strengthen institutionalization of EMIS and communicate a clear vision to all stakeholder groups. The new Master Plan will conduct an analysis of current resources (hardware and software, human resources, etc.), define actions to follow and what efforts have been made to achieve the vision of a fully operational future EMIS (MENFP 2016a) (box 2). The Directorate of Planning and External Cooperation (DPCE) along with the Studies and Programming Unit (UEP) within the MENFP are the main ministry units in charge of collecting, processing and disseminating education data. Currently, most education data in EMIS stems from the latest school census data and consists mainly of a collection of files within DPCE and UEP. There have been attempts to set up a fully operational EMIS system and a variety of data solutions have been developed in collaboration with private firms. However, due to financial or political instability none of them have been made operational now. In fact, in Haiti the change in administration in early 2016 may have contributed to inconsistencies in EMIS priorities and thus, caused some delay in EMIS projects. The MENFP has defined Table 5: Current Distribution of Responsibilities in the School Census organizational structure and Data Production Process institutional processes in the school Central The central level has full responsibilities in the areas (Directorate of data collection, data entry, data processing and census documents. The school of Planning publication of the statistical yearbook (annuaire). census is a key component of the and External However, it does not hold responsibility for the Haitian EMIS. Therefore, the school Cooperation, analysis of education data for policy utilization census documents (terms of DPCE) purposes. reference, questionnaire and Regional The regional Departments of Education (DDE) also guidance notes) serve as a reference (Department have full responsibility in the data collection process. point to ensure data collection and of Education, The DDE collects school data from the District School quality. The school census documents DDE) Offices (BDS) and Area Inspection Bureaus (BIZ). The are essential to ensure confidentiality MENFP plans pilot the use tablets and CD-ROMs as and data integrity. It represents a data collection tools in some regions to increase data entry efficiency. positive development towards a District/Local District and local level authorities have full functioning EMIS. The latest “Terms Level responsibilities in the data collection process. The of Reference 2015-18” explicitly (School principals complete the school census questionnaires delegate data collection District in the District School Offices (BDS) and independent responsibilities. Table 5 illustrates Office, BDS) inspectors report to the Area Inspection Bureaus how these responsibilities are shared (BIZ). between the central, regional and Source: Authors. district level. Given the high level of centralization, the DPCE oversees data collection, entry, processing, analysis and dissemination. The regional and district levels act in a supportive role for the DPCE. Since 2010, Haiti has successfully conducted a school census every year with the help of international organizations except for 2014-15. In 2014-15, a comprehensive school mapping project was carried out by the MENFP, where IDB representatives visited schools to collect basic data. created a separate questionnaire for the mapping, which focused on geographic location (longitude and latitude as well as the official address), names of school administration staff (in particular principals), number of students SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 9 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 and teachers. The aim was to create a map of all schools in Haiti, which will provide information on the distribution of schools. Given that the percentage of out-of-school children in primary school education is substantially higher in rural (18 percent) than in urban areas (6.8 percent), such a map could provide important information. For instance, geographic challenges such as distance to schools may play a role in deterring children from attending school (World Bank 2016c). If non-public schools without an official or provisional license were included in the school mapping project, this could provide the government with an important overview of the status of the informal education sector. The project represents a good opportunity to start tracking unregistered schools and identify geographical areas, where licensed schools are wanted. The establishment of the new Unit of Information Systems (USI) in the MENFP represents an important step towards improving institutional capacity. With the responsibility of data collection, entry, processing, analysis and dissemination centered in the DPCE, the department is struggling to complete the full scope of its responsibilities. Therefore, the MENFP has recently established a new unit, Unit of Information Systems (USI), to support DPCE Statistics and Analysis Department in their task. One of the first tasks of USI is to map existing software programs across ministry units to determine a strategy to unify and standardize these, which also includes education data. The USI oversees analyzing data bases and software in preparation of a functioning EMIS. Ideally the USI should plan for technological EMIS updates and facilitate the exchange of data within the ministry. The new circular of January 28, 2016 has officially institutionalized USI and the unit has started operations in 2016. This represents a promising step towards a higher level of operational capacity and data-driven culture. At the central level, the EMIS function is placed at the Box 3: Paper-Based School Census newly institutionalized Unit of Information Systems The school census in Haiti is paper-based (USI) with the support of the Directorate of Planning meaning that all data entry has to be completed and External Cooperation (DPCE) and Studies and manually. The physical copies of the school Programming Unit (UEP), while the DPCE director census are mailed to the regional and central oversees the school census. With the establishment of level, where data entry occurs, substantially USI, the majority of the EMIS operations have shifted to increasing the work load at the central level. The the new unit, while the school census responsibility Ministry has piloted a data collection project, remains at the MENFP level in DPCE. Nevertheless, the which utilizes CD-ROMs in some regions and has expressed plans to buy tablets in the future. The few human resources and manual collection process 2015-16 school census budget accounts for their lessen data collection, entry and analysis efficiency (box acquisition, but due to delays in the acquisition 3). The establishment of USI and the additional support process the plan was never carried out. from UEP will increase institutional capacity and resources, which can be expected to improve data Source: Authors production and dissemination processes at the DPCE level. High staff turnover rates may cause inconsistencies in data collection, analysis and dissemination. Prior to the establishment of USI, almost 40 percent of staff were contract employees with two permanent staff members are directly involved in the data processing. The statistical unit at DPCE in charge of the school census, has 6 permanent staff members and 4 contract employees causing substantial loss of talent and a high level of inconsistencies. In DPCE the design and production of the annual school census is supervised mainly by 3 permanent staff members and representatives in the Regional Education Departments (DDE). They are scarce in numbers and even though additional resources are dedicated to the annual school census by hiring contract workers and receiving support from other departments such as UEP, the workload may contribute to the delays in data production and dissemination. For instance, the 2015-16 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 10 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 school census took place with some delay in June 2016 and by late September approximately 30 percent of data was still missing. The preliminary results were eventually completed by late October. The MENFP has a designated human resource department in charge of professional development for EMIS staff. In theory, it is in charge of developing career paths and personnel evaluations. However, in reality few professional development opportunities are made available for EMIS staff. The lack of career opportunities and high political instability contribute to a high staff turnover rate. In addition, the private sector is often more attractive for highly qualified staff, which increases the challenge of finding, hiring and retaining qualified staff. Highly qualified staff consistency would be crucial in the establishment of a fully operational EMIS. Although most EMIS staff have some statistics or planning expertise, additional training may still be beneficial. Currently, the MENFP is struggling to find, hire and retain qualified staff. Some basic training on data collection and entry is provided to staff, but it is insufficient. The government has expressed plans for increased training and professional development for EMIS staff. At the regional level, Regional Education Department (DDE) there is one or two planners in charge of coordinating activities of the school census, one of the key EMIS components. However, they often lack the necessary skills to effectively carry out data collection activities. The challenge is often augmented by inappropriate technological equipment. For instance, some regional offices not only lack a skilled IT person, but also do not have computers or a functioning internet connection. Long-term financial sustainability for an EMIS is essential. The Box 4: Designing a Strategic Plan to budget for the EMIS is prepared by the DPCE-MENFP, but funded Reduce Risks Associated with Donor by international organizations. The 2010 Earthquake has Funding substantially increased donor participation in Haiti, but now Overreliance on donor funding to seven years after the natural disaster the stream of donor sustain an EMIS is a threat experienced funding is likely to decrease over time. At this point, the funding by many countries worldwide. It is essential to start a dialogue with for the education system stems from international donors such donors and include them on the path as the World Bank, Inter-American Development, Bank to financial sustainability. For instance, Caribbean Development Bank and the European Union. The Afghanistan is currently in the process budget for the 2015-16 school census alone amounted to of developing a five-year plan to approximately US$ 800,000, which excludes additional EMIS streamline EMIS vision, goals and expenses. Currently, most of the contractual and seasonal staff objectives. The strategic plan is also (almost 40 percent of total staff) and expenses related to the designed to counteract the school census are fully covered by these organizations (MENFP uncertainties associated with donor 2015a). Thus, the Ministry will have to face the question of how funding to ensure its longevity. to ensure a sustainable budget not only for the school census, Source: Authors. but for EMIS as a whole in the future. Many other countries also heavily rely on donor funds for their EMIS and face similar challenges (box 4). SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 11 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 Haiti is building a data-driven culture. Without a data-driven culture, the education system suffers due to insufficient data for informed decision making at the central, regional and local level. Even before the earthquake of 2010, Haiti had started to introduce a dialogue surrounding the culture of data. This had been partially aided by international organizations, which partnered with the government of Haiti for EMIS projects such as the cooperation between the Inter-American Development Bank (IDB) and GENINOV Group. Since the earthquake, increased efforts by international organizations contributed to a new level of data awareness, which was supported by a considerable amount of coordination between the different donor organizations and the MENFP. For instance, in May and June 2016, the EU partnered with the MENFP to conducted two short-term EMIS missions in Haiti, which complemented the work of the World Bank and the United Nations in the education sector. The Haitian leadership has increasingly prioritized data and facilitated dialogue between MENFP, donors and private firms to design, establish and implement an operational EMIS. Chile may serve as an example, where data is instrumental at every aspect of the education system (box 5). Box 5: Data Driven Culture in Chile Chile has successfully established an enabling environment for EMIS. Data builds the foundation for every aspect of the education system. The strong data-driven culture is embedded in an education system focusing on monitoring and improving learning outcomes for students. Within the Ministry of Education, designated government agencies, namely the National System for Measuring the Quality of Education (SIMCE) and Agency for Education Quality, are in charge of collecting, analyzing and disseminating education data. Schools are grouped according to student body, urban/rural, economic capacity and historical academic performance. By using each school’s unique ID, education stakeholders can easily compare schools with each other. Source: Bruns, Filmer and Patrinos 2011. The government grants stakeholder groups access to education data on their website, but data publication is often delayed while international organization are likely to receive early access permission. Data-driven culture can be improved by allowing different stakeholders in Haiti to gain access to education data. By sharing timely data with other ministries and the public, MENFP can promote a data- driven culture. Education data is relevant and valuable to other ministries such as for instance the Ministry or Health or Ministry of Labor. Even more so, by delaying access to education data to schools and communities, it may decrease stakeholder buy-in and worsens the data-driven culture. At the moment, international organizations often receive early access to data, while the general public may have to wait a few more months before a public version is available. As the reporting mechanisms are already in place, MENFP can draw on them to expand the scope of data access in a timely manner. Policy Area 2: System Soundness Latent  Haiti’s EMIS soundness was assessed in five critical areas: (1) Data Architecture; (2) Data Coverage; (3) Data Analytics; (4) Dynamic System; and (5) Serviceability. Haiti lacks an operational EMIS structure. It exhibits a highly centralized structure, where data collection, entry and analysis occurs at the central level in DPCE, UEP and USI. There is no e single database, but ministry departments generally manage their own copy of the data using the software WinDev. In fact, the Haitian EMIS is composed of multiple files across different databases including data from the latest school census and other questionnaires. Technically, at the Ministry of Education, there are two Dell 3650 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 12 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 servers and an HP backup system to archive data. However, EMIS data is mainly archived using HypeFile from WinDev. No blueprint or official documentation exists that provides specifications on the architecture of an EMIS. Generally, the school census documents are the main documents to provide guidance on data collection. However, the newly established USI unit has been tasked to develop a standardized data maintenance system across different MENFP entities to address structural issues. Figure 4: School Census Processes in Haiti Local Level Ministry of Education (MENFP) School Level (Public District/Area Level Regional Level Central Level (DPCE) and Non-Public) (BIZ & BDS) School Data Data Verification Directors Review, Process Complete Technical Validation Data Questionnaire Control on and Control Entry Forms Coherence (WinDev) by Regional and Excel Completed Planners Files Data Export Forms Are (Excel or Verified by SPSS) District Inspectors Final Presentation in the Form of the Statistical Yearbook Source: Authors. The need for principals to complete the school census forms in the School District Office (BDS) complicates the data collection process. On the National Day of School Statistics (Journée Nationale de Statistiques Scolaires) all principals travel to the BDS to complete the school census questionnaires. This demands substantial travel on their part and many principals are unable to do so due to geographic reasons such as road conditions or lack of transportation means. If principals cannot report in person to the local inspection bureau, they will be sent physical copies of the census questionnaires. The principals then mail them back to the BDS. Similarly, if principals are unable to complete the questionnaire in the BDS, they are required to do so at their local school and mail it back to the regional office. This process often results in data collection delays or missing data as some schools fail to complete the school census questionnaires. Both scenarios reduce data quality. Table 6 illustrates the proposed methodological changes in the data collection process as outlined in the 2015-16 school census plan. Even though these new data collection methods had been planned for the 2015-16 school census they have not yet been implemented and data collection was entirely paper-based. The aim is to possibly make use of these methods in the 2016-17 school census. Table 6: Different Data Collection Methodologies Proposed for the 2015-16 School Census Instrument Usage of Collection Instrument Responsibility Tablets 160 tablets will be used by school inspectors in the communities with most National Center difficult access (e.g. Artibonite, North and West). Data entered on tablets will be for Geospatial SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 13 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 gradually sent by Internet to the CNIGS server. The 2015-16 school census had Information already accounted for the acquisition of the tablets, which had been postponed. (CNIGS) CD-ROM Some technical partners of the ministry and school networks will help complete Regional the questionnaire on a CD-ROM. For instance, pilot studies of the method will Education take place in municipalities like Fort-Liberté, de Chansolme and La Vallée. There Departments each school principal will fill out the questionnaire on a CD-ROM and provide a (DDE) copy to the school Inspector, who will forward it to the DDE by May 30. Internet In areas (urban and rural) where access to the internet is possible, the Regional questionnaire will be completed directly from computers that can access the Education server through a web site. Departments (DDE) Partners In the Northwest Department, the NGO Together for a better future in Haiti Regional (ADEMA) will provide support in the distribution and collection process of Education questionnaires. Similarly, the Episcopal Commission for Catholic Education Departments (CEEC) will supervise the distribution of questionnaires to schools under its (DDE) control. After their completion by the principals, CEEC and ADEMA will collect the forms and deliver them to the Regional Director. Paper Ultimately, the less accessible schools will complete the paper questionnaire Regional (e.g., Grand-Anse, South and municipalities of Petit-Goâve, the Gonâve and Cité Education Soleil). The schools will deliver the completed questionnaires to the inspector, Departments who will then send them to the DDE. Coding and data entry will be done at the (DDE) DDE in the following departments: Centre, Nippes, Northeast, Northwest, and Southeast. Source: Authors. The few numbers of inspectors may harm the Box 6: Data Validation in Balochistan, Pakistan effectiveness of the data validation architecture of the school census. School inspectors oversee In Balochistan, Pakistan, independent school inspectors (often retired military personnel) travel on data validation through the means of informal motorbikes to inspect schools. They have to visit at observation as no instruments are used to least 90 percent of their schools every month and have corroborate the results of their visits. This been equipped with smartphones. The Department of requires the inspectors to physically travel to the Education in the Government of Balochistan has schools and take stock of school inventory, recently launched a real-time, Android-based school enrolment numbers, teacher attendance and census application. Using mobile phones, authorized other education data captured by the school users can now access information in real time. Once census. However, on average inspectors are the basic information (e.g. school facilities, teacher responsible for 44.67 schools causing substantial attendance) had been assessed by external monitors strain on their part (Direction Départementale du and uploaded, the system does not require additional travel from school authorities as all information can be Centre Service des Resources Humaines 2015) uploaded locally and accessed from anywhere and financial resources for transport are not worldwide through a unique authorization code. necessarily available. In addition, some schools are not reachable due to geographic challenges Source: Education Department of Balochistan 2015. and even though transportation expenses are technically the responsibility of the Ministry, there is often a lack of transportation means. The Pakistani province of Balochistan faced similar data validation challenges (box 6). Resource allocation and other financial benefits are linked to school census data, which heightens the importance of data validation. Data validation is challenging in Haiti and the school census primarily relies on the information provided by the principals. It is a high-stake exercise as additional benefits in the form SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 14 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 of meal plans, tuition waiver or other financial subsidies are based on school census data provided by school principals. In addition to independent inspectors, Haiti could also make use of new information and communication technologies for data validation. For example, in Uganda mobile phones are used by principals, teachers and school administrators to upload education data and photos as proof into the mobile application. It is an effective data validation tool and allows for real-time access to the data (Trucano 2014). Many schools have a provisional permit and are in the process of obtaining an official school license. Generally, schools with a provisional license are included in the school census and the Haitian EMIS. The inclusion of these schools ensures that all education data is fully captured raising accuracy, reliability and quality of education statistics. By including unregistered schools and schools with a provisional license national enrolment rates and the numbers of out-of-school children promises to be accurate. Excluding unlicensed schools would weaken the system structure for many reasons: (i) loss of accountability as these schools are not visited by inspectors, (ii) lack of quality assurances given that unlicensed schools often do not adhere to national education standards, and (iii) limited or no control of finances as these schools are often for-profit charging tuition fees at will. Box 7: Examples of Unregistered Private Schools Ghana has been struggling with unregistered schools. Ever since 2005 when the government announced its intention of closing down hundreds of unregistered schools, it has been trying to monitor the numbers of unregistered schools. In 2014, in the city of Kasoa 24 percent of schools remained unregistered, 22 percent did not participate in mandatory standardized exams and only 55 percent submitted the required school improvement plans. Similarly, in Tamale Metropolitan Area it is estimated that only 49 out of 300 private pre- schools, primary and junior high schools are registered (approximately 16 percent). The aim is to close sub- standard unregistered private schools and elevate well-performing ones to an official status. In general, the Ghanaian Education Service is charged with the responsibility to ensure that all private schools are registered and adhere to the national education standards (Abdul-Hamid et. al. forthcoming; News Ghana 2016). Despite high literacy rates Zimbabwe is still struggling with unlicensed schools. Since 2010, “backyard” private schools have appeared all over the country, reducing the quality of education. Often the teachers do not follow the national curricula and fail to meet education standards. In addition, the facilities of the schools are often not conducive for educational purposes ranging from simple homes to churches and backyards. Generally, unlicensed private schools are for-profit. The private schools charge tuition fees per month, which prevents parents from paying large sums upfront at the start of the new school year like in public schools. However, this also often means that if parents are unable to pay for one specific month, children will miss out on the education that month as they are not allowed to attend school unless all fees have been paid. With the support of the Progressive Teachers’ Union of Zimbabwe (PTUZ) the government has aimed to close at least 600 unlicensed schools. The official closure, however, does not guarantee that these schools will not continue to operate as the government would require considerable capacity to monitor all unlicensed schools (Mutenga 2015). SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 15 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 The lack of official or provisional registration technically prevents unlicensed schools from participating in the national assessments conducted by National Bureau of State Exams (BUNEXE).2 This means that a lot of student and learning data is forgone and lost in the informal education system. Often schools cite the cost of registration, teacher qualification requirements and the difficulty in attaining the minimum required building standards as part of the reason regarding the lack of registration. Unlicensed schools solely rely on tuition fees as their source of funding and many international organizations tend to be nervous about providing long-term funding for unregistered schools (Bolton 2011). There is a clear need to control funding for unregistered schools and monitor them in finances, teaching standards and learning outcomes. Many countries across the globe struggle with the same challenge of unregistered schools (box 7). The system architecture should include feedback mechanisms. There Box 7: Examples of School is a clear need for an information feedback loop to ensure a balance Feedback Mechanisms in Chile between accountability, transparency and school improvement (figure In Chile school performance 5). A cyclical feedback loop would help assure the quality of education data is made publicly available and effectively collect, maintain and disseminate data (Abdul-Hamid to provide feedback to the 2014). In Haiti, the high level of centralization may deter information schools, parents and other from flowing back to the local level. Moreover, the lack of timely data stakeholders. In addition, Chile dissemination3 harms feedback loops even at the regional level. This is publishes a ranking of best performing schools in the particularly important as school information has been linked to country. The highest ranked increased education quality and competition, which in turn decreased schools are rewarded with school fees (Andrabi, Das, and Khwaja 2009). Chile have both financial benefits (Bruns, Filmer established a sound feedback mechanism to inform schools about their and Patrinos 2011). individual performance (box 8), but this is only a certain aspect of the full feedback cycle. 2 It is common that unregistered schools enter partnerships with licensed schools to enable their student to participate in the BUNEXE examinations. 3 The preliminary analysis of the 2013-14 school census data has been completed, but is not yet publicly available. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 16 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 Figure 5: Information Feedback Loop Decision making Data Data and policy making collection Annual Data utilization Schools School Validation Census & Analysis School Census & other outcomes Planning and policy actions & Design Central Research/analysis of Census Government, Reporting Local Government, & School Level Feedback Source: Adapted from Abdul-Hamid 2014 EMIS data should be linked to other data sources beyond the school census to fully capture the state of the education system. An integrated EMIS should capture a variety of administrative, financial, human resource and learning outcome data. Currently, the data collected in the school census focuses on student administrative data such as age, gender, enrolment numbers, transition rates and dropout rates. This provides a snapshot of the education system and should be linked to other education data sources. Table 7 provides an overview of best practices of education data collection that goes beyond the school census to reach full education data coverage. Expanding data coverage and linking new sources of education information to the school census holds high potential for fully operational EMIS use by the government. By using budgeting data from the Ministry of Finance and international organizations, insights into education expenses and school funding could be gained. The school census does not yet collect data on school funding breakdowns, so additional sources of information would be needed to determine how schools are financed (e.g. government, donor-based, school revenue or grant funding). The Students Grades and Exams (BUNEXE) data is collected by the MENFP, but not yet linked to school census data. Integrating examination scores into the EMIS student is an important step towards capturing learning outcomes. Human resource data on teachers and school staff should be included in the EMIS. Data from the teacher permit registry could be integrated into the EMIS to track teacher qualifications. In order to expand data coverage, the MENFP has recently started a collaboration with the Spanish Agency for International Development Cooperation (AECID) in southern Haiti to improve data collection on students and teachers. Table 7: Data Coverage Fully Integrated Expanding Beyond the School Census: Best Practice, Haiti Data Type Best Practice Haiti Administrative data • Demographic • Demographic • Health • Health (special needs data) • Attendance (enrollment, • Attendance (enrollment, repetitions, failure repetitions, dropout, progression, rates by class) etc.) • School level data (student to teacher ratio, • School level student to classroom ratio, student to school SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 17 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 ratio, progress reports, number of classrooms, students per classroom, school resources) Financial data • Budget and revenues • Cash transfers and subsidies • Spending • Cash transfers and subsidies • Unit cost per student Human resource data • General demographics • General demographics • Salaries • Performance evaluations • Professional development Learning outcome data • Classroom assessments • Performance data (occasionally students’ • National assessments grades are published through BUNEXE) • International assessments Source: Adapted from Abdul-Hamid 2014. The system is restricted to performing tabulations by Box 8: Projections for Education Needs exporting data to SPSS or Excel, limiting analytics possibilities. Currently, DPCE, UEP, USI and Students Education projections can also be derived Grades and Exams (BUNEXE) units use WinDev as a data from general population estimates. International organizations, namely the entry and processing tool. It is an automated software tool Economic Commission for Latin America and and the individual ministry units have developed their own the Caribbean (ECLAC) and the United basic interfaces. The units store data with HyperFile, which Nations Population Fund, in collaboration can be exported to SPSS or Excel for analysis in preparation with the Haitian Information Statistics Unit for publication. At the regional level, only the Regional (Haïtien de Statistique et d’Informatique, Education Department (DDE) director and potentially the IHSI) have compiled some population planner or computer specialist have access to a computer projections. They have been computed for data collection. Often the internet connection is poor according to sound methodological and most of the DDE work is performed manually or offline procedures. They could be incorporated into in Excel. There is no built-in system for data analysis. DPCE EMIS to predict future education needs. is solely in charge of data entry, analysis and dissemination Source: IHSI 2016. in the form of the statistical yearbook (annuaire) with the support of USI and the Studies and Programming Unit (UEP). Currently, there are no analytics tools for predictive models or projections even though in cooperation with international organizations, the Haitian Information Statistics Unit (IHSI) was able to carry out elaborate population projections (box 9). Despite efforts from the government and international organizations, Haiti’s EMIS remains inelastic with limited integration. The current system cannot easily adapt to change and is neither integrated with non-education databases nor other education databases such as the Students Grades and Exams (BUNEXE) database. The system could become more dynamic by integrating learning, human resource and administrative data. This information should be available at the individual and aggregate level. It should follow logic and fixed methodology with a well-defined purpose (Abdul-Hamid 2014). With the help of international organizations, Haiti has started to develop new dynamic systems. There have been a number of meetings with international agencies to review existing portfolio of education indicators, reports and identify any emerging data requirements. Nevertheless, at this point the Ministry has not been able to launch a functioning EMIS. In the future, a fully functional EMIS may also be integrated with databases from other ministries resulting in spillover benefits (box 10). SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 18 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 Box 9: Example of Linkages of Education Data with other Ministries In Fiji, the Ministry of Education has established a Body Mass Index page to collect data on the height and weight of students. The intent of the initiative was to use this as a vehicle to engage the Ministry of Health and enhance the prospects of data collaboration. If successful, the initiative could provide important data on student health. The Fijian EMIS holds Birth Certificate IDs for most students. Recent collaboration with the Judicial Ministry allows the assessment team access to the Birth, Death and Marriage database for the first time to verify student data. Early meetings indicated a longer-term desire to combine both data sets to identify students out of school. It would provide a possibility of longitudinal tracking through the students’ academic career. Source: Authors. Policy Area 3: Quality Data Emerging  The quality of data captured by Haiti’s EMIS was assessed in four areas: (1) Methodological Soundness; (2) Accuracy and Reliability; (3) Integrity; and (4) Periodicity and Timeliness. Basic methodology, concepts and definitions are recorded in the school census documents. Currently, these are still relatively general definitions and do not yet follow best-practice examples. In order to enhance understanding and standardization of the methodology, the MENFP should expand on the general definitions in the school census documents. For instance, the Ministry of Education in Ghana includes extensive and detailed instruction manuals in the school census forms. The manual serves as a reference point on the data collection process. Additionally, it provides easy guidance on how to complete the forms in every section on the school census and offers general explanations on what information is requested (Ghana Statistical Service 2016). Maryland, U.S.A., has also compiled an extensive education data manual, which may serve as an example on which aspects to include in the manual (box 11). Box 10: Maryland Student Records System Manual The Maryland Student Records System Manual (COMAR) explicitly underscores the importance of high quality data. It is distributed to EMIS staff, school officials and teachers involved in the data production chain. It provides guidelines on procedures and actions that administrators must follow as they track students and compile reports. Amongst other items, the manual contains: • List of relevant policies. • Delegation of responsibility. • Complete list of all data elements and their descriptions. • Detailed directions on how to update, digitalize and manage student record cards. • Appropriate coding (definition and instructions) for electronic student records cards. Source: MSDE 2015. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 19 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 By explicitly stating definitions, data Box 11: Example of School Census Methodology Testing quality can be assured. In Haiti, the In order to test the methodology and ensure data quality of the MENFP in collaboration with first school census since 2006, both Somaliland and Puntland, international organizations, in Somalia, conducted field tests of the school census forms in 2011. particular UNESCO, is currently trying The main focus was the phrasing of the questions, data collection to enhance existing school census training and the explanations in the supporting census methodology and processes. The aim of documents. By conducting pilot studies, the methods, questions UNESCO and other organizations is to and explanations could be improved to fit the needs of the implement best practices across the education stakeholders, on the data collection side as well as in board. This is a long process and may the data processing. even involve prior pilot testing as it was Source: Ministry of Education and Higher Education, Federal Republic of done in Somaliland and Puntland (box Somalia 2015. 12). International organizations aid Haiti in the statistical analysis of education data. To ensure a high level of data quality specialized statistical methods are needed. International organizations have carried out sound statistical analysis in cooperation with the Haitian ministries. However, the statistics compiled by DPCE with support by UEP and USI using school census data and other related EMIS data are generally descriptive employing basic techniques. The introduction of high statistical standards by international organizations is the first step and now these techniques have to be included in the daily processes. Data validation mechanisms exist and yet sometimes data accuracy and reliability are limited. Data validation is fundamental to ensuring quality data and should be prioritized within an EMIS system. It ensures that the data produced is complete, accurate and useful. In addition, data should also be accessible, timely, clear and disaggregated. In Haiti, EMIS staff often face challenges with regards to missing data, which reduces data quality. The paper-based system requires substantial amounts of manual data entry labor and missing data is often ignored rather than corrected for. In theory, data collectors are trained in how to supply quality data before every collection cycle, but generally the training focuses on rather basic collection skills. In particular, if principals are unable to travel to the regional inspection centers to complete the forms. The MENFP has established a privacy system and code of professional ethics to ensure data quality. The main assurance of data integrity and privacy comes by securing the data entry in WinDev with passwords. These passwords are made available only to EMIS staff and thus, follow the confidentiality guidelines, which are also outlined in the school census documents. Only DPCE, and national examination (BUNEXE) staff have the authority to make data edits or export the data. In addition to privacy measures, a code of professional conduct and ethics exists within the Ministry. However, the code is often unknown to the EMIS staff and has little impact on daily operations. This means that staff generally exercise a high level of independence in their professional conduct. The existing manual should be updated and distributed to all relevant staff to ensure their awareness. Moreover, the manual should be detailed and highlight policies as well as the distribution of responsibilities. The school census already follows certain timelines during the collection phase and this should be extended to the data dissemination process. Strict timelines ensure a smooth production process in the preparation phase and a well-functioning supply chain during and after implementation. Table 8 illustrates SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 20 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 the specific timelines in the data collection process up to data verification for the 2015-16 school census.4 However, there are no specified timelines for data dissemination. Generally, the Ministry aims to make school census data available 6 weeks prior to the start of the school year, but often long delays occur.5 Even though annual school censuses have been conducted, only the 2010-11 census has been published online, while the 2013-14 school census remains preliminary and has not yet been made available to the public. International organizations are granted early access to school census data upon request. These services provided to EMIS clients (mainly NGOs and international agencies) ensure the relevance and usefulness of data, but lack consistency and predetermined reporting intervals. Despite government commitment, data quality may also be decreased due to missing data. Within the government, ministry entities aside from MENFP do not receive early access to the data either, which inhibits internal review or data utilization processes. Table 8: School Census Timeline April May June I. DPCE, DDE, CNIGS II. DPCE, DDE, CNIGS • Operational Plan • Mobilization of resources • Preparation of and training (trainers and tablets and servers in inspectors) Artibonite, the North and West Haiti V. DPCE, DDE III. Communications Bureau at MENFP • Coding and data • Awareness campaign capture at the regional level (in the 5 DDEs) IV. DPCE, CNIGS, DDE • Management and inspection VI. DPCE, DDE, CNIGS • Data verification on tablets and DC-ROMs, coding and data capture in other departments Source: MENFP 2016b. The structure of the education system is not classified according to the International Standard Classification of Education (ISCED) level codes prescribed by UNESCO. For example, in Haiti exist 5 levels of education (preschool, middle school with cycle 1, 2 and 3, secondary school), while international 4 In the 2015-16 school census data collection remained paper-based. Tablets could not be used for data collection pilot studies, because the design and programming of the software had not yet been completed. Similarly, CD-ROMs were not yet in use. 5 As stated supra, the data collection of the 2015-16 school census took place with delays in June 2016 and by late September approximately 70 percent of data had been collected. The preliminary results were eventually completed by late October. This in itself caused delays. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 21 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 standards prescribe 8 levels (Appendix C). In order to avoid conversion errors to international standards, all questionnaires and data has to be converted to international standards decreasing efficiency. In fact, generally international organizations request all data and then try to convert it for instance into lower and upper secondary education according to age. A similar issue occurred in the Solomon Islands and it was resolved by integrating both classifications into the Solomon Islands Education Management Information System (SIEMIS). In SIEMIS every statistic can be calculated in domestic and ISCED education levels, which facilitates reporting procedures to international organizations such as the UNESCO (World Bank 2015b). Policy Area 4: Utilization for Decision Making Latent  The utilization of Haiti’s EMIS was assessed by examining four areas: (1) openness; (2) operational use; (3) accessibility; and (4) effectiveness in disseminating findings. Due to the closed nature of the Haitian EMIS, international organizations are the main users of education data. Education stakeholders often lack awareness of the EMIS and MENFP staff rarely use the information the statistical yearbook (annuaire) or student grade publication provide. The long delays in data dissemination reduce the value of the information and inhibit the system’s potential for accurate education planning by MENFP. The main stakeholders of education data are international organizations, which actively request education data. Other government agencies, regional offices, schools or the broader community does not yet receive access to the school data unless it is officially published on the Ministry’s website. Given the delay in dissemination of the annual statistical yearbook (annuaire) the main source of education statistics are international organizations such as UNESCO, Inter-American Development Bank or World Bank. The MENFP shares preliminary school census data reports with these organizations, which is highly important for the education projects supervised by the international organizations. The data is thus analyzed and disseminated through their respective platforms. This potentially enables other education stakeholders in Haiti to access the important education data, but it remains unlikely that an EMIS will be placed at the core of their operations. Moreover, the information is still limited to what the school census captures. The MENFP mainly uses the information Box 12: Example of How Data Determines Resource Allocations provided by the school census for budgeting and resource allocation. The Haitian The Philippines have designed an education system, where government and international organizations resource allocation is entirely based on data. The department of Education has established an effective system both use the information to manage, plan of Resource Mobilization and Management (RMM). It ranges and allocate funding for schools. The from raising resources to smartly, effectively and efficiently budgeting and planning is based on basic allocating them. The emphasis on data enhances awareness education statistics such as school type, and promotes a data-driven culture at every level. This is the number of schools, enrolment numbers, case, because the Department of Education supervises the student-teacher ratio, dropout rates, etc. The process and resource allocation is applied to public as well as process occurs at the national level and the private schools all over the country as it is a pre-requisite for MENFP does not involve local education receiving government funds. The Philippine model ensures offices in the planning process. Primarily school buy-in and in turn data collection. using education statistics for resource Source: Department of Education Philippines 2015. allocation is a common practice many SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 22 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 countries and some even go beyond mere allocation of resources (box 13). Doing so would foster a more data-driven culture and facilitate the use of education statistics. The high level of centralization deters regional and school education stakeholders from operational use of data. Local authorities do not have access to education data unless it is published on the Ministry’s website. At the regional and school level no feedback is provided on the school census or other EMIS data. From a school official’s perspective, EMIS generally just represents a set of mandatory questionnaires. Local and regional EMIS users receive little or no training on data utilization, which leaves them with basic data interpretation, manipulation and utilization skills. The Ministry does try to make data easily digestible to the public by employing visual aids, but it is generally published with delays limiting data effectiveness. This contributes to a lack of accountability and utilization for decision-making at the regional or school level. At this point, the Ministry has not expressed plans to introduce training for education stakeholders. Table 9 provides an overview of best practices in operational data use and Haiti’s current use. Table 9: Operational Use, Best Practice, Haiti Data Type Best Practice Haiti In evaluation • School performance • Student performance • Student performance • Growth reports • Diagnostic reports • Graduation rates • Transition rates • Teacher performance In governance • Policy decisions • Planning (resource allocation and • Accountability budgeting) • Planning • Management By schools • Academic performance • School performance • Teacher performance • Management • Comparison with other schools By clients • Parents’ access to EMIS • Communities’ access to EMIS • Use data to make decisions • Use data to demand quality By government • Performance ratios • Student-teacher ratio • Infrastructure capacity • Infrastructure capacity • Quality/outcome indicators • Quality/outcome indicators • Spending efficiency • Equality indicators • Teacher salaries • Equality indicators Source: Adapted from Abdul-Hamid 2014. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 23 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 Summary Haiti has laid the foundation for a successful school census in the Organic Law of Education, Article 29, and there is a strong political will to establish a fully functional EMIS. Currently, Article 29 acts as the main legal framework for an annual school census and delegates data collection, maintenance and analysis responsibilities with regards to the school census. The Directorate of Planning and External Cooperation (DPCE) within the Ministry of National Education and Vocational Training (MENFP) is primarily responsible for data collection, entry, analysis and dissemination of the school census. DPCE delivers school census data to the EMIS, while the entirety of the Haitian EMIS falls under the supervision of the Information Systems Unit (USI) with support of the Studies and Programming Unit (UEP). Currently, the MENFP is drafting a new Organic Law of Education, which will be more comprehensive than the existing version and include EMIS related activities beyond the scope of the school census. In addition, MENFP has tasked USI with drafting a new EMIS Master Plan to ensure the successful institutionalization and implementation of a new EMIS. This will be done with the support of DPCE, UEP and international partners. The three units shall provide recommendations and guidelines on issues such as how to build a fully operational EMIS, the legal framework and the division of responsibilities. The education system in Haiti does not yet have a fully operational EMIS system. The school census has been mainly operational and providing valuable education data, but the EMIS system as a whole is not fully functional yet. The EMIS system is in need of technical adjustments and improvements in order to become operational. The WinDev and HyperFile applications are scattered across different units and not yet integrated with analytics software, but need to be exported separately for data manipulation and analysis. The establishment of the new Information Systems Unit (USI) has laid the foundation to the path towards a unified data system across ministries and in particular an EMIS. The EMIS should be customized according to Haiti’s specific needs and linked to the overall educational goals of the country. Education data is not yet effectively utilized in the decision-making process of policy makers at different levels. Timely, accurate, reliable and useful data should be the base for informed decision making. In Haiti, the long delays in the data dissemination process lessen the importance of data for policy makers and reduce their application in the process. In order to implement a data-driven culture and effectively make use of the education data, an improved system is needed. Inter-ministry sharing of data and timely dissemination to the public come with great potential to create awareness and buy-in from education stakeholders. With the help of international organizations, Haiti has successfully established an annual school census system. The annual school census is an important contributor to the national EMIS system as an input and output alike. Every year since 2010, Haiti has conducted an annual school census, except for 2014, where a substantial school mapping project was carried out. International organizations have played an instrumental role in establishing a functioning school census process in Haiti. High level political buy-in was just as important and despite political turbulences in the past, Haitian authorities have demonstrated a high level of commitment towards the EMIS and the school census. This assessment highlighted some areas for improvement in the current EMIS in the areas of enabling environment, system soundness, quality data, and utilization. Haiti’s benchmarks (Error! Reference source not found.) portray a country that has made progress in establishing an EMIS in the areas of enabling environment and data quality, but still requires some improvements in the areas of system SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 24 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 soundness and data utilization. Government officials demonstrate a high level of awareness and interest in improving the Haitian EMIS, which is essential in the process. This assessment supports the government initiative to introduce modern information and communication technology (ICT) in the data collection process. Modern ICT hold many advantages and can increase data collection efficiency. The MENFP aims to use CD-ROMs, tablets and the internet for data collection purposes. Their usage was not yet operational in the 2015-16 or 2016-17 school census. This underscores the government’s appetite towards the use of modern ICT in the school census. Recommendations and Proposed Activities This section presents a set of recommendations Table 10: Haiti EMIS Rankings and proposed activities based on the assessment Emerging 1. Enabling Environment of EMIS in Haiti (Error! Reference source not  found.). Recommendations and activities aim to Latent 2. System Soundness improve the overall EMIS functionality in a  sustainable and effective manner, to ensure Emerging 3. Quality Data better access and use of information for decision  making, planning, and student learning. Future Latent 4. Utilization for Decision Making activities to improve the EMIS should be  strategically designed such that they incrementally boost dimensions of the EMIS to a more advanced level, ultimately improving overall EMIS functionality in a sustainable and effective manner. The Strengths Weaknesses Opportunities Threats (SWOT) analysis (table 11Error! Reference source not found.Error! Reference source not found.) summarizes key points from the assessment and informs recommendations. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 25 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 Table 11: Haiti EMIS SWOT Profile Strengths Weaknesses • Strong desire and buy-in from international • High staff turnover rates and political instability organizations to support the Ministry of harm the sustainability of EMIS in the long term Education to build an operational and effective • Without the financial aid from international EMIS organizations, there is insufficient funding for the • Political will to establish a functioning EMIS school census and EMIS related activities • The Organic Law of Education in combination • Limited documentation on EMIS structure with school census documents lay the • Inefficiencies and quality issues due to manual foundation for an effective school census processing of data • Planning ability to conduct an annual school • Too few inspectors make data validation highly census challenging • Budget for the school census is prepared by the • Considerable delays in data dissemination MENFP • Expanding ministry capacity by creating new units such as the Information Systems Unit (USI) Opportunities Threats • Ongoing development of establishing an EMIS • Heavy dependence on donors for funding • Development of a new Organic Law of • High likelihood that donor funding will decrease in Education to establish a comprehensive legal the near future EMIS framework (beyond the school census) • Limited to no training or professional development • Recommendations by DPCE, UEP and USI may activities for EMIS staff provide new insights for the institutionalization • Potential political turbulences may cause of EMIS inconsistencies • Sharing of information within the government • Missing or manipulated data from schools SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 26 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 • Creating data awareness by publishing education data in a timelier manner • Collaboration with international organizations to gain expertise in data collection processes, analysis and reporting The policy should clearly outline mandatory practices which are to be adopted by various education stakeholders at each level of the education system. A well-defined EMIS policy should have clear and explicit procedures and regulations for: (i) central, local and school reporting requirements; (ii) defining responsibility, ownership of and access to data; (iii) allocating budget for EMIS; (iv) data collection processes; (v) data submission requirements; (vi) procurement guidelines (if purchasing the software/hardware from external vendors); (vii) defining technical specifications for EMIS; (viii;) type of data to be collected; (ix) data validation (internal and external); (x) the extent to which data should be utilized by stakeholders; (xi) defining the code of conduct for staff; and (xii) professional developing staff that work in EMIS activities. Institutionalization of EMIS as the core information system for the government requires strong policies. With the help of international donors, the Haitian government has already demonstrated continued commitment towards establishing an operational EMIS and has developed many EMIS projects. However, changes in political leadership and the lack of sustainability have often prevented these projects to take full effect. The establishment of the new Information Systems Unit (USI) exemplifies the government commitment to build a fully operational EMIS. The next step is to design and implement a policy with a focus on EMIS as one of the most important reference points for decision making in the education sector. The EMIS policies should cover the entire data production chain from data collection to data dissemination to ensure a strong enabling environment with a dedicated budget allocated towards its operations. The Directorate of Planning and External Cooperation (DPCE), Studies and Programming Unit (UEP) and USI are providing recommendations on a new and more comprehensive Organic Law of Education. The new Organic Law should establish the legal framework for all EMIS related activities beyond the school census, which is a crucial step in cementing EMIS. In addition, the new EMIS Master Plan will contribute to the institutionalization and implementation of fully functional EMIS. It will be instrumental and function as a roadmap towards an operational EMIS beyond the school census. It will guide policy makers in their efforts to build a functioning EMIS and may even foster further cooperation with international donor organizations. With a clearly stated and shared EMIS vision, the MENFP, international donors, and private companies will be able to act in unison and combine their efforts in establishing a comprehensive EMIS, avoiding current duplication of efforts. The EMIS is only as good as its utilization. This emphasizes the need for data use at different levels of the education system. By doing so, system-wide efficiencies, teaching and learning practices can be improved. The aim of any EMIS is to provide reliable, accurate and useful data for decision-making processes. Without being used, data loses its value and data collection seems pointless. Data utilization should occur at the central, regional and local level, even including parents, students and the community. In Haiti, a particular focus should be placed on data utilization in high level decision making. Furthermore, regional and local stakeholder groups should also be allowed to access data and use it effectively. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 27 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 Table 12: Sample EMIS Project Timeline Fit/gap User Updating of Training of Pilot testing Refresher Launch of a fully analysis group education EMIS staff and of the new training to avoid operational EMIS meetings policies data collectors system common errors Source: Authors. The customization of a functioning Haitian EMIS will be a long, complex and challenging process (table 12). These steps should be followed in the successful implementation process of a new education data system: • Fit/gap analysis aids in identifying the extent to which a new system fits the needs and requirements for Haiti’s education system. • User group meetings help review goals regarding data utilization. All education stakeholders, including local communities and parents, should be involved to ensure that it is not solely a top- down process. The meetings should be used to answer questions such as: What key information should be captured by the data? How can the data be used to monitor and guide the larger education strategy? Which groups should be responsible for what aspect in the data supply chain? How should data be shared and which stakeholder groups should collaborate? • Education policies should be reviewed, updated and enhanced to establish an enabling environment. The goal is to ensure that the education policies in place enhance the effectiveness of the EMIS. • Training of EMIS staff, principals and data collectors should be a priority. After the initial training, there should be follow-ups and additional trainings customized to the needs of the staff. • Pilot testing can be useful in tackling potential system and software errors before the EMIS is officially rolled out and implemented on a broader scale. The strength of EMIS is in the integration and linkages of different education aspects and databases. Currently, no single data warehouse exists and DPCE, UEP and USI staff are using their own copies of data stored as HyperFile. The EMIS needs to unify the collection of files used by different departments into one single database, which should be made accessible to all EMIS staff. This requires system updates in both software and hardware. Eventually, other databases such as from the school census and national examination department (BUNEXE) should be linked to the system to provide additional data for assessment and decision-making utilization. The creation of a single database system can also facilitate inter-ministry data sharing. The work of the newly created USI of mapping existing ministry software will be essential in the process. By doing so, a new strategy towards unified data systems and databases can be designed. Unique student, teacher and school identifiers can be helpful in tracking individual performance throughout their academic careers. Longitudinal tracking of students, teachers and schools allows for important policy conclusions, which can be utilized directly to improve student learning outcomes. The school mapping project of 2014-15 funded by the IDB aimed to integrate “student files” with unique IDs for students and schools. The data collected by tracking students and schools through their academic careers can hold important information for sound and data-based policy decisions. Unique identifiers for schools will also facilitate tracking of registered and potentially enable easier identification of unregistered schools in combination with the school mapping initiative. Additionally, it may also be beneficial to equip teachers with similar unique IDs to track their professional qualifications, training and development. For unique identifiers to reach their full potential and establish benefits of scope, they will need to be linked and integrated across the entire education system. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 28 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 A well-functioning data validation process is a priority. Box 13: Data Collection and Verification in Automated and built-in mechanisms to conduct audits, Uruzgan, Afghanistan quality assurance checks, and flag inconsistencies need to be established. Every EMIS requires the support of regular Afghanistan has piloted a mobile phone data collection project in Uruzgan, where internal and external audits to improve the accuracy of data. principals answer school census questions Ideally data should be validated at every point of data entry. with their phones. The data is then later The MENFP and in particular the “DPCE-USI-UEP cluster” have verified with the support of shooras the needed authority to supervise the implementation of a (school management counsels). By doing sound data validation system. Further, the system so, daily, monthly, quarterly and yearly architecture should be designed to hold schools and regional data is directly submitted to the EMIS. offices accountable for data collection and its accuracy. In Afghanistan, for example, this is achieved through the use of Source: Ministry of Education Islamic Republic of Afghanistan 2016. mobile phone technology in combination with data validation mechanisms by outside inspectors (box 14). As resource allocation and financial support (e.g. tuition waivers or school feeding) are linked to school census data, it underscores the importance of data validation and the role of independent inspectors. Staff at regional data collection centers, namely the Area Inspection Office (BIZ), School District Office (BDS) and Regional Education Departments (DDE), will benefit from trainings in both data collection and data validation. Moreover, an increased number of school inspectors (both rural and local), the provision of incentives to complete this task, and the provision of appropriate transportation methods will be needed to effectively validate and achieve quality data. The inspectors may also require additional training, so that they can truly fulfill their auditing role, and some accountability mechanisms to make sure work is done and data delivered with good quality. International organizations can be instrumental in providing assistance so that data can be fully validated and verified. To improve the capacity of EMIS staff at the local and central level, investing in their training and professional development is essential. The EMIS staff often lacks technical skills in data management systems and high staff turnover rates amplify the problem. Currently, EMIS is staffed with 40 percent contractual employees (fully financed by international donors) and few designated permanent EMIS staff. As a result, the EMIS staff is often heavily reliant on international organizations to provide expertise. By providing training to staff at every level of the data production chain including the BIZ, BDS and DDE, the government will ensure sustainability and independence in the EMIS process. Moreover, professional development opportunities will create additional capacity of EMIS staff as they reduce staff turnover and provide incentives for staff members. Increasing appeal and competitiveness of EMIS positions can help the government ensure that specialized staff can be hired and retained. Qualified human personnel are essential in any EMIS. Several human resource challenges hinder the growth and effectiveness of the system. These include unequal competitiveness in comparison with private sector opportunities and the previously mentioned challenges to professional development of staff. In general, the lack of appeal and (financial) competitiveness with the private sector is a factor deterring highly qualified staff from accepting employment within EMIS related units. A focus on a strategic plan to institutionalize a sustainable EMIS is key. EMIS needs to be a long-term system and provider of education information. As donor funds may decrease in the future, it is important to bring the focus on building an effective and sustainable EMIS to the forefront of any EMIS strategy. The SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 29 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 sustainability aspect ranges from human resources, budgeting and political commitment to employing appropriate technologies and analytics tools. Within each Operational Plan of Education, special attention should be paid on EMIS and education data. The UEP is the unit in charge of coordinating the upcoming plan and should, thus, work closely with the EMIS team in DPCE and USI. Strategic education goals are crucial in achievement of education milestones. Often decision makers in successful EMIS deployments set milestones of three to five years. Such milestones may include introducing new EMIS modules or programs, expanding data coverage or integrating the EMIS system with other government agencies. Such clear milestones provide all EMIS stakeholders a vision of where the system is going and what it aspires to achieve over the next years. Haiti produces an extensive of approximately 150-page operational plan every five years, which identifies education goals and strategy. The plan’s goals should be monitored throughout the lifetime of the plan and adjustments made accordingly. The UEP, DPCE and USI will need to closely work together to ensure the successful implementation, monitoring and achievement of the education goals in the upcoming Operational Plan of Education. A long-term funding strategy for EMIS is crucial for the sustainability of the system. International organizations such as the World Bank, the European Union, the Caribbean Development Bank, and the Inter-American Development Bank are the main donors for EMIS and the school census. However, seven years after the 2010 Earthquake it may be expected that donor funds will decrease. Sooner or later, Haiti will face the challenge on how to sustain its EMIS system and should start to design and implement a functioning budgeting policy. This extends beyond the school census budget and towards the entire functionality of the EMIS. The Fijian EMIS serves as an example of affordability. In Fiji, the focus had been to design an EMIS based on the geographic (island), strategic and financial needs of Fiji, not of their donors. While establishing any EMIS it is crucial to ensure that the specific country can cover continued operational and maintenance costs of the project. Sometimes EMIS projects fail in the long-term, because donors cover the initial investment and countries default on continued payments. The type of data collected by the school census focuses on administrative data, but could be extended to include financial, human resource and individual student data. Currently, the school census captures basic administrative data (e.g. student enrolment numbers), but does not yet fully capture important financial, human resource or learning outcome data. In addition, there is no established system of collecting individual student data. There is potential to: (i) redesign the school census questionnaire to paint a more detailed picture of the education sector and (ii) implement individual student tracking through unique IDs in the long-term. The individual student data could provide useful data to teachers and parents, as well as encourage their engagement with the system (box 15). SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 30 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 Box 14: Benefits of Individual Student Data Chile has established an elaborate national ID system, which is used in all aspects of public life. This also includes education and in particular resource allocation. The government allocates so-called “vouchers” to individual students and as every student has a unique ID number, it is easy to track individuals and make allocation adjustments in the case of for instance school transfers. In addition, the unique IDs are also used for national examination. The system has substantial potential to track students at every aspect of their academic lives and gain important policy information from the data analysis. Fiji has successfully established an individual student and teacher data record system. This system encourages schools to consume their own data, driving up the quality of student data. Individual data records also enable government staff in allocation of grants, resources and developing policies that cater to individual student characteristics. It also improves communication between school staff as it is possible to monitor real time education data and respond to the needs of individual students and teachers (FEMIS 2016). The initiatives taken by the Haitian government to introduce new Box 15: Data Collection with Tablets in information and communication technology (ICT) for data Lagos, Nigeria collection can potentially increase school census efficiencies. In the Nigerian megacity of Lagos, Even though a successful school census is based on many different the use of tablets has substantially policies, processes and mechanisms, modern ICTs can aide in improved efficiency and decreased making the census process more efficient. The paper-based data costs of data collection. Tablets are collection process is time intensive, slowing down the data generally less expensive than computers and can easily be taken production process. The Haitian government has announced plans to schools to use for inspections. The to pilot data collection projects using CD-ROMs and tablets in ICT technology is also an important some areas. This plan should be implemented to streamline data contributor towards a data-driven collection and relieve DPCE and DDE of the manual entry task. Due culture. to limited internet connection and a lack of computers in School District Offices (BDS), potentially tablets with a mobile data Source: Authors. function may be beneficial in the process. This has been proven in many countries such as for instance Nigeria (box 16). Timely data dissemination is important for data quality and utilization. Clearly articulated data utilization and dissemination strategies have been developed, especially regarding processes to ensure the timely dissemination of the annual statistical yearbook. Even though a school census has been conducted very year (except 2014-15), the latest publicly available annual statistical yearbook (annuaire) is from 2010-11. Delays in data publication inhibit accurate education planning and data utilization for decision-making, as well as only publishing results in annual statistical yearbooks limits the effective communication of education trends to diverse stakeholders. Efforts need to be made to ensure annual publication of these statistics. Moreover, there is a need for a clear dissemination strategy in order to build awareness and a data-driven culture. Some countries like Cameroon have a clear dissemination strategy in place that utilizes a variety of communication channels (box 17). SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 31 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 Box 16: Data Dissemination Strategy in Cameroon In Cameroon, the Ministry of Education uses a broad variety of channels to disseminate education data. Since 2012, the Ministry has published education data on the radio, the local press and the TV. These are highly effective channels of publication with a deep reach within the population. By using these channels, the Ministry ensures that most potential data users can be reached including those without internet access. Making data available is a crucial aspect in data usage, but just as important is communicating the findings to the general population even if they may not be actively looking for it. Source: UNESCO 2012. Regional and local education stakeholders should Box 17: School Report Cards in Uganda be strengthened in their position to increase In Uganda the Ministry of Education provides participation and buy-in. By allowing these feedback to schools and parents in the form of stakeholders to receive data access, they are school report cards. These school profiles are encouraged to become active data users. At the generated by utilizing the data the schools provided regional and local level (in the DDE, BDS and BIZ) in the annual school census. They are distributed to there is a need for additional training for staff to gain headmasters, parent-teacher associations and data analysis skills. Furthermore, statistics specialists elected officials. The school report cards have been should be on site in regional offices. This should be well-received and make it possible for complemented by a strong data collection process at headmasters, parents and the community to track the school level. Schools are at the forefront of data the performance of the school. collection. Teachers and principals should start to Source: Cameron 2006. make use of data to fully understand the usefulness and importance of data collection. The government should develop and send customized reports that inform schools on how to improve student learning, inform instruction and make school management decisions. Such school reports have been developed in many countries such as for example in Uganda (box 18). This would help schools and parents to assess school performance better and allow for more targeted decision making. The delays in dissemination of the statistical yearbook (annuaire) exacerbate the problem and reduce awareness and buy-in at the local level. Moreover, a feedback mechanism for schools establishes a sense of transparency and accountability. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 32 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 Acknowledgments This report was prepared by SABER-EMIS team members Husein Abdul-Hamid (Task Team Leader), Diana Mayrhofer and Namrata Saraogi in collaboration with the Country Project Team Leader, Juan Baron (Senior Economist), Melissa Adelman (Senior Economist), and Carlos Mejia (consultant). The report benefited immensely from the guidance and support of the Ministry of National Education and Vocational Training, especially the Directorate of Planning and External Cooperation and the Studies and Programming Unit. Finally, the SABER EMIS team is especially grateful for the many parents, teachers and principals who shared their time, feedback and insights. Special thanks to colleagues providing support: Manar El-Iriqsousi and Cassia Miranda. Abbreviations ADEMA Ansanm pou yon Demen Miyò an Ayiti (Together for a better future in Haiti) AECID Spanish Agency for International Development Cooperation BDS Bureau de District Scolaire (School District Office) BIZ Bureau d'Inspection de Zone (Area Inspection Office) BUNEXE Bureau National des Examens d'Etat (National Bureau of State Exams) CEEC Commission Épiscopale pour l’Éducation Catholique (Episcopal Comission for Catholic Education) CNIGS Centre National de l'Information Géo-Spatiale (The National Center for Geospatial Information) DDE Direction Départementale d'Education (Regional Education Departments) DPCE Direction de la Planification et de la Coopération Externe (Directorate of Planning and External Cooperation) ECLAC Economic Commission for Latin America and the Caribbean ICT Information and Communication Technologies IDB Inter-American Development Bank IHSI Institut Haïtien de Statistique et d'Informatique (Haitian Institute of Statistics and Information) ISCED International Standard Classification of Education MENFP Ministere de l'Education Nationale et de la Formation Professionnelle (Ministry of National Education and Vocational Training) NGO Non-governmental organization UEP Unité d'Etudes et de Programmation (Studies and Programming Unit) UNESCO United Nations Educational, Scientific and Cultural Organization USI Unité des Systèmes d'Information (Information Systems Unit) SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 33 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 References Abdul-Hamid, Husein. 2014. “SABER EMIS Framework Paper.” World Bank, Washington, DC. 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SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 36 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 Appendix A: Summary of Policy Lever Benchmarking Policy goal Policy lever Scorea Weight Benchmark Legal framework 1.00 17% Emerging Organizational structure 4.00 17% Advanced and institutionalized Enabling processes environment Human resources 1.26 17% Emerging Infrastructural capacity 1.55 17% Emerging Budget 0.80 17% Latent Data-driven culture 0.57 15% Latent Data architecture 0.70 20% Latent Data coverage 0.72 30% Latent System soundness Data analytics 1.60 15% Emerging Dynamic system 1.20 15% Emerging Serviceability 1.09 20% Emerging Methodological 0.80 25% Latent soundness Quality data Accuracy and reliability 2.15 25% Established Integrity 1.38 25% Emerging Periodicity and timeliness 0.66 25% Latent Openness 0.33 15% Latent Operational use 0.54 50% Latent Utilization in Accessibility 1.34 20% Emerging decision making Effectiveness in 1.2 15% Emerging disseminating findings a. 0–0.99 = Latent; 1–1.9 = Emerging; 2–2.9 = Established; 3–4 = Advanced. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 37 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 Appendix B: Extended Rubric, Haiti Scores Highlighted in Red Scoring Descriptio Policy levers Indicators n of best Establishe Latent Emerging Advanced practices d The system contains crucial components of a comprehens ive enabling The system The system The system The system environmen lacks major contains contains contains t, which component basic most crucial addresses s of a components components components POLICY AREA 1: ENABLING ENVIRONMENT related comprehen of a of a of a policy sive comprehens comprehens comprehens elements enabling ive enabling ive enabling ive enabling and enables environmen environmen environmen environmen the t t t t functioning of an effective and dynamic system Institutionalization of system: EMIS is institutionalized as an integral part of the education system and the government Responsibility: An existing Basic There is an responsibility for legal components Most existing legal collecting, processing, A legal framework of a legal elements of framework Legal and disseminating framework 1.1 supports a framework a legal to support a framework education statistics is is not in fully or informal framework fully given to a clearly place functioning mechanisms are in place functioning designated institution EMIS are in place EMIS or agency Dynamic framework: the legal framework is dynamic and elastic so that it can adapt to advancements in technology SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 38 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 Scoring Descriptio Policy levers Indicators n of best Establishe Latent Emerging Advanced practices d Data supply: the legal framework mandates that schools participate in EMIS by providing education data Comprehensive, quality data: the requirement for comprehensive, quality data is clearly specified in the EMIS legal framework Data sharing and coordination: the legal framework allows for adequate data sharing and coordination between the Ministry of Education and agencies and/or institutions that require education data Utilization: the legal framework emphasizes data-driven education policy Budget: the education system budget includes a line item for EMIS Confidentiality: the legal framework guarantees that respondents’ data are confidential and used for the sole purpose of statistics SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 39 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 Scoring Descriptio Policy levers Indicators n of best Establishe Latent Emerging Advanced practices d The system The system is The system The The is institutionali is not institutional institutional institutionali zed within specified in structure of structure of zed within the policies, and the system the system the government what exists is defined Organizatio is not clearly government, , has well- does not within the nal structure Organizational specified in has well- defined have well- government, and structure and policies, it defined 1.2 organization defined it has institutionali institutionalized has some organization al organization defined zed processes organization al processes, processes, al organization processes al processes, and has and has processes; al processes, and its several several EMIS has but its functionaliti functionaliti functionaliti limited functionaliti es are es beyond es beyond functionaliti es are limited statistical statistical es limited reporting reporting Minimum Personnel: the core standards of All staff are The majority tasks of EMIS are qualification Some staff qualified to Qualified of staff are identified and EMIS is are not met are qualified operate the staff qualified to staffed with qualified for the to operate system, and operate the operate the people majority of the system, well- system, and system, and staff that and limited established opportunitie frequent operate the opportunitie opportunitie Human s are opportunitie 1.3 system and s are s are resources available to s are opportuniti available to constantly improve available to Professional es are not improve available to their improve development: available to staff improve performanc staff professional training is improve performanc staff e and performanc available for EMIS staff their e and performanc retention e and performanc retention e and retention e and retention retention Data collection: tools The system The system The system for data collection are has a well- has an has a well- The system available defined The system infrastructur defined has a basic Database(s): databases infrastructur lacks a well- e that allows infrastructur Infrastructur or 1.4 exist under the e to perform defined it to perform e to fully al capacity incomplete umbrella of the data data infrastructur some of its perform its infrastructur warehouse and have collection, e functions in data e both hardware and managemen an integral collection, software means t, and manner managemen SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 40 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 Scoring Descriptio Policy levers Indicators n of best Establishe Latent Emerging Advanced practices d Data management disseminatio t, and system: a system is in n functions disseminatio place that manages in an n functions data collection, integral in an processing, and manner integral reporting manner Data dissemination: data dissemination tools are available and maintained by the agency producing education statistics Personnel and professional development: the EMIS budget contains a specific budget for EMIS personnel and their professional development Maintenance: the EMIS The system budget contains a budget The system specific budget for contains the The system budget is system maintenance majority of budget is comprehens The system The system and recurrent costs required comprehens ive, suffers from has a basic Reporting: the EMIS categories ive, ensuring 1.5 Budget ensuring serious or budget contains a to ensure that the that the budgetary incomplete specific budget for that most system is system is issues budget reporting costs parts of the sustainable sustainable Physical infrastructure: system are and efficient and efficient the EMIS budget sustainable contains a specific and efficient budget for physical infrastructure costs Efficient use of resources: processes and procedures are in place to ensure that resources are used efficiently SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 41 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 Scoring Descriptio Policy levers Indicators n of best Establishe Latent Emerging Advanced practices d A data- driven culture A data- exists that The system driven The system A data- prioritizes suffers culture has a data- driven data because prioritizes driven culture managemen there is not data as a culture that exists that t and a data- fundamenta demonstrat prioritizes utilization driven l element of es a basic data within and Data-driven culture that Data-driven culture operations appreciation managemen beyond the Culture prioritizes and decision of data and t and education data making, interest in utilization system, and managemen both inside developing within and evidence of t and data and outside better data beyond the that culture utilization in of the utilization education is present in decision education practices system daily making system interaction and decision making at all levels The system The The The system has some processes processes has basic processes and and processes and a structure of structure of The system and a structure, the system EMIS are lacks structure but they do are sound POLICY AREA 2: SYSTEM SOUNDNESS sound and processes that do not not fully and support support the and support the support the the components structure components components components of an of an of an of an integrated integrated integrated integrated system system system system SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 42 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 Scoring Descriptio Policy levers Indicators n of best Establishe Latent Emerging Advanced practices d The system's data The The system's structure The data system's data has most The data architecture data architecture elements of architecture is well structure includes the data is well Data 2.1 Data architecture defined to does not some architecture; defined to architecture ensure full have a well- components however, it ensure full system defined ; however, it has some system functionality data is deficiencies functionality architecture incomplete that affect the system's functionality Administrative data: The data in EMIS contains the system administrative data are The data in comprehens The data in Financial data: EMIS the system The data in contains financial data ive and The data in the system are far from the system cover the system are Data Human resources data: being include most 2.2 administrati include comprehens coverage EMIS contains human comprehens but not all of ve, financial, some of the ive and resources data ive, and the data human data areas cover all coverage is areas Learning outcomes resources, data areas limited data: EMIS contains and learning learning outcomes outcomes data data Basic tools and processes are Tools and Tools and Tools and available, processes processes processes Tools and but the are are available are available processes system is available; to perform to perform Data are used to not capable however, 2.3 Data analytics data data analytics perform of data analytics at analytics at limited conducting analytics are different different tabulations advanced not levels on a levels on a analytical performed regular basis regular basis steps (e.g., regularly predictive models, projections) SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 43 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 Scoring Descriptio Policy levers Indicators n of best Establishe Latent Emerging Advanced practices d Quality assurance measures: the system is dynamic and The system The system maintains quality in place is The system in place is The system assurance measures not easily in place is not easily The system in place is Data requirements and adaptable elastic and adaptable in place is elastic and considerations: and requires easily to changes easily easily mechanisms exist for significant Dynamic adaptable to /advanceme adaptable, adaptable to 2.4 addressing new and time and system allow for nts in data but it allow for emerging data resources to changes needs, as no remains changes/ requirements accommoda /advanceme quality reasonably advancemen System adaptability: te changes nts in data assurance complex ts in data EMIS is elastic and and/or needs standards needs easily adaptable to advancemen are used allow for changes ts and/or advancements in data needs Validity across data Services Services sources: information provided by provided by brought together from the system the system different data and/or are valid are valid statistical frameworks across data across data in EMIS is placed within sources, sources, the data warehouse integrate integrate using structural and non- The data are non- Serious Inconsistenc consistency measures education consistent education issues exist ies exist Integration of non- databases and valid; databases Serviceabilit related to related to 2.5 education databases into EMIS, however, into EMIS, y data validity data validity into EMIS: data from and archive some and archive and and sources collected by data at the concerns data at the consistency consistency agencies outside EMIS service of still exist service of are integrated into the EMIS clients EMIS clients EMIS data warehouse by ensuring by ensuring Archiving data: the the multiple years of data relevance, relevance, are archived, including consistency, consistency, source data, metadata, usefulness, usefulness, and statistical results and and SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 44 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 Scoring Descriptio Policy levers Indicators n of best Establishe Latent Emerging Advanced practices d Services to EMIS timeliness timeliness of clients: services of its its statistics provided by the system statistics to EMIS clients include ensuring the relevance, consistency, usefulness, and timeliness of its statistics The system has most mechanisms in place needed to The system The system collect, has the has the save, and required mechanisms produce The system mechanisms required to timely, high- has basic in place to collect, The system quality mechanisms collect, save, lacks information to collect, save, produce, mechanism for use in save, and produce, and utilize s to collect, decision produce and utilize information save, or making; timely, information, POLICY AREA 3: QUALITY DATA , which produce however, quality which ensures timely, some information; ensures accuracy, high-quality additional however, its accuracy, security, information measures accuracy security, and timely, for decision are needed might be and timely, high-quality making to ensure questionabl high-quality information accuracy, e information for use in security, for use in decision and/ or decision making timely making information that can be used for decision making SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 45 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 Scoring Descriptio Policy levers Indicators n of best Establishe Latent Emerging Advanced practices d Concepts and definitions: data fields, records, concepts, indicators, and metadata are defined and documented in official operations manuals along with other national datasets The The The The The and endorsed by the methodolog methodolog methodologi methodologi methodologi government ical basis for ical basis for cal basis for cal basis for cal basis for Classification: defined producing producing producing producing producing education system educational educational educational educational educational classifications are statistics statistics statistics statistics statistics Methodolog based on technical from raw does not follows the follows most from raw 3.1 ical guidelines and manuals data follows follow basics of required data follows soundness Scope: the scope of internationa internationa internationa internationa internationa education statistics is lly accepted lly accepted lly accepted lly accepted lly accepted broader than and not standards, standards, standards, standards, standards, limited to a small guidelines, guidelines, guidelines, guidelines, guidelines, number of indicators and good or good and good and good and good (e.g., measurements of practices practices practices practices practices enrollment, class size, and completion) Basis for recording: data-recording systems follow internationally accepted standards, guidelines, and good practices Source data: available Source data Source data Source data Source data source data provide an and and and and adequate basis for statistical statistical Source data statistical statistical compiling statistics techniques techniques and techniques techniques Validation of source have basic are sound statistical follow most are sound Accuracy data: source data are soundness and reliable, techniques required and reliable, 3.2 and consistent with the and and lack elements to and reliability definition, scope, and reliability, statistical soundness be sound statistical classification as well as but outputs and and reliable, outputs time of recording, statistical sufficiently reliability but sufficiently reference periods, and outputs do portray statistical portray valuation of education not portray reality outputs do reality statistics reality SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 46 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 Scoring Descriptio Policy levers Indicators n of best Establishe Latent Emerging Advanced practices d Statistical techniques: not portray statistical techniques reality are used to calculate accurate rates and derived indicators Professionalism: EMIS staff exercise their Education Education profession with statistics statistics Education technical contained contained statistics independence and within the within the contained without outside system are system are Education within the interference that could Education guided by mostly statistics system are result in the violation statistics limited guided by contained guided by all of the public trust in contained principles of principles of within the three EMIS statistics and within the integrity integrity 3.3 Integrity system are principles of EMIS itself system are (one of the (two of the not guided integrity: Transparency: guided by three three by professionali statistical policies and principles of principles of principles of principles of sm, practices are integrity professionali professionali integrity transparenc transparent sm, sm, y, and Ethical standards: transparenc transparenc ethical policies and practices y, and y, and standards in education statistics ethical ethical are guided by ethical standards) standards) standards Periodicity: the production of reports The system The system The system and other outputs from The system The system produces produces produces the data warehouse produces all produces data and some data most data occur in accordance data and Periodicity data and statistics and and with cycles in the statistics 3.4 and statistics neither statistics statistics education system periodically timeliness periodically periodically periodically periodically Timeliness: final and in a in a timely nor in a and in a and in a statistics and financial timely manner timely timely timely statistics are both manner manner manner manner disseminated in a timely manner SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 47 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 Scoring Descriptio Policy levers Indicators n of best Establishe Latent Emerging Advanced practices d The system The system There are The system The system is used by is wholly no signs is wholly is used by most utilized by that EMIS is utilized by some education different utilized in different education stakeholder users for decision users for POLICY AREA 4: UTILIZATION FOR DECISION stakeholder s but is not decision making by decision MAKING s, but not fully making at the making at for major operational different majority of different policy in levels of the education levels of the decision government education stakeholder education making al decision system s system making EMIS stakeholders: EMIS primary stakeholders are identified and use the The system The system The system system in accordance The system The system lacks is open to is open to with the legal is open to is open to all openness to some the majority framework education education education education of education User awareness: stakeholder stakeholders stakeholder stakeholders stakeholders current and potential s in terms of in terms of 4.1 Openness s in terms of in terms of in terms of EMIS users are aware their their their their their of EMIS and its outputs awareness awareness awareness awareness awareness User capacity: EMIS and capacity and capacity and capacity and capacity and capacity users have the skills to to utilize the to utilize the to utilize the to utilize the to utilize the interpret, manipulate, system system system system system and utilize the data produced by the system to ultimately disseminate findings Utilization in evaluation: data produced by EMIS are Data Data Data Data Data used to assess the produced by produced by produced by produced by produced by education system the system the system the system the system the system Utilization in are used in are not used Operational are used in are used in are used in 4.2 governance: data practice by in practice use practice by practice by practice by produced by EMIS are the main by some the majority the main used for governance education education education of education education purposes stakeholder stakeholder stakeholders stakeholders stakeholders Utilization by schools: s s data produced by EMIS are used by schools SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 48 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 Scoring Descriptio Policy levers Indicators n of best Establishe Latent Emerging Advanced practices d Utilization by clients: data produced by EMIS are used by clients (including parents, communities, and other actors) Utilization by government: the system is able to produce summative indicators (derived variables) to monitor education system Understandable data: data are presented in an easily digestible manner Widely disseminated Education Education data: education statistics are statistics are statistics are presented in presented in disseminated beyond an an the Ministry of understanda understanda Education and/or the ble manner ble manner education statistics– The system and are The system The system and are producing agency to suffers from widely has major has minor widely 4.3 Accessibility other EMIS serious disseminate accessibility accessibility disseminate stakeholders accessibility d using clear issues issues d using a Platforms for issues platforms clear utilization: platforms for platform for are standardized utilization, utilization, across EMIS and are complement complement customizable to user ed by user ed by user needs support support User support: assistance is provided to EMIS users upon request to help them access the data Dissemination strategy: Disseminati Disseminati A The Effectivenes Disseminatio national governments on of on is neither disseminatio disseminatio s in n is 4.4 have an information education strategic n plan has n of disseminatin reasonably dissemination strategy statistics via nor been education g findings strategic, in place EMIS is effective implemente statistics via SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 49 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 Scoring Descriptio Policy levers Indicators n of best Establishe Latent Emerging Advanced practices d strategic but d; however, EMIS is and ineffective room exists strategic effective for and Dissemination improvemen effective effectiveness: t (for full dissemination of EMIS effectivenes statistics is effective s in relation to strategic engagement ) SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 50 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 Appendix C: International Standard Classification of Education (ISCED) 2011 Source: UNESCO Institute for Statistics (UIS). 2012. “International Standard Classification of Education ISCED 2011.” UIS, Montreal , Canada. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 51 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 Appendix D: Haiti Education Delivery Structure Source: Authors. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 52 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 Appendix E: Extracts Haiti School Census Form 2015-16 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 53 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 54 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 55 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 56 HAITI ǀ EMIS SABER COUNTRY REPORT |2017 Source: Ministry of National Education and Vocational Training. 2015. “School Census Form 2015 -16.” MENFP, Port-au-Prince, Haiti. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 57 HAITI ǀ EMIS SABER COUNTRY REPORT |2016 www.worldbank.org/education/saber The Systems Approach for Better Education Results (SABER) initiative collects data on the policies and institutions of education systems around the world and benchmarks them against practices associated with student learning. SABER aims to give all parties with a stake in educational results—from students, administrators, teachers, and parents to policy makers and business people—an accessible, detailed, objective snapshot of how well the policies of their country's education system are oriented toward ensuring that all children and youth learn. This report focuses specifically on policies in the area of Education Management Information Systems. This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 58