2016年-世界发展银行全球_Romania_Education_Management_Information_Systems___SABER_Country_Report_2016_39页_831kb

Romania Education Management Information Systems (EMIS) Summary

Core Content

The Romanian Education Management Information System (EMIS), known as the Integrated IT System of Romanian Education (SIIIR), is a key tool for collecting, validating, and analyzing education data. The SABER Country Report 2016 provides an in-depth assessment of the EMIS in Romania, focusing on four main policy areas: Enabling Environment, System Soundness, Quality Data, and Utilization for Decision Making. The report highlights both achievements and ongoing challenges in the development and implementation of the EMIS.

Main Policy Areas and Key Findings

1. Enabling Environment

• Legal and Institutional Framework:

  • The Ministerial Order 5760/2006 established the National Education Database (BDNE), which was later upgraded to the Integrated IT System of Romanian Education (SIIIR).
  • SIIIR is now the sole data provider in the education system, fully institutionalized through an agreement between the Ministry of National Education and Scientific Research (MNESR) and the National Institute for Statistics (NIS).
  • The Confidentiality and Data Privacy Law 677/2001 was followed by a comprehensive data protection audit in 2008, which ensured compliance with data protection laws.

• Human Resources:

  • There is a lack of institutionalized staffing and training for EMIS roles.
  • Positions are not competitive with the private sector, and no professional development plans have been set up by the MNESR.
  • IT specialists are often funded by donors, especially the EU, and not adequately recognized as professional roles.

• Data Dissemination:

  • EMIS data are primarily shared through official reports and national statistics.
  • Parents can access data about their schools online, but data are not automatically provided to stakeholders.
  • There is a need for better data sharing with other ministries and organizations.

2. System Soundness

• Architecture and Design:

  • SIIIR is a web-based system using open-source Oracle BI Discover software.
  • It is maintained and audited regularly by Siveco Romania SA, an independent vendor.
  • The system is well-structured, secure, and follows relational database standards.

• Integration and Coverage:

  • The system is not fully integrated, especially between enrollment and financial data.
  • It lacks feedback mechanisms between local and central levels, which are essential for improving data accuracy and responsiveness.
  • Socially disadvantaged groups, such as Roma communities, are not adequately covered in data collection.

• Future Improvements:

  • A fully integrated early warning system could help identify students at risk.
  • Additional dynamic analytics features such as projections, what-if analysis, and data associations would enhance the system's functionality.

3. Quality Data

• Comprehensiveness:

  • The EMIS collects comprehensive data across administrative, human resource, financial, and learning outcome indicators.
  • Data compliance policies and penalties for non-compliance are in place to ensure timely reporting.

• Accuracy and Reliability:

  • There is a need for improved accuracy and reliability, especially in administrative data entry.
  • School inspectorates are responsible for ensuring data quality and best practices, but staff training is still insufficient.

• Challenges:

  • Education indicators are not always clearly defined, leading to conflicting results.
  • The initial data collection is carried out by administrative staff, who need systematic training to improve data accuracy.

4. Utilization for Decision Making

• Current Status:

  • The EMIS is closed and underutilized, with limited access and sharing of data.
  • Policy makers do not yet use EMIS data for decision-making, and data use for professional development is not institutionalized.

• Potential Benefits:

  • The Electronic National Grade-book System, once operational, could improve data utilization for informed decision-making.
  • Better data sharing and analysis could help design more effective education policies.

Key Recommendations

• Develop institutionalized staffing and training plans for EMIS roles.
• Establish a professional development framework to ensure long-term sustainability.
• Expand data coverage to include socially disadvantaged groups like Roma.
• Introduce dynamic analytics features and feedback mechanisms to improve system functionality and responsiveness.
• Enhance data dissemination and utilization across all levels of the education system.
• Promote data-driven culture and stakeholder engagement in decision-making processes.

Conclusion

The Romanian EMIS has made significant progress since its establishment, with a well-defined legal and institutional framework and a robust technical infrastructure. However, challenges remain in staffing, training, data coverage, and utilization. Strengthening these areas is crucial for the system to fully support education planning, policy-making, and improved learning outcomes. The report emphasizes the need for greater integration, professionalization, and public engagement to ensure the long-term effectiveness and sustainability of the EMIS.