Primary Education Survey Evaluation Report Somalia - Somali - JNA

PES Evaluation Report, 2008
44. That some key resources that are commonly available and for which there is money or a
donor ready to provide be recorded
45. That the data collected include an expanded view of non-formal curriculum components.
46. That a data on emergency risk and emergency preparedness be considered
47. That the priority list for data expansion be adopted
D
E
F
G
H
Reporting
48. That the draft 2006/2007 report should not be published in its current form.
49. That a set of target groups are identified and reports designed specifically for each group.
This process should also be supported by a front end module built for the access data
base that can be flexibly accessed by a variety of users without the technical capacity to
use the query module of Access.
50. That reports include a school/CEC report, District reports, Regional reports, Zone and
Somalia compact reports that provide a summary of major EFA indicators and trends
disaggregated by Region, gender and Rural/Urban, and a set of thematic reports that
would change from year to year and would provide deeper analysis of EMIS data of
issues of specific relevance.
51. That the capacity to extract information from the Access data base using the Query
module of Access be developed at Zone level among those responsible for data base
management.
52. That Data from the EMIS be systematically integrated into an Atlas via GIS software
53. That necessary support and training be provided for many levels of the MoE, on how to
use and interpret.
Impact
54. That impact of the PES be improved by implementation of the recommendations of this
report in the areas of diversified reporting, capacity building on data use, broadening the
scope of data collected, decentralisation of PES processes and linking PES to other data
systems
Sustainability
55. That employment conditions be such as to ensure the retention of professional staff
56. That outsourcing some EMIS activities be considered in areas of staff shortage
57. That merit based employment procedures be defined and implemented
58. That effective work practices and standards be identified and made explicit
59. That a mechanism to coordinate EMIS activities across the three zones be established
60. That an effective quality assurance system be established that includes communication
and travel arrangements
61. That systems of EMIS implementation be differentiated across regions to reflect the
differences in local conditions
62. That a computer maintenance and replacement policy be developed and implemented
Coverage
63. That data collection systems be expanded to include all areas of that have policy
implications for MoEs. This would include ECD, secondary education and non formal
education.
64. That nomadic schools be clearly identified in the PES
Coordination
65. That the PES and Secondary School data systems be coordinated to ensure consistency
between them.
66. That mapping tools are used as a coordinating device across sectors
67. That survey and study design be undertaken to complement the PES/EMIS.
Conclusion: Future steps towards an EMIS
68. That the UNICEF Planning and EMIS technical assistance be integrated closely with an
EMIS and Planning Directorate.
46