Reform in Progress: Current Trends and Concerns in Developing ...

Reform in Progress: Current Trends and Concerns
in Developing Education Management Information
Systems in the South East European Countries
Danijela SCEPANOVIC
Ministry of Education, Republic of Serbia, Nemanjina 22-26, Belgrade, Republic of Serbia
Phone: +381 6363 7070; Fax: +381 11 3615043; email: danijela.scepanovic@gmail.com
Bojan LAZAREVIC
Teaching Learning and Teacher Education, University of Nebraska-Lincoln, TLTE 118 Henzlik
Hall UNL, Lincoln, USA
Phone: 402 802 2443; Fax: 402 472 2837; email: lazaemail@gmail.com
Angela WASSENMILLER
Teaching Learning and Teacher Education, University of Nebraska-Lincoln, TLTE 118 Henzlik
Hall UNL, Lincoln, USA
Phone: 402 217 0457; Fax: 402 472 2837; email: angelawass@gmail.com
Abstract
The purpose of this paper is to provide a comparative analysis of the current
trends and concerns in developing an Education Management Information System
(EMIS) in the Republic of Serbia and countries in the region. Specifically, the paper
focuses on the three interrelated issues critical for fostering reform in the domain of
information communication technology (ICT) use for educational management and
strategic planning.
First, the authors present an overview of the current situation regarding
functionality of the existing EMIS in the Republic of Serbia, emphasizing both its
advantages and disadvantages. Second, the paper focuses on issues regarding software
development, implementation, administration, security, unauthorized access,
1

technological capacity, and technical support. Third, the authors address the
organizational framework from the macro and micro standpoints. The authors particularly
explain the challenges that policymakers face in the process of establishing EMIS.
Furthermore, the paper provides recommendations concerning future directions in
developing and implementing a sustainable software platform for EMIS, as well as
recommendations in regard to organizational framework. Finally, an attempt is made to
compare similarities and differences in ongoing reform within several countries in the
region. A brief comparative overview of the development of EMIS contributes to a better
understanding of the current reform process in the use of ICT in education in the South
East European (SEE) countries.
Introduction
The policymakers of SEE countries still face the challenge of accessing reliable
data and information, relevant for desired education policy developments. Although in
many developing countries, the establishment and use of the sustainable EMIS is often
high on the education policy agenda, it seems that the process often encounters
difficulties since it proves more demanding than envisaged. With regard to design and
implementation of EMIS, there are three main areas that need reconsideration and further
developments: (1) the preparation of a list of indicators, (2) improvement in the area of
EMIS management and, (3) the use of modern and appropriate technological solutions.
The purpose of this paper is to provide an in-depth analysis of issues critical for
successful implementation of EMIS in the Republic of Serbia. Specifically, the research
2

emphasizes some of the obstacles encountered towards achieving its full implementation
and assuring sustainability. An additional purpose is to give recommendations for future
steps. Furthermore, this paper provides a comparative overview of the development of the
education information management systems in several SEE countries.
This study is categorized as education action research since it examines practice
in the area of EMIS design, development, and implementation with an emphasis on
solutions for overcoming system downfalls. It is based on document analysis and the
results of 18 unstructured interviews conducted with the decision makers, employees of
the Ministry of Education (MoE), policy analysts, researchers, school representatives, and
representatives of the National Statistics Office.
The main conclusion that emerged from the research is that EMIS is still not fully
operational as it was planned at the beginning of the project. EMIS should be further
redesigned and rebuilt with particular focus on the three main areas that need
developments. The concept of a new EMIS should be based on a comprehensive list of
indicators given by the national and EU strategic frameworks and accompanied by
assessed needs for data at different levels of educational administration (national,
regional, local, school level). The sustainability of EMIS will be assured if an EMIS unit
is established, appropriately equipped, and staffed with qualified personnel. Due to the
advent of technology and accessibility to a wide spectrum of software, the use of
appropriate technological solutions is strongly recommended. Solutions with costs that
cannot be justified and require unnecessary human and financial investments should be
avoided.
3

This study is intended to provide information for those involved in designing and
developing an EMIS. Specifically, it sheds light on obstacles that could be encountered,
looked at from different angles, from the standpoint of data users (policy makers,
researchers, etc.) and data producers (educational institutions, EMIS staff, etc.).
The Purpose of Information Management Systems in Education
An efficient governance and management of education systems strongly rely on
accurate, timely, easily accessible, and relevant information. This is usually provided by
the solid information systems used by the education managers and planners. Lack of data
often causes difficulties in developing effective plans, conducting national analyses,
reviews, and evaluations, making critical interventions in certain parts of the system,
participating in international comparisons, etc. The response for the need to easily gather
and access data was often apparent throughout the development of EMISs.
The importance of having a functional, reliable, and sustainable EMIS was rarely
under question, considering its foreseen benefits. Such a system assures informed
decision making and represents the vital support to officials and education administration
needed in reform efforts and improvement of different aspects of education. Also, an
EMIS is an important part of the Quality Evaluation Systems in education. The European
Union (EU) documents the importance of Quality education, often stressing it as one of
the principal objectives at all levels of education in the context of the learning society.
The Quality Evaluation and School Self-Evaluation, in particular, are seen as useful tools
for tracking down students’ dropout rates (European Commission 2000). Finally,
4

according to data produced by this research, a functional education management
information system should do the following:
a) increase quality through processes of planning, monitoring, budgeting, and
evaluation at the school, local, regional and national level,
b) allow better international comparison of education systems,
c) contribute to efficiency in performing administrative tasks of both non-teaching
and teaching staff employed in the education sector,
d) contribute to the efficiency of public administration institutions, particularly
ministries of education and related agencies, in preparation of reports, strategies,
action plans, regulations, etc.
e) assure easy access to data for different users (public administration, research
institutions, NGOs, media, parents, trade unions, and different stakeholders),
f) provide information for building an efficient and fair funding systems, etc.
Undoubtedly, building and maintaining a functional and sustainable EMIS is still
a challenge in the developing countries of South East Europe. The importance of
developing it is even more significant in view of scarce financial resources for
educational reforms are scarce. Nevertheless, once the EMIS is in place, it represents a
solid starting point for educating policy planning, but new challenges do emerge: the
evidence-based policy making, the proper use of available data, nurturing the information
sharing culture, and information use. As discussed by Hua & Herstein (2003), the
information-based decision-making culture can be nurtured by increasing the decisionmakers’
demand for data and information. This kind of demand can be demonstrated in
5

the institutional capacity of the Planning and Budgeting Unit, the Monitoring and
Evaluation Unit, and the Policy Research and Analysis Unit.
The role of EMIS in EU integration processes
EMIS plays a significant role in the process of EU accession for those countries of
South East Europe applying for EU membership. Quality dimension in education is
clearly stressed as an important precondition to European social and economical success,
and regular monitoring and evaluation is conducted annually. The annual reports provide
detailed analysis and national statistics in each of the areas identified by the indicators
and benchmarks.
The EMIS represents an important pillar in improving the quality of learning
systems in the EU, creating a more dynamic job market, and fostering an inclusive
society. Also, the EMIS plays a significant role in providing equal educational
opportunities for EU citizens, and it is particularly relevant for research and technological
development.
One practical example is participation in the European Commission’s Lifelong
Learning Programme (2007-2013), which presents a range of actions including
exchanges, study visits, and networking activities. Projects are intended not only for
individual students and learners, but also for teachers, trainers, and all others involved in
education and training. There are four sub-programmes which fund projects at different
levels of education and training: (1) Comenius for schools, (2) Erasmus for higher
education, (3) Leonardo da Vinci for vocational education and training, and (4)
6

Grundtvig for adult education. EMIS would be an important source of data and support
for participation for pre-accession countries in this program since applicants (education
institutions, NGOs, public administration institutions) are in constant need of data in
order to prepare project proposals. Also, each country should be ready and have
capacities in place to monitor performance and progress of education system
achievements in line with the series of indicators and targets established by the EU
Institutions.
To date, monitoring processes for education in the European Union is done
through the Eurydice network and the Eurostat - Statistical Office of the European Union.
The reliable and accurate data available from EMIS would allow those countries to
become part of the Eurydice network. Eurydice was established back in the 1980’s, with
the aim of providing policymakers in Europe with European-level analyses and
information to assist with decision-making processes. So far, 31 European countries are
part of the Eurydice network, which primarily focuses on the way education in Europe is
structured and organized at all levels. It provides a vast source of information: (1)
detailed descriptions and overviews of national education systems (Eurybase), (2)
comparative thematic studies devoted to specific topics of community interest (Thematic
Studies), (3) indicators and statistics (Key Data Series), and (4) series of reference
materials and tools related to education, such as the European glossary, school calendars
and a thesaurus on education systems (Eurydice European Unit, 2000). EMIS is also
needed to feed the annual data collection of Eurostat on education, training, and lifelong
learning in EU once the pre-accession country becomes its member.
7

The role of the information system in education is therefore crucial. It serves all
levels of education, it is needed by all actors in the system, and it is essential for
education policy planning, implementation and monitoring processes. The sources of
information and data in the large, complex, and dynamic systems such as the education
sector are various and numerous.
Research Methods
With regard to a general approach in examining EMIS issues, this study is
categorized as education action research. The main researcher’s intention is to
systematically examine educational practice in the area of EMIS, based on official
documents, and to analyze the main project accomplishments and its determinants.
Furthermore, the researchers reflect on how the results of current EMIS educational
practice can be used to positively influence and improve future endeavors. This study
also may be labeled as explorative qualitative research because it aims to provide an indepth
understanding of the ongoing process of development and implementation of the
EMIS in SEE.
This study utilizes document analysis as its main research method. According to
Bowen, (2009) document analysis implies a systematic procedure for reviewing or
evaluating both printed and electronic documents. In other words, “document analysis
requires that data be examined and interpreted in order to elicit meaning, gain
understanding, and develop empirical knowledge” (Bowen, 2009, p.28). Furthermore,
considering the purpose of this study, a document analysis seems to be the most adequate
8

esearch method because it provides a means for tracking changes, trends, and
developments (Stemler, 2001). With regard to specific type of document analysis, the
researchers performed primarily interpretative analysis and, when applicable, a content
analysis of data. However, document analysis was not used as a stand-alone research
method but it was combined with unstructured interviews conducted with decision
makers, MoE employees, policy analysts, researchers, school representatives, and
representatives of the National Statistics Office. A convenience sample was used to
gather 18 participants.
Data collection was conducted during a three month period from April 2008 to
June 2008 at the Republic of Serbia Ministry of Education and at other relevant
institutions. To gain an overall insight into the process of EMIS development and
implementation, both primary and secondary data sources were used. An investigation of
the primary sources included internal reports and the EMIS website, while secondary
sources were expert reports, strategic papers, etc. Finally, validity of the obtained data,
that is the extent to which the information is accurate, was assessed by using triangulation
and member checking. Per Creswell and Plano Clark (2007), the accuracy of used data is
the main prerequisite for ensuring the quality of generated conclusions and study
recommendations. This is even more important in the case of educational action research
due to implications that study results can have on the future implementation of EMIS in
SEE.
There is a gap in current research and practice regarding the implementation of
education management information systems in European countries. Although still
unexplored to its full extent, many donors and creditors were willing to invest funds in
9

this project, aiming to ensure access to better information for better management. “In
education specifically, and focusing on bilateral work, at any given moment in the past
decade, a largish donor such as USAID would have been spending, very conservatively,
some US $2-3 million per year on information systems-related development in education
alone” (Crouch, 2001). According to the InfoDev website (2010), little is known about
best practices in implementation of an EMIS, despite a plethora of EMIS-related projects
funded by World Bank. InfoDev points out the waste and inefficiency of such
investments in the absence of meaningful data, and calls for rigorous research on EMIS
implementation and effectiveness.
EMIS development in the Republic of Serbia
Back in mid-2001, an initiative was made within the Ministry of Education and
Sports of Republic of Serbia (currently Ministry of Education - MoE) to begin the
development of an EMIS. This decision was backed up with the results of a wide
consultancy process, conducted among teachers and administration staff employed in the
education sector, experts, and researchers. The main conclusion was that reliable and
accurate data on various education-related issues were missing. The first project on EMIS
development was outlined at the beginning of 2002. The Project was titled Education
Information System, and its implementation started in 2003. It was positioned as a MoE
Project and was funded by the World Bank credit arrangement. The aim of the project
was to improve speed of access to data (all data would be stored in the same place), to
secure continuity in data collection and processing, and to open the possibility for a
10

higher degree of data and information exchange. The information system was seen as the
main source and basis for the feasibility studies that would precede the implementation of
some significant solutions in special areas of education policy (Ministry of Education and
Sports, 2002).
In early 2004, EMIS was piloted in select schools for the purpose of software
testing. At that point, it was expected that a database with a capacity of over 100 million
pieces of data would be complete by the end of 2005. That period was also marked with a
change of government, which led to the change of the Minister of Education and Sports.
A new minister took office in late March 2004. The reform package developed by the
previous cabinet and the implementation of certain actions were put on hold. However,
project implementation was extended for 2 years and completely finished in mid 2007.
The major achievements were listed and the main activities were chronologically
presented in the final report. The authors of the report also suggested further
developments in the area of capacity building of MoE staff, software upgrade, design of
exchange of data protocol, etc (Soldic-Aleksic & Lazovic, 2007).
Research findings indicate various issues regarding implementation and
functionality of an EMIS at all levels of the education system. The system has not been
fully operational yet. The research findings are grouped in three main areas recognized as
potential areas for further investments (developments): (1) Indicators – as the starting
point for EMIS development, (2) Management – as the key factor of project success and
sustainability, and (3) Technology – the choice of appropriate and cost effective
technological solutions.
11

Indicators
A starting point in building an EMIS is a list of indicators for the purpose of
monitoring education system performance. The list of indicators should be developed in
line with the needs of different users at different levels of education administration.
Based on the list of indicators, a list of data to be collected by EMIS should be prepared.
A consultancy process is also needed as a preliminary/preparatory step, with the purpose
of analyzing and compiling the needs of different users. The preparation of the EMIS list
of indicators at the beginning of the project in 2003/04 was done in close cooperation
with the MoE, while respecting the needs of the users. The list of indicators that was
developed covered all essential fields, which were of an interest to MoE as an end user at
the time.
The literature on EMIS recommends three groups of indicators. An EMIS should
generate information for users in the following essential fields: (1) management and
administration of the education system, (2) research on and planning of the education
system (macro and micro), and (3) monitoring and evaluation of the education system
(Carrizo, Sauvageot, & Bella, 2002). Accordingly, a master list of indicators that were
selected and approved within the Project (2002-2007) included the following items:
a) Macroeconomic indicators. The following belong to this group of indicators: cost
per pupil relative to GDP per capita, the share of funds allocated to education by
the government relative to overall public expenditure or relative to the GDP, gross
school enrolment rates according to the general demographic trends in the
12

country, the advancement of pupils with certain levels of education to
employment and higher education levels, etc.
b) Business indicators include: average revenues and expenditures by type, the cost
of teaching per pupil, the cost of teaching by subject, average costs of repairing
and maintaining school premises, costs by school and by year in time, the quality
of buildings, facilities and equipment, etc.
c) Educational indicators will assist with assessing the results of education and
analysing the criteria for improving academic success. Indicators such as the
following belong to this group: the pupil-teacher ratio, the pass rate per grade, the
fail or drop out rate by gender, pupil, and grade, pupil behaviour and conduct,
teachers by gender, age, and qualification, teacher professional development, the
monitoring of various school activities, such as regular teaching, extracurricular
activities, various pupil contests, the monitoring of pedagogical activity by
school, the monitoring of the realisation of school annual plans, etc.
Based on the proposed EMIS indicators and guidelines, the contractors of the
EMIS project in the Republic of Serbia made necessary adjustments and established an
adequate project model. The EMIS model in the Republic of Serbia addressed a basic set
of the five following components: (1) pupil database, (2) database of school employees,
including both teaching and non-teaching staff, (3) database on school buildings and
equipment in schools, (4) the financial component related to accounting, the preparation
of the annual payroll budget in accordance with the adequate legislation, and (5) the
analytical framework for preparing the new formula for school financing based on perpupil
financing (Kovac-Cerovic, et al., 2004).
13

Research conducted in 2008 revealed that databases were not yet filled in with
data. The data entry process encountered various difficulties. In June 2007, data from
1,472 primary and secondary schools were available out of total of 1,648 schools, which
is about 90% of the total school number. Also, the schools did not fill in all the data that
was required. The module on school buildings and equipment in schools remained empty.
By mid 2008, the overall availability of data was under 50% (Faculty of Electronics,
2009). Research findings indicate two possible reasons for the relatively low availability
of data. First, the EMIS was perceived not as a useful tool, but as an additional burden to
schools since it didn’t replace the existing procedures of data collection and reporting.
Second, schools didn’t have clear instructions about their role in its update and
maintenance (the job description of an employee responsible for data submission,
working hours needed for the job, yearly calendar of data entry, deadlines, etc).
Although the list of indicators and selected modules seemed appropriate at the
beginning of its operation, the main characteristic of the system proved to be missing, its
openness for upgrade. The system was planned to be open to later modifications and
upgrades with new components. This is an essential requirement since the list of
indicators must be periodically revised as the needs of the users may subsequently
change. Due to technological and software malfunctions, the existing EMIS couldn’t be
easily modified. The existing EMIS literature strongly recommends developing an
information system that is flexible and adaptable to any changes in its structure (e.g.
introduction of new modules) or changes in policy objectives set by educational
establishments (Powel, 2006; Wako, 2003a). Nevertheless, if a new EMIS is to be built,
the starting point should be the comprehensive list of indicators. The indicators should
14

serve for regular national assessment of educational progress, monitoring of the European
goals set for 2020, as well as for international comparisons. The list would serve as the
basis for the precise definition of the type, source, and mode of data collection, while
leaving the possibility for change and updates over time.
During preparation of the new list of indicators to be monitored within the
education system of Serbia, the list of indicators and data collected by the key
international organizations should be taken into account. Those are UNESCO Institute for
Statistics (UIS), the OECD, and Eurostat, who in past years founded UOE
(UNESCO/OECD/Eurostat) in order to more efficiently collect internationally
comparable data on the key aspects of the education systems of all EU member states and
candidate countries. So far, the UOE has collected, processed, and published data
regarding persons enrolled, newly-enrolled, graduates, education employees, education
institutions, and education costs. The data may be sorted by education level, gender, age,
programme type (general/vocational), form (full-time/part-time), institution type
(public/private), study area and citizenship, enrollment by region, and foreign language
data (European Commission, 2002, Global Education Digest 2006, 2006).
Management
Typically, EMIS departments exist as integral parts of the Ministries of Education
in other countries. Findings obtained in this study show that management of the EMIS
was a weak point in the process of project implementation. Furthermore, some of the
15

instructions and procedures for data collection were missing. This research particularly
revealed the need for implementing certain decisions:
a) Ministry of Education should make a decision that the same data cannot be
required from schools more than once. If the data are already available in the
National Statistics Office or EMIS, they should be shared within the institutions
and units placed at national level. The schools are faced with the ad-hoc tasks of
submitting certain data several times (e.g. same data are entered into EMIS,
submitted to the National Statistics Office via their system of data collection and
again by filling in some forms for certain units of the MoE).
b) Data collection systems should be seriously re-designed. For instance, the roles
and responsibilities for data entry at the school level should be clearly defined,
including deadlines for transmission of data, time periods and formats in which
data need to be produced, and other quality requirements.
c) The policy of dissemination and distribution of information produced by the
EMIS unit should be outlined and adopted (e.g. access to data as well as right to
access by different users should be regulated with certain policies and
procedures).
d) Cooperation with the National Statistics Office should be strengthened in order to
avoid duplication of tasks, ease the collection and exchange of data, and define
the same methodology.
e) MoE should precisely define technical and organizational requirements for each
school as a precondition for the entry of data into the system.
16

f) The EMIS should be designed in a way that covers the whole system of
education. It should include preschool education, pupil dormitories, and other new
modules based on defined indicators.
The main recommendation is to conduct a functional analysis and to define long-term and
short-term human and material resource needs. As discussed by Powel (2006) and Wako
(2003b), the basic preconditions for conducting a sustainable EMIS include adequate
financial and technical support, and involvement of high quality experts.
Technology
After examining the technological solution and interviewing the IT experts and
school representatives that could relate their work to EMIS, we came to the conclusion
that some of the technological issues also emerged as unfavorable. A major drawback
was that EMIS was designed as a client – server solution instead of being a web-based
application. The client-server solution for EMIS caused difficulties for its administration,
maintenance and development. In addition, the system was not sustainable, as the
introduction of new modules and new functionalities would be costly. Significant human
and material resources were needed in order to keep such a system running. Also, such a
system requires the schools to be additionally equipped and staff further trained. The
schools are rarely equipped with the newer generation computers (e.g. in Kragujevac
county there are 48 Primary schools, only 10 schools have modern computers). The
outdated computers (Pentium II and III) don’t have the sufficient capacity to run EMIS
software installed in schools. Furthermore, when a local database is filled in with large
17

number of data, the EMIS software becomes unstable and nonfunctional. For
administration and upgrade of EMIS software, a certain level of IT knowledge and skills
is needed at the school level. Such capacities are not in place and it would be very costly
and unjustified to invest in this type of trainings. Finally, the user interface (application
windows viewed by the users) also proved problematic. It was not user-friendly and
accustomed to the needs of average users. The process of data entry by school personnel
would be easier if the user interface was better designed.
There were significant software flaws, which hindered daily use at the school
level but also opened the question of quality of data. The system showed that data were
successfully entered at the school level, but they were missing in a database. The new
school year often couldn’t be opened (to start data entry for that year), and the field
pupils in a new school year in some cases were missing. When a large number of data
was entered, the program was very slow. The pupils who left school could not be deleted
from the total number of pupils in a given school. When reports on marks were prepared,
the marks were for some reason multiplied by two (instead of mark 5 the pupil had 10).
To make matters worse, at some point the program would stop working and it had to be
installed again.
Based on this study’s findings, the development of a new software solution is
recommended. Upgrading the existing EMIS cannot be financially justified. Instead of a
client – server architecture, the more appropriate solution would be the three-layer
application (or other solution based on current technological development). Within a new
solution, it is recommended to establish one central server where the new software and
the new database would be installed. Access to this server would be assured via Internet
18

or local network (within the Ministry) for all users via Internet browser instead of through
client application, as previously was the case. We also recommend preparation of a
concept paper/document which would clarify all technical issues associated with ICT
infrastructure in order to assure efficient use and sustainability. The main advantages of
newly developed software based on a modern concept are:
a) Updates of the new software would be performed at the central server instead of
on thousands of computers in all schools. Therefore, costs and the need for
technical support would be significantly downsized.
b) When accessing the new system at the school level, it would not be necessary to
have a computer of a new generation.
c) New software would offer a more user-friendly interface . Users would simply
need to pass a basic computer skills training and a few hours of self-instruction
(thorough the use of a manual).
d) Users could access the Internet via different methods (MoE Project Centre, 2008).
During preparation of new software, the use of the OpenEMIS should be
considered. This is the program developed by UNESCO as a support to developing
countries to create and maintain an EMIS. OpenEMIS is composed of two modules,
EMIS Builder and EMIS User. EMIS Builder allows database administrators to adapt the
generic tool to the specific characteristics of the national education system, to customize
the components of the information system, and to create data entry forms. EMIS User
enables data entry and queries, and the production of reports, charts, and indicators
(UNESCO, 2006a, UNESCO, 2006b).
19

Experiences in the Region
Implementation of an EMIS in SEE countries face common issues. Document
analysis reveals that sharing the experiences and common concerns regarding
implementation of an EMIS may be beneficial for all agencies involved in EMIS projects.
The following brief overview shows key features of ongoing implementation of
education information management systems in several countries in SEE.
According to the report of the Ministry of Education, Science, Culture and Sports
Bosnia and Herzegovina, Federation of Bosnia and Herzegovina, Tuzla Kanton, an EMIS
is already in use in all primary and secondary schools. The system was developed in 2002
and is being used at the school level and at the level of the Ministry for purposes of
planning, monitoring and evaluation, human resource management, and introduction of
new pedagogic standards. In 2009, the Ministry was able to use data from the Ministry of
Finance to calculate teacher salaries and to link their database with the EMIS system. In
the same year, the decision was made to upgrade the system since is was not accessible
online for wider users. Also, the project called E-Diary (School Diary Application)
should be developed and integrated with the existing EMIS system. In 2010, the
information system will be extended with the module for data collection from the system
of higher education (Hadzic, 2004).
According to the report of the Ministry of Education and Science, Republic of
Montenegro, the Main project on Montenegrin Educational Information System
(MEMIS) development was adopted in 2004. So far, three complementary information
systems exist for use in education at different levels. There is a need to integrate three
20

databases into one Integrated Educational Information System. One existing database
contains data on students and employees at the level of higher education. A second is
devoted to monitoring processes at the levels of primary and secondary education. A third
database is for collecting basic statistical data from all levels of education, but there is a
need to improve data collection systems and to develop a modern web-based EMIS. It
was envisaged that project MEMIS will allow more efficient education management and
monitoring. The project is still in the development phase and is considered as complex
and demanding project. In 2009, the first version of the software was presented at the
Meeting of the Ministries ICT Council. The application was developed by the Faculty of
Science, Podgorica and contained modules such as School Diary, Finances, Human
Resources, Pupils, Administration, etc. It is planned to start the testing phase and training
of users for the MEMIS as well as to integrate all databases into one unique database for
the whole system of education (Ministry of Education and Science, 2007).
The Ministry of Education, Science and Sports, Republic of Croatia, reported that
the Integrated System for Management of Standardized Data (e-Matica) was launched in
2005 and became operational in the 2006/2007 school year. The e-Matica system is the
integrated database on standardized data from primary and secondary schools (schools,
employees, pupils, programs, etc) and is considered a starting project for the future
development of an education management information system (Ministarstvo znanosti,
obrazovanja i sporta, 2007).
For the section on experiences in the region, the authors had to rely on officially
published reports by the respective institutions and were not able to conduct field
research. There is an assumption that field research will offer more accurate and realistic
21

information on the problems these countries encounter during EMIS development, as was
case for the Republic of Serbia.
Conclusion
In some South East European countries, due to slow and less successful EMIS
development, basic statistical information of outstanding importance is still missing or
unavailable. Based on information available on the process of EMIS development in four
SEE countries, several conclusions can be drawn. SEE countries have recognized the
need to have sustainable and reliable information systems in education, initiating
development of such systems in the last decade. For development, these countries still
depend on the financial resources of donors and creditors. Lack of management and
human resource capacities provide barriers for efficient implementation. It seems that
each country has a unique approach to system development, ranging from the approach of
creating a big and complex project with slow and/or less successful implementation
(Republic of Serbia, Montenegro) to a step-by-step approach (Republic of Croatia).
EMIS development in the Republic of Serbia is still facing significant challenges.
There is a clear need to develop and make such a system operational and sustainable for
the purpose of monitoring education system performance and faster integration into the
European Union. Any further investments should start with the careful preparation and
official adoption of a list of indicators, establishment of the professional EMIS unit,
development of a set of realistic procedures, the selection of up-to-date and appropriate
technological solutions, etc. There is a strong recommendation not to underestimate the
22

complexity of EMIS development again in order to avoid a waste of human and financial
resources.
References
Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative
Research Journal. 9(2), 27-40.
Carrizo, L. Sauvageot, C., & Bella, N. (2003). Information tools for the preparation and
monitoring of education plans, Paris, UNESCO/IIEP.
Creswell, J., & Plano Clark, V. (2007). Designing and conduction mixed methods
research. Thousand Oaks, CA: Sage.
Crouch, A. L. (2001). Sustainable EMIS: Who is Accountable? Research Triangle
Institute (RTI), North Carolina, USA.
European Commission, (2000). European report on quality of school education: Sixteen
quality indicators. Report based on the work of the Working Committee on
Quality Indicators. Development of Education Policies.
European Commission, (2002). Education and Training in Europe: diverse systems,
shared goals for 2010, Brussels.
Eurydice European Unit, (2000). Eurydice, the information network on education in
Europe, 20 years promoting better understanding of education systems. Brussels.
Faculty of Electronics, (2009). The integrated education information system project.
University of Belgrade, Belgrade.
Global Education Digest 2006, (2006). Comparing education statistics across the World.
UNESCO Institute for Statistics, Montreal.
Hadzic, Dj. (2004). Education managment information system. Ministry of Education,
Science, Culture and Sports Bosnia and Herzegovina, Federation of Bosnia and
Herzegovina, Tuzla Kanton.
Hua, H., &, Herstein, J. (2003) Education Management Information System (EMIS):
Integrated data and information systems and their implications. Proceedings from
23

the Annual Conference of Comparative and International Education Society, New
Orleans, LA, USA.
InfoDev (2010). Education Management Information Systems (EMIS): Case Studies and
Lessons Learned. Retrieved November 23, 2010, form
http://www.infodev.org/en/Project.5.html
Kovac-Cerovic, T. et al., (2004). Quality education for all: Challenges to the education
reform in Serbia. Ministry of Education and Sports, Republic of Serbia, Belgrade.
Ministarstvo znanosti, obrazovanja i sporta, (2007). Pregled postignuca 2004. – 2007.
Vlada Republike Hrvatske.
Ministry of Education and Science, (2007). ICT Council Report. Ministry of Education
and Science of Republic of Montenegro,
Ministry of Education and Sports, Republic of Serbia, (2002). Quality education for all:
A way to a developed society. Ministry of Education and Sports of the Republic of
Serbia, Belgrade.
MoE Project Centre (2008). Concept paper on Integrated Education Information System
in Education (IEMIS). manuscript.
Powel, M. (2006). Rethinking education management information systems: Lessons from
and options for less developed countries. Cambridge Education. Cambridge.
Soldic-Aleksic J. & Lazovic, N. (2007). Project component C: Development of the
information system in education (system analysis, software development and
training of users). unpublished MoE report (manuscript).
Stemler, S, (2001). An overview of content analysis. Practical Assessment, Research &
Evaluation, 7(17).
UNESCO, (2006a). OpenEMIS builder: User documentation, Division of Educational
Policies and Strategies.
UNESCO, (2006b). OpenEMIS user start-up guide. Division of Educational Policies and
Strategies.
Wako T. N. (2003a). Education management information system (EMIS): An overview.
Zimbabwe, UNESCO.
Wako T. N. (2003b). Education management information systems (EMIS): A guide for
young managers. Zimbabwe, NESIS/UNESCO.
24