Publication:
Saint Kitts and Nevis Education Management Information System

Loading...
Thumbnail Image
Files in English
English PDF (7.15 MB)
326 downloads
English Text (37.01 KB)
34 downloads
Published
2012-02
ISSN
Date
2017-06-13
Editor(s)
Abstract
The Education Management Information System (EMIS) in St. Kitts and Nevis is part of the Education Planning Division of the Ministry of Education. It functions in collaboration with the Chief Education Officer and other education officers. Four key objectives of St. Kitts EMIS have been established: collect and analyze educational data; inform policymakers; provide feedback to stakeholders; and monitor and support schools. This report includes the following headings: facilities and equipment, EMIS staff, EMIS data, data collection, data processing, and publications.
Link to Data Set
Citation
Porta, Emilio; Klein, Jennifer; Arcia, Gustavo; Nannyonjo, Harriet. 2012. Saint Kitts and Nevis Education Management Information System. Systems Approach for Better Education Results;. © World Bank. http://hdl.handle.net/10986/27079 License: CC BY 3.0 IGO.
Associated URLs
Associated content
Report Series
Other publications in this report series
Journal
Journal Volume
Journal Issue

Related items

Showing items related by metadata.

  • Publication
    Saint Lucia Education Management Information System
    (World Bank, Washington, DC, 2012-02) Porta, Emilio; Klein, Jennifer; Arcia, Gustavo; Nannyonjo, Harriet
    With the growing demand for timely and accurate data, the Ministry of Education (MOE) in St. Lucia embarked on a project to implement an Education Management Information System (EMIS) for all schools across the island. Due to financial constraints, it was initially implemented in public secondary schools, but has expanded over time to include primary schools and Sir Arthur Lewis Community College. This report includes the following headings: facilities and equipment, EMIS staff, EMIS data, data collection, data processing, and publications.
  • Publication
    The Commonwealth of Dominica Education Management Information System
    (World Bank, Washington, DC, 2012-02) Porta, Emilio; Klein, Jennifer; Arcia, Gustavo; Nannyonjo, Harriet
    Dominica is transitioning from a paper-based Education Management Information System (EMIS) to a fully computerized system. The new, fully computerized system will: facilitate information-based planning and decision-making, reduce the costs associated with the paper-based EMIS, provide multipoint access for data users, facilitate easy transmission of data to regional and international agencies, and foster efficient collection, analysis and reporting. This report includes the following headings: facilities and equipment, EMIS staff, EMIS data, data collection, data processing, and publications.
  • Publication
    Saint Vincent & The Grenadines Education Management Information System
    (World Bank, Washington, DC, 2012-02) Porta, Emilio; Klein, Jennifer; Arcia, Gustavo; Nannyonjo, Harriet
    The aim of the new Education Management Information System (EMIS) in St. Vincent and the Grenadines is to provide accurate and timely information to stakeholders including government departments, educational institutions, and local, regional and international organizations. The Ministry of Education's goal is to establish an EMIS that allows its 67 primary schools and 27 secondary schools to enter their information in real time. EMIS staff includes a deputy education planner and a statistician, but the EMIS primarily relies on school principals to deal with issues of data accuracy and timeliness, improved teacher training, increased inter-agency coordination, improved personnel efficiency, and better data management and protection.
  • Publication
    Antigua and Barbuda Education Management Information System
    (World Bank, Washington, DC, 2012-02) Porta, Emilio; Klein, Jennifer; Arcia, Gustavo; Nannyonjo, Harriet
    Education data in Antigua and Barbuda is collected through both paper and electronic questionnaires. The electronic questionnaires are collected from three secondary schools through the AbusSTAR Education Management Information System (EMIS) software that was developed in Barbados. The Ministry of Education (MOE) has plans to expand the use of the EMIS software to all secondary schools, but currently continues the use of an annual paper data collection questionnaire in the absence of a fully digitized EMIS throughout the country. This report includes the following headings: facilities and equipment, EMIS staff, EMIS data, data collection, data processing, and publications.
  • Publication
    Grenada Education Management Information System
    (World Bank, Washington, DC, 2012-02) Porta, Emilio; Klein, Jennifer; Arcia, Gustavo; Nannyonjo, Harriet
    The Education Management Information System (EMIS) country report for Grenada includes the following headings: background which includes education data in Grenada, EMIS staff, facilities and equipment, EMIS data, and publications; prerequisites of quality; assurances of integrity; methodological soundness; accuracy and reliability; serviceability; and accessibility.

Users also downloaded

Showing related downloaded files

  • Publication
    Morocco Economic Update, Winter 2025
    (Washington, DC: World Bank, 2025-04-03) World Bank
    Despite the drought causing a modest deceleration of overall GDP growth to 3.2 percent, the Moroccan economy has exhibited some encouraging trends in 2024. Non-agricultural growth has accelerated to an estimated 3.8 percent, driven by a revitalized industrial sector and a rebound in gross capital formation. Inflation has dropped below 1 percent, allowing Bank al-Maghrib to begin easing its monetary policy. While rural labor markets remain depressed, the economy has added close to 162,000 jobs in urban areas. Morocco’s external position remains strong overall, with a moderate current account deficit largely financed by growing foreign direct investment inflows, underpinned by solid investor confidence indicators. Despite significant spending pressures, the debt-to-GDP ratio is slowly declining.
  • Publication
    Sourcebook on the Foundations of Social Protection Delivery Systems
    (Washington, DC: World Bank, 2020-07-30) Lindert, Kathy; Karippacheril, Tina George; Rodriguez Caillava, Inés; Nishikawa Chavez, Kenichi; Lindert, Kathy; Karippacheril, Tina George; Rodriguez Caillava, Inés; Nishikawa Chavez, Kenichi
    The Sourcebook synthesizes real-world experiences and lessons learned of social protection delivery systems from around the world, with a particular focus on social and labor benefits and services. It takes a practical approach, seeking to address concrete “how-to” questions, including: How do countries deliver social protection benefits and services? How do they do so effectively and efficiently? How do they ensure dynamic inclusion, especially for the most vulnerable and needy? How do they promote better coordination and integration—not only among social protection programs but also programs in other parts of government? How can they meet the needs of their intended populations and provide a better client experience? The Sourcebook structures itself around eight key principles that can frame the delivery systems mindset: (1) delivery systems evolve over time, do so in a non-linear fashion, and are affected by the starting point(s); (2) additional efforts should be made to “do simple well”, and to do so from the start rather than trying to remedy by after-the-fact adding-on of features or aspects; (3) quality implementation matters, and weaknesses in the design or structure of any core system element will negatively impact delivery; (4) defining the “first mile” for people interface greatly affects the system and overall delivery, and is most improved when that “first mile” is understood as the weakest link in delivery systems); (5) delivery systems do not operate in a vacuum and thus should not be developed in silos; (6) delivery systems can contribute more broadly to government’s ability to intervene in other sectors, such as health insurance subsidies, scholarships, social energy tariffs, housing benefits, and legal services; (7) there is no single blueprint for delivery systems, but there are commonalities and those common elements constitute the core of the delivery systems framework; (8) inclusion and coordination are pervasive and perennial dual challenges, and they contribute to the objectives of effectiveness and efficiency.
  • Publication
    Implementation Know-how Briefs to Support Countries to Prioritize, Connect and Scale for a Digital-in-Health Future
    (Washington, DC: World Bank, 2023-08-18) World Bank
    Technology and data are integral to daily life. As health systems face increasing demands to deliver new, more, better, and seamless services affordable to all people, data and technology are essential. With the potential and perils of innovations like artificial intelligence the future of health care is expected to be technology-embedded and data-linked. This shift involves expanding the focus from digitization of health data to integrating digital and health as one: Digital-in-Health. The World Bank’s report, Digital-in-Health: Unlocking the Value for Everyone, calls for a new digital-in-health approach where digital technology and data are infused into every aspect of health systems management and health service delivery for better health outcomes. The report proposes ten recommendations across three priority areas for governments to invest in: prioritize, connect and scale. The Implementation Know-How Briefs serve as practical guides for countries as they implement the ten recommendations. Every Implementation Know-How Brief provides practical information to start planning and implementing how to implement the recommendations. It also contains key terminologies for those not familiar with a particular topic, provides key questions to ask, and a general orientation as to typical issues in these sectors. Topics covered are: 1.) Digital health assessments; 2.) Telemedicine and virtual health care; 3.) Private sector involvement in digital health; 4.) Interoperability in health sector; 5.) Data governance for health data; 6.) Cybersecurity for health sector; 7.) Digital health records; 8.) Determining value of digital technology in health; 9.) Certification and regulatory sandboxes for digital technologies in health; 10.) Workflow mapping for digital technology (re)design in health systems.
  • Publication
    Distortions to Agricultural Incentives in Western Europe
    (World Bank, Washington, DC, 2008-09) Josling, Tim
    Agriculture in Western Europe enjoys a degree of diversity that reflects a wide variety of soils and climatic conditions ranging from the arid Mediterranean regions to the Arctic Circle. Superimposed on this natural diversity is the complexity of different social, economic and political conditions in the eighteen countries that are the subject of this chapter. History has played a major part in creating this patchwork, particularly the different paths that countries took from feudalism to independent farming units and the inheritance laws that influenced the extent to which land ownership was transmitted from generation to generation. Average farm size varies considerably in the countries of Western Europe, in turn reflecting the relative political and social importance of landowners and small farmers. By the late nineteenth century, these various factors had determined a structure of farming in the Western European region that is still visible today. Productivity growth in Western Europe's agricultural sector compared favorably with that in the manufacturing sector in the immediate post-war period. Over the period 1949 to 1959, by which time the economy had largely recovered from the war-time disruptions, output per person in agriculture had increased by more than that in manufacturing in most of the countries in Western Europe. The productivity growth was a combination of output increases as a result of mechanization and modernization, and the outflow of labor as other sectors absorbed rural workers.
  • Publication
    Classroom Assessment to Support Foundational Literacy
    (Washington, DC: World Bank, 2025-03-21) Luna-Bazaldua, Diego; Levin, Victoria; Liberman, Julia; Gala, Priyal Mukesh
    This document focuses primarily on how classroom assessment activities can measure students’ literacy skills as they progress along a learning trajectory towards reading fluently and with comprehension by the end of primary school grades. The document addresses considerations regarding the design and implementation of early grade reading classroom assessment, provides examples of assessment activities from a variety of countries and contexts, and discusses the importance of incorporating classroom assessment practices into teacher training and professional development opportunities for teachers. The structure of the document is as follows. The first section presents definitions and addresses basic questions on classroom assessment. Section 2 covers the intersection between assessment and early grade reading by discussing how learning assessment can measure early grade reading skills following the reading learning trajectory. Section 3 compares some of the most common early grade literacy assessment tools with respect to the early grade reading skills and developmental phases. Section 4 of the document addresses teacher training considerations in developing, scoring, and using early grade reading assessment. Additional issues in assessing reading skills in the classroom and using assessment results to improve teaching and learning are reviewed in section 5. Throughout the document, country cases are presented to demonstrate how assessment activities can be implemented in the classroom in different contexts.