Education Management Information System (EMIS)


EMIS stands for “Education Management Information System”. In a very simple and straightforward way it may be understood as “An Information System for Managers of the Education System”

EMIS is a Tool for:

    1.  Data collection
    2.  Storage
    3.  Integration
    4.  Analysis
    5.  Dissemination

Specifically designed for use by planners and administrators to plan and administer education system more efficiently and effectively.

EMIS is an integrated human and computer based process for providing all the information needed to support all the activities of the education department including management, planning and decision making.

EMIS is a Management Support Service and, it supports different users of education statistics


The main purposes of the EMIS

  1.  Providing information to all users to enable these users to conduct their different tasks more efficiently
  2.  Enabling decision-makers to take better decisions and justifying them, based on concrete information
  3.  Enabling planning and policy development to address objectively identified issues, set quantified targets, and realistically estimate the resources required for implementing plans and policies
  4.  Contributing to improving the efficiency of day-to-day operations of the education system by providing relevant and reliable information
  5.  Support efficient monitoring of attainment of the stated education goals, by providing complete, reliable and timely data.
  6.  Support planning, decision making, supervision and management.
  7.  Facilitate the efficient direction of resources        to the needy areas and eliminate/minimize wastage.
  8.  Accurate and reliable information
  9.  Diagnosis of weaknesses and strengths
  10.  Identification and Selection of priorities areas
  11.  Resource allocation



Role of an EMIS

  1.  Informing decision-makers
  2.  Provide analysed data relevant to the decision-making responsibilities of managers
  3.  Inform the managers about the problematic areas in education system
  4.  Provide information for managers to monitor progress towards achieving the educational goals/objectives and targets
  5.  Providing planning information:
    1.  Identifying issues to be addressed by planners
    2.  Supporting policy planning
    3.  Providing general planning information
    4.  Monitoring and evaluation information
  6.  Identify existing problems, for example
    1.  Repetition
    2.  Dropout
    3.  Girls’ Education,
    4.  Gender Disparity
  7.  Predict future problems based on projections of present tendencies, e.g.
    1.  Shortage of Classrooms,
    2.  Shortage of Teachers
  8.  Providing (numeric) information pertaining to the provision of education to decision makers, planners and other internal or external users
  9.  Alerting managers and planners to existing or anticipated (projected) problems visible from the EMIS data
  10.  Providing monitoring information
  11.  Providing information for speeches, press releases and similar purposes to managers
  12.  Supporting planning with data and projections



Efficiency of EMIS Depends on

  1.  Timely and Reliable Production of Data and Information
  2.  Data Integration and Data Sharing among Departments
  3.  Effective Use of Data and Information for Educational Policy Decisions


EMIS and Planning

  1.  Planning is another Management Support Service closely linked to the EMIS
  2.  Planning is – next to management – the most important user of EMIS information
  3.  Exaggerating a bit:
    1.  If Planning is done, ignoring available relevant EMIS information, the planning becomes doubtful
    2.  If the EMIS information does not serve the needs of Planning, the EMIS is irrelevant
  4.  Ideally EMIS and Planning are closely cooperating Management Support Services



Specific roles and activities of the district EMIS
Some examples:

  1.  Collecting, verifying and processing data provided by schools, ensuring
    1.  Completeness of the data:
      1.  All schools submit their questionnaires,
      2.  All questions are completed in all questionnaires,
      3.  No data have been omitted, e.g. all pupils are included, each teacher’s data has been recorded, etc.
    2.  Correctness of the data:
      1.  The data are correct in all respects
  2.  Entering the data on computer, ensuring
    1.  completeness: all data are entered
    2.  correctness: the data are entered correctly
  3.  Verifying the completeness and correctness of the data
  4.  Ensuring the timeliness of the data collection and processing


Fulfilling the role of the EMIS in the context of the district

  1.  Providing information to district managers and planners
  2.  Supporting managers and planners in setting priorities
  3.  Supporting management in calculating the needs for resources and providing data for the equitable distribution of resources
  4.  Providing data and information for the daily operations of the district office


Examples of planning and management information the EMIS should provide

  1.  Pupil:teacher ratio

The number of pupils in a school, district, etc. divided by the number of teachers in that school, district, etc. (A measure of the supply of teachers)

  1.  Progression (or pupil flow) rates

Promotion, repetition and school leaving (dropout) rates.

  1.  Intake and enrolment ratios

Proportion of the school entry age population enrolling in the first grade school (the choice of enrolling in Kachi or Pakki must be taken into account) and Proportion of the school-age population enrolled in school

  1.  Enrolment projections

Enrolments expected in the future according to previous trends – essential information for estimating future needs in respect of schools, teachers, materials, etc.

  1.  Identification of specific needs
  2.  Specific schools with insufficient numbers of classrooms; individual schools with too few or too many teachers, etc. – This need exists on the district level, not on the provincial level


What is not the role of the EMIS?

The utilisation of EMIS staff for duties beyond their role can have a negative impact on the EMIS. Typical “problem areas” are:

  1.  Excessive participation in meetings and taskforces resulting from the EMIS’ good knowledge of the statistics and the education system in general
  2.  Gap-filling: When the EMIS is not seen as a priority, staff is often assigned other duties
  3.  IT support: Due to their above-average competencies in IT, EMIS staff is often called upon to assist with IT problems and to provide software support





Brief History of Khyber Pakhtunkhwa EMIS

  1.  Initiated under the USAID funded Management Unit for        Study and Training (MUST) Project in late 1980’s.
  2.  Properly established in 1990-91 in Directorate of Primary Education to cover Primary Level Schools only.
  3.  Expanded to cover Secondary Schools also in 2002 after the merger of Primary & Secondary Education under the control of Director E&SE.
  4.  Restructured in 2006 under the direct control of Secretary E&SE.
  5.  Up till now, 21 Annual Statistical Reports of Government Schools, 03 Statistical Reports of Private Schools and one Statistical Report of Deeni Madaris.









Present Organizational Setup

Provincial EMIS                                                                                 District EMIS




Staffing Status of Khyber Pakhtunkhwa EMIS

S# Designation Sanctioned Working
1 Deputy Director B-18



2 Deputy Database Administrator (B-17)



3 Programmer (B-17)



4 Network Administrator (B-17)



5 GIS-cum-Web Administrator (B-17)



6 Assistant Programmers for districts (B-16)



7 Data Processing Supervisor (B-14)


8 Computer Operators (B-12)                                 (100 for Districts and 2 for Provincial)









Present Status of Data Collection (EMIS)

Present Data Collection System is Annual Based and the chain is


Present Status of Data Collection (EMIS)

Present Data Collection Chain in the districts is