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Education Management Information Systems Ratings and Data

A description of the Education Management Information Systems scoring methodology and the meaning of categorical ratings displayed below are available in evidence-based frameworks.

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	Tajikistan Country Report 2017
Enabling Environment	Established
Legal Framework	Emerging
	Tajikistan
Is there a law/policy to create or establish an education management information system (EMIS), as a point of reference, that collects, processes, and disseminates education data on a regular basis?	Yes
Is there a law/ policy that calls for an institution, an agency or an official entity to manage the EMIS?	Yes
Is there a law/ policy that specifically mandates the collection, processing and dissemination of data?	Yes
Does a designated official entity exist that is responsible for managing the EMIS?	Yes
Is there a system in place, as the point of focus, where collected data is stored, processed and disseminated on a regular basis?	Yes
Is there a law/policy that clearly specifies responsibilities and prohibits interference between the official education statistics agency and external agencies to: Collect education data?	Yes
Is there a law/policy that clearly specifies responsibilities and prohibits interference between the official education statistics agency and external agencies to: Process education data?	Yes
Is there a law/policy that clearly specifies responsibilities and prohibits interference between the official education statistics agency and external agencies to: Disseminate education data?	Yes
Is there a law/policy that guides the processes and procedures for working with other units and/or other sources of data (examples below are illustrative and may not exist in some countries)?: Population statistics (e.g., census bureau) ?	No
Is there a law/policy that guides the processes and procedures for working with other units and/or other sources of data (examples below are illustrative and may not exist in some countries)?: Private sector information (e.g., information from private schools that feed into the EMIS)?	No
Is there a law/policy that guides the processes and procedures for working with other units and/or other sources of data (examples below are illustrative and may not exist in some countries)?: Poverty data (e.g., welfare data; data on individuals receiving government subsidies)?	No
Is there a law/policy that guides the processes and procedures for working with other units and/or other sources of data (examples below are illustrative and may not exist in some countries)?: Geographic Information System (GIS) data (e.g., referenced geographic location information for school buildings) in accordance with industry standards?	No
Is there a law/policy that guides the processes and procedures for working with other units and/or other sources of data (examples below are illustrative and may not exist in some countries)?: Financial data (e.g., government budget for education)?	No
Is there a law/policy that guides the processes and procedures for working with other units and/or other sources of data (examples below are illustrative and may not exist in some countries)?: Early childhood education data (e.g., health data)?	No
Is there a law/policy that guides the processes and procedures for working with other units and/or other sources of data (examples below are illustrative and may not exist in some countries)?: Tertiary education data (e.g., prerequisite course information per student)?	No
Is there a law/policy that guides the processes and procedures for working with other units and/or other sources of data (examples below are illustrative and may not exist in some countries)?: Disability/ Special needs data?	No
Is there a law/policy that guides the processes and procedures for working with other units and/or other sources of data (examples below are illustrative and may not exist in some countries)?: Health, medical and hygiene data (e.g., Ministry of Health and Mental Hygiene, vaccinations)?	No
Is there a law/policy that guides the processes and procedures for working with other units and/or other sources of data (examples below are illustrative and may not exist in some countries)?: Workforce development data (e.g., technical and vocational programs, workplace readiness)?	No
Is there a law/policy that guides the processes and procedures for working with other units and/or other sources of data (examples below are illustrative and may not exist in some countries)?: Legal/court system (e.g., juvenile court system)?	No
Does the legal framework highlight the technical specifications of the system?	Yes
Do the technical specifications: Address the changes in technology?	No
Do the technical specifications: Specify the guidelines for procurement of the system?	No
Do the technical specifications: Mandate that the framework be reviewed regularly?	No
Do the technical specifications: If the answer is ‘Yes’, how often is it reviewed (choose one range): 0-2 years	N/A
Do the technical specifications: If the answer is ‘Yes’, how often is it reviewed (choose one range): 2-5 years	N/A
Do the technical specifications: If the answer is ‘Yes’, how often is it reviewed (choose one range): 5-10 years	N/A
Is it mandated that EMIS undergo auditing through: Internal reviews?	No
Is it mandated that EMIS undergo auditing through: External reviews?	No
When did the last audit/ review take place? By whom? (Internal or external) Please describe in comments.	No
Does the education statistics agency have the legal authority to collect data required to compile educational statistics?	Yes
Is there a legal mandate that ensures that schools provide their data to the EMIS?	Yes
Does the law specify measures to enforce schools to provide data on time (e.g., assign penalties to schools that do not provide the data on time)?	Yes
Are there penalties or warning systems against schools for lack of compliance with the legal mandate for schools to provide education data to the EMIS?	Yes
Are there means to make schools aware of penalties or warning systems for a lack of compliance with data-related legal mandates?	No
Does the penalty or warning system cover all schools (e.g., private schools; public schools)?	No
Does the law emphasize on the importance of data and outlines the necessary support to schools for compliance with the process of gathering the data supply?	No
Are schools aware of their role in this regard? (Please follow the sampling guidelines mentioned in the manual)	No
Does the legal framework (or other documents) require the data to exist within the EMIS, and the language of the framework to outline that data be comprehensive in nature and of specific quality standards?	No
Does the legal framework (or other documents) explicitly state processes and procedures to ensure security of materials during testing and storage during the entire process?	No
With regard to data handling, does the legal framework explicitly designate individuals at each local school to manage transfer of data between state and local school entities?	Yes
If data handling/administration policies are not followed in order to ensure data quality, does the legal framework include penalties?	No
Does the legal framework explicitly state that data need to be integrated from different data sources (e.g., population data, financial data, poverty data, early childhood data) into the EMIS?	No
Does the law specify the requirements and criteria from the data suppliers from sources outside of the EMIS?	No
Is there an established and known monitoring process within the EMIS for the following: Data collection?	Yes
Is there an established and known monitoring process within the EMIS for the following: Data processing?	Yes
Is there an established and known monitoring process within the EMIS for the following: Data dissemination of education statistics?	Yes
Does the legal framework spell out the processes to share data with agencies/institutions outside of the EMIS?	Yes
Is there a law that outlines the requirement that data needs to be shared on a timely basis with education stakeholders (e.g., parents, teachers, schools, policymakers, etc.)?	Yes
If yes, whom is the data currently shared with (Check all that apply): Parents	N/A
If yes, whom is the data currently shared with (Check all that apply): Teachers	N/A
If yes, whom is the data currently shared with (Check all that apply): Schools	N/A
If yes, whom is the data currently shared with (Check all that apply): Policy makers	N/A
If yes, whom is the data currently shared with (Check all that apply): Open to all	Yes
Does the legal framework specify how data in the EMIS is going to be utilized (i.e., framework outlines that education policies should be informed by EMIS data and decision-making is data-driven)?	Yes
Do schools receive reports/ feedback from the data for: Managing resources	No
Do schools receive reports/ feedback from the data for: Planning	No
Do schools receive reports/ feedback from the data for: Staffing	No
Do schools receive reports/ feedback from the data for: Teaching/Learning	No
Does the education system's budget include line items for the EMIS?	No
Does the legal framework specify a budget for each of the budgetary items of the EMIS (e.g., personnel and professional development, maintenance, reporting, physical infrastructure, and efficient use of resources)?	No
Is there a law/policyensuring that respondents’ data is kept secure and protected from inappropriate access or unauthorized use?	Yes
If so, does the law/policy outline penalties for disclosing confidential information?	No
Does a law/policy exist that outlines specific actions to ensure confidentiality of respondents’ data?	Yes
Is the confidentiality of data widely known to respondents?	Yes
Does a law/policy exist to safeguard information provided by the schools?	Yes
Does a law/policy exist which guarantees confidentiality of data collected from the school (e.g., teacher evaluation data, student behavior) and details the specific uses of data collected from the school?	Yes
Does a law/policy specify that respondents are required to provide a truthful response?	Yes
If so, are respondents informed of their obligation to provide a truthful response?	Yes
Does a law/policy specify when and how to remove student records (e.g., they no longer serve education purposes)?	Yes
Are there clearly stated penalties against EMIS staff that disclose confidential data for purposes other than the intended use?	No
Is the overall legal framework for collecting, managing and disseminating education statistics consistent with national freedom of information laws, if it exists?	N/A
Does a law/policy outline student rights in accessing and handling his or her personal records?	No
Does the legal framework outline rights of parents/guardians in accessing and handling student records?	No
Does the legal framework outline the process for correcting/updating student records?	No
Does the legal framework outline conditions for disclosure of information?	No
If yes, does it include the following conditions: Limitations on redisclosure	N/A
If yes, does it include the following conditions: Conditions for Disclosure to Officials of Other Schools and School Systems	N/A
If yes, does it include the following conditions: Disclosure to Certain Federal and State Officials for Federal Program Purposes	N/A
If yes, does it include the following conditions: Conditions for Disclosure in Health and Safety Emergencies	N/A
Organizational Structure	Advanced
	Tajikistan
Is there a policy that outlines the organizational structure and institutional processes within the EMIS?	Yes
Is the institutional structure of the EMIS a well-defined unit that includes: A mission statement?	Yes
Is the institutional structure of the EMIS a well-defined unit that includes: An organizational structure?	Yes
Is the institutional structure of the EMIS a well-defined unit that includes: A structured workflow?	Yes
Is the institutional structure of the EMIS a well-defined unit that includes: Designated staff roles and responsibilities?	Yes
Are there institutionalized processes in an EMIS that allow for the effective flow of information?	Yes
Are the institutionalized processes of an EMIS recorded in a document (e.g., operations manual, handbook)?	Yes
Are working processes periodically reviewed to ensure that they are efficient and are subsequently improved, as needed?	Yes
Are the core tasks of the EMIS at all levels of the process identified?	Yes
Human Resources	Established
	Tajikistan
Is there a policy that outlines the need for qualified human resources within the EMIS?	No
Is the EMIS staffed with qualified people in the following areas: Management?	Yes
Is the EMIS staffed with qualified people in the following areas: Database Specialists ((e.g., staff to develop, maintain and amend the system as needed)	Yes
Is the EMIS staffed with qualified people in the following areas: IT Specialists (e.g., computer engineers, staff to ensure that informational technologies operate)?	Yes
Is the EMIS staffed with qualified people in the following areas: Education Specialists (i.e., staff skilled in understanding the data needs of the education system)?	Yes
Is the EMIS staffed with qualified people in the following areas: Quality Assurance Specialists?	No
Is the EMIS staffed with qualified people in the following areas: Communications (i.e. staff to produce communications and/or dissemination materials)?	Yes
Is the EMIS staffed with qualified people in the following areas: Data analysts/ Statisticians (e.g., staff skilled in utilizing data analytic and statistical tools)?	No
Is there an EMIS manager?	Yes
Does training exist to strengthen the technical skills of EMIS staff?	No
Are the technical skills of staff up-to-date to be consistent with EMIS policies and technologies?	Yes
Are specialized courses (e.g., education indicators, security, quality, etc.) available to strengthen the technical skills of EMIS staff?	No
Are professional development materials available for staff (e.g., resources on statistics, manuals for database management, etc.)?	No
Are there training materials for capacity building to fulfill data management functions?	N/A
Are EMIS staff provided continuous on-the-job training?	Yes
If yes, how often are EMIS staff provided continuous on-the-job training(include specifics in the comments section):
If yes, how often are EMIS staff provided continuous on-the-job training? (include specifics in the comments section) At least 1-3 times per year	N/A
If yes, how often are EMIS staff provided continuous on-the-job training? (include specifics in the comments section) No mentioning of professional training?	N/A
Do plans exist to retain staff within the system?	Yes
Has the number of EMIS staff members remained the same or increased in the last 1-3 years? If no, please decribe the attrition levels.	Yes
Is there an internal personnel evaluation system?	No
Is there a defined career path for EMIS staff?	Yes
Infrastructural capacity	Established
	Tajikistan
Is there a law/policy that outlines the need for well-defined infrastructural capacity within the EMIS (e.g. hardware, software)?	Yes
Is there a school census done around the beginning of each academic year?	Yes
What are the available means of data collection: Technological (e.g., electronic)	Yes
Does data collection occur at the school-level from both hardware and software technological means via: Non-technological (e.g., paper-based)	Yes
Do schools have a school-specific management database?	No
Is there a data warehouse that hosts all databases?	Yes
Does a policy exist to ensure that databases are archived on computer servers?	Yes
Is the data archived? If yes, for how many years? Please specify in comments.	Yes
Does the data management system have the capabilities to process and analyze collected data and report it systematically (e.g., Banner, PeopleSoft, Oracle, Concordance)? If yes, list name of software in comments.	Yes
Does the data management system exist as a layer on the data?	Yes
Does data management occur via a combination of database software and hardware including: Data storage devices?	Yes
Does data management occur via a combination of database software and hardware including: Dedicated servers for the EMIS?	Yes
Does data management occur via a combination of database software and hardware including: Cloud-based?	No
Does the office where the EMIS is housed have computer stations?	Yes
Does a computer network exist that is utilized for the EMIS?	Yes
Does the EMIS’ data management system have a relational database structure?	Yes
Does the EMIS include data warehouse architecture?	Yes
Does the EMIS include analysis tools for statistical analysis and data management?	Yes
Does the EMIS have email systems?	No
Does the EMIS have a web interface?	No
With regard to internet connectivity, is the EMIS Connected to the internet?	No
With regard to internet connectivity, is the EMIS If yes, is bandwidth strong	N/A
With regard to internet connectivity, is the EMIS If yes, is internet access consistent (detail connectivity in comments section)?	N/A
Are data management software continually updated and adapted to perform existing and emerging tasks within the EMIS?	Yes
Are there policies to support the dissemination of data via: Internet/websites/mass media?	Yes
Are there policies to support the dissemination of data via: Annual educational statistical yearbooks/handbooks?	Yes
Are there policies to support the dissemination of data via: Other hard copy materials (e.g., leaflets, pamphlets, student report cards)?	No
Are there policies to support the dissemination of data via: Other electronic/soft copy materials (e.g., leaflets, pamphlets, PowerPoint presentations, school report cards)?	No
Are there policies to support the dissemination of data via: Electronic databases maintained by the agency producing education statistics and open to public?	No
Are there policies to support the capacity to disseminate data?	No
Budget	Emerging
	Tajikistan
Is there a regular budget assigned for staffing?	Yes
Are the recurrent costs for the EMIS staff accounted for in the budget (e.g. seasonal employees, consultants)?	No
Is there a budget for professional development for EMIS staff, including trainings, learning materials, performance reviews, etc.?	No
Does the education information system budget include budgeting for system maintenance and recurrent costs of the system (e.g., license renewal fees)?	No
Does the education information system budget include financing for reporting including: Publishing reports?	Yes
Does the education information system budget include financing for reporting including: Printing and copying?	Yes
Does the education information system budget include financing for reporting including: Creating and maintaining websites?	Yes
Does the education information system budget include financing for reporting including: Creating, maintaining and updating online accessible platforms?	No
Does the budget highlight categories for the following components of the EMIS’ physical infrastructure: Hardware (e.g., computers, networking, data collection devices)?	No
Does the budget highlight categories for the following components of the EMIS’ physical infrastructure: Software (e.g., tools for data collection, analysis software, reporting software)?	No
Does the budget highlight categories for the following components of the EMIS’ physical infrastructure: Technical support (e.g., maintenance of databases, hardware and software)?	No
Does the budget highlight categories for the following components of the EMIS’ physical infrastructure: Renting space, if applicable?	N/A
Are processes and procedures in place to ensure that resources are used efficiently?	No
Are audits of the budget performed?	Yes
Are there action plans to incorporate feedback from audits to identify areas to amend the budget?	No
Is the budget reallocated after audits are conducted?	No
Data-driven Culture	Emerging
	Tajikistan
Generally, does the government promote the collection and utilization of data within and beyond the education system (e.g., national census, funding to research institutes that use data, population statistics, etc.)? (if so please list examples in comment	Yes
If yes, is the data central to decision-making for the following stakeholders/ users? (Check all that apply): Governments (central/ regional/ local)	N/A
If yes, is the data central to decision-making for the following stakeholders/ users? (Check all that apply): Schools (Principals and headmasters)	N/A
If yes, is the data central to decision-making for the following stakeholders/ users? (Check all that apply): Teachers	N/A
If yes, is the data central to decision-making for the following stakeholders/ users? (Check all that apply): Parents/ Students	N/A
If yes, is the data central to decision-making for the following stakeholders/ users? (Check all that apply): Research Institutions	N/A
Do nongovernmental institutions exist that support the collection and utilization of data? (if so please list names of organizations in comments section)	No
System Soundness	Emerging
Data Architecture	Emerging
	Tajikistan
Is the EMIS constructed based on a well-defined wireframe (or blueprint)?	Yes
Is there a table of specifications guiding the structure of all databases?	No
Is there a mechanism to bring data from different sources together?	No
Is the database: Structured according to relational standards and compatible with table of specifications (e.g., a database structured by tables comprised of rows/records/columns/fields/attributes)?	Yes
Is the database: Well-documented (e.g., organized database that stores procedures, scripts, schemas, rollouts, etc.; document-oriented database that contains encoded documents which contain a unique key and can be located by specific retrieval language or key-document loo	No
Is the database: Secure (according to current security architecture standards)?	No
Does the EMIS have Application Programming Interfaces (APIs) that specify how software components within the database interact?	No
Is the system designed to ensure data security and confidentiality?	No
Is the EMIS free from violations such as phishing, cyber attacks and hacking databases? If no, please mention any violations that have taken place in the last 1-3 years.	Yes
Is the system tested/audited regularly to ensure data security and confidentiality and amended as needed?	No
Is hardware installation distributed adequately to ensure efficient processing of data and management of the databases?	Yes
Which best describes how the EMIS was built: Built as an in-house system?	Yes
Which best describes how the EMIS was built: Purchased off the shelf and customized?	No
Which best describes how the EMIS was built: Built and primarily managed by a vendor?	No
If an outside firm was selected, was a thorough due diligence process conducted before selection of that firm? (Please provide a detailed selection criteria)	No
If an outside firm manages the EMIS, was it clearly stated that the data is owned by the designated government agency, not the firm?	No
If an outside firm was contracted, were you happy with their work? (include firm name and feedback in notes column)	No
Data Coverage	Latent
	Tajikistan
Is there essential student-level data in the EMIS, including (answer yes/no for the list below and add additional categories in the comments section): Demographic Data Age?	Yes
Is there essential student-level data in the EMIS, including (answer yes/no for the list below and add additional categories in the comments section): Demographic Data Gender?	Yes
Is there essential student-level data in the EMIS, including (answer yes/no for the list below and add additional categories in the comments section): Demographic Data Ethnicity?	Yes
Is there essential student-level data in the EMIS, including (answer yes/no for the list below and add additional categories in the comments section): Demographic Data Family economic data (e.g., low-income family data, single-family household data, poverty data)?	Yes
Is there essential student-level data in the EMIS, including (answer yes/no for the list below and add additional categories in the comments section): Demographic Data Early childhood development data?	No
Is there essential student-level data in the EMIS, including (answer yes/no for the list below and add additional categories in the comments section): Demographic Data Tertiary education data (e.g., did student progress to tertiary level?)?	No
Is there essential student-level data in the EMIS, including (answer yes/no for the list below and add additional categories in the comments section): Health Data Immunization records?	Yes
Is there essential student-level data in the EMIS, including (answer yes/no for the list below and add additional categories in the comments section): Health Data Health/illness history?	Yes
Is there essential student-level data in the EMIS, including (answer yes/no for the list below and add additional categories in the comments section): Health Data Pregnancy history for females?	No
Is there essential student-level data in the EMIS, including (answer yes/no for the list below and add additional categories in the comments section): Health Data Special needs population data (e.g., learning needs, physical needs/disabilities)?	Yes
Is there essential student-level data in the EMIS, including (answer yes/no for the list below and add additional categories in the comments section): Learning Data Enrollments?	Yes
Is there essential student-level data in the EMIS, including (answer yes/no for the list below and add additional categories in the comments section): Learning Data Transitions (progression to next grade)?	No
Is there essential student-level data in the EMIS, including (answer yes/no for the list below and add additional categories in the comments section): Learning Data Repetitions (repeating a year)?	Yes
Is there essential student-level data in the EMIS, including (answer yes/no for the list below and add additional categories in the comments section): Learning Data Drop-outs?	No
Is there essential student-level data in the EMIS, including (answer yes/no for the list below and add additional categories in the comments section): Learning Data Failures by class?	No
Is there essential student-level data in the EMIS, including (answer yes/no for the list below and add additional categories in the comments section): Learning Data Failure rate by teacher?	No
Is there essential student-level data in the EMIS, including (answer yes/no for the list below and add additional categories in the comments section): Learning Data Behavioral data (e.g., absenteeism, late arrivals)?	No
Is there essential student-level data in the EMIS, including (answer yes/no for the list below and add additional categories in the comments section): Learning Data Student-level course completion (transcript) data, by grade?	No
Is there essential school-level data in the EMIS, including (answer yes/no for the list below and add additonal categories in the comments section): School Performance and efficacy data Student to teacher ratios?	Yes
Is there essential school-level data in the EMIS, including (answer yes/no for the list below and add additonal categories in the comments section): School Performance and efficacy data Student to classroom ratios?	Yes
Is there essential school-level data in the EMIS, including (answer yes/no for the list below and add additonal categories in the comments section): School Performance and efficacy data Student to school ratio?	Yes
Is there essential school-level data in the EMIS, including (answer yes/no for the list below and add additonal categories in the comments section): School Performance and efficacy data Graduation rates for school by grade per year?	No
Is there essential school-level data in the EMIS, including (answer yes/no for the list below and add additonal categories in the comments section): School Performance and efficacy data If school plan exists, is there data on achieving milestones in that plan?	No
Is there essential school-level data in the EMIS, including (answer yes/no for the list below and add additonal categories in the comments section): School Performance and efficacy data Are there progress reports to track school performance?	No
Is there essential school-level data in the EMIS, including (answer yes/no for the list below and add additonal categories in the comments section): School Performance and efficacy data Data on student learning objectives (if applicable)?	No
Is there essential school-level data in the EMIS, including (answer yes/no for the list below and add additonal categories in the comments section): School Performance and efficacy data School Ranking?	No
Is there essential school-level data in the EMIS, including (answer yes/no for the list below and add additonal categories in the comments section): Financial assistance data (e.g., school-feeding programs and Title I in the U.S.)?	No
Is there essential school-level data in the EMIS, including (answer yes/no for the list below and add additonal categories in the comments section): School improvement program data (i.e., self-assessment for schools; e.g., curricular improvement; pedagogy; infrastructure)? School assessment?	No
Is there essential school-level data in the EMIS, including (answer yes/no for the list below and add additonal categories in the comments section): School improvement program data (i.e., self-assessment for schools; e.g., curricular improvement; pedagogy; infrastructure)? Curriculum?	No
Is there essential school-level data in the EMIS, including (answer yes/no for the list below and add additonal categories in the comments section): School improvement program data (i.e., self-assessment for schools; e.g., curricular improvement; pedagogy; infrastructure)? Audits?	No
Is there essential school-level data in the EMIS, including (answer yes/no for the list below and add additonal categories in the comments section): School improvement program data (i.e., self-assessment for schools; e.g., curricular improvement; pedagogy; infrastructure)? Infrastructure?	No
Is there essential school-level data in the EMIS, including (answer yes/no for the list below and add additonal categories in the comments section): Infrastructure (use averages if answering at National/Sub-national levels) Total school size?	Yes
Is there essential school-level data in the EMIS, including (answer yes/no for the list below and add additonal categories in the comments section): Infrastructure (use averages if answering at National/Sub-national levels) Number of classrooms?	Yes
Is there essential school-level data in the EMIS, including (answer yes/no for the list below and add additonal categories in the comments section): Infrastructure (use averages if answering at National/Sub-national levels) Number of students per classroom?	Yes
Is there essential school-level data in the EMIS, including (answer yes/no for the list below and add additonal categories in the comments section): Service delivery indicators (includes indicators that determine the minimum resources essential for a well-functioning school system) , including: Textbooks?	Yes
Is there essential school-level data in the EMIS, including (answer yes/no for the list below and add additonal categories in the comments section): Service delivery indicators (includes indicators that determine the minimum resources essential for a well-functioning school system) , including: Computers?	Yes
Is there essential school-level data in the EMIS, including (answer yes/no for the list below and add additonal categories in the comments section): Service delivery indicators (includes indicators that determine the minimum resources essential for a well-functioning school system) , including: Printers?	Yes
Is there essential school-level data in the EMIS, including (answer yes/no for the list below and add additonal categories in the comments section): Service delivery indicators (includes indicators that determine the minimum resources essential for a well-functioning school system) , including: Electricity?	Yes
Is there essential school-level data in the EMIS, including (answer yes/no for the list below and add additonal categories in the comments section): Service delivery indicators (includes indicators that determine the minimum resources essential for a well-functioning school system) , including: Water?	Yes
Is there essential school-level data in the EMIS, including (answer yes/no for the list below and add additonal categories in the comments section): Service delivery indicators (includes indicators that determine the minimum resources essential for a well-functioning school system) , including: Bathrooms?	Yes
Is there essential school-level data in the EMIS, including (answer yes/no for the list below and add additonal categories in the comments section): Service delivery indicators (includes indicators that determine the minimum resources essential for a well-functioning school system) , including: Internet access?	Yes
Is there essential school-level data in the EMIS, including (answer yes/no for the list below and add additonal categories in the comments section): Service delivery indicators (includes indicators that determine the minimum resources essential for a well-functioning school system), including: Phone	Yes
Is there essential school-level data in the EMIS, including (answer yes/no for the list below and add additonal categories in the comments section): Service delivery indicators (includes indicators that determine the minimum resources essential for a well-functioning school system), including: Medical supplies or medical support room (e.g., nurse, dispensary, etc.)	Yes
Is there essential school-level data in the EMIS, including (answer yes/no for the list below and add additonal categories in the comments section): Service delivery indicators (includes indicators that determine the minimum resources essential for a well-functioning school system), including: Provider Effort (e.g., time spent teaching, absence from classroom, absence from school)	No
Is there any mechanism to flag or issue early warning reports on the performances of the following: Teachers?	No
Is there any mechanism to flag or issue early warning reports on the performances of the following: Students?	No
Is there any mechanism to flag or issue early warning reports on the performances of the following: Schools?	No
Does the system link pre-school, primary, secondary, and higher education data, at the student level?	No
Is data available on conditional cash transfers (if applicable), including the following: Meal Plans?	No
Is data available on conditional cash transfers (if applicable), including the following: Subsidies on learning materials (e.g., calculators, workbooks, pencils, etc.)?	No
Is data available on conditional cash transfers (if applicable), including the following: Other cash/in-kind transfers?	No
Is data available on the breakdown of funding per school from the following sources: Government?	Yes
Is data available on the breakdown of funding per school from the following sources: Tuition Fees?	No
Is data available on the breakdown of funding per school from the following sources: Donations?	No
Is data available on the breakdown of funding per school from the following sources: Grants?	No
Is data available on the breakdown of funding per school from the following sources: School Revenue?	No
Does the system track how the money received (from the above sources) is spent?	No
Does the system track data on the financial value of the land occupied by the school and the school infrastructure?	No
If the building/ land is not owned by the school, what is the rental cost of the building?	No
Is it possible to estimate the unit cost per student at: School level?	No
Is it possible to estimate the unit cost per student at: Sub-national level?	No
Is it possible to estimate the unit cost per student at: National level?	No
Does the EMIS track data on teachers, substitute teachers, contractual teachers, non-teaching staff and part-time staff for the following categories: General Demographics Teaching Staff (e.g., qualifications, experience, etc.)?	Yes
Does the EMIS track data on teachers, substitute teachers, contractual teachers, non-teaching staff and part-time staff for the following categories: General Demographics Non-teaching staff?	No
Does the EMIS track data on teachers, substitute teachers, contractual teachers, non-teaching staff and part-time staff for the following categories: General Demographics Contractual teachers?	No
Does the EMIS track data on teachers, substitute teachers, contractual teachers, non-teaching staff and part-time staff for the following categories: General Demographics Substitute teachers?	No
Does the EMIS track data on teachers, substitute teachers, contractual teachers, non-teaching staff and part-time staff for the following categories: General Demographics Part-time support staff?	No
Does the EMIS track data on teachers, substitute teachers, contractual teachers, non-teaching staff and part-time staff for the following categories: Salaries Teaching staff?	No
Does the EMIS track data on teachers, substitute teachers, contractual teachers, non-teaching staff and part-time staff for the following categories: Salaries Contractual teachers?	No
Does the EMIS track data on teachers, substitute teachers, contractual teachers, non-teaching staff and part-time staff for the following categories: Salaries Substitute teachers?	No
Does the EMIS track data on teachers, substitute teachers, contractual teachers, non-teaching staff and part-time staff for the following categories: Salaries Non-teaching staff (e.g., administrative staff, management staff, security and janitorial staff, transporation staff)?	No
Does the EMIS track data on teachers, substitute teachers, contractual teachers, non-teaching staff and part-time staff for the following categories: Salaries Part-time support Staff?	No
Does the EMIS track data on teachers, substitute teachers, contractual teachers, non-teaching staff and part-time staff for the following categories: Salaries Other benefits/ allowances?	No
Does the EMIS track data on teachers, substitute teachers, contractual teachers, non-teaching staff and part-time staff for the following categories: Performance Evaluation Data from classroom observations?	No
Does the EMIS track data on teachers, substitute teachers, contractual teachers, non-teaching staff and part-time staff for the following categories: Performance Evaluation Procedure to track staff attendance and absenteeism?	No
Does the EMIS track data on teachers, substitute teachers, contractual teachers, non-teaching staff and part-time staff for the following categories: Performance Evaluation Inspection data on teachers?	No
Does the EMIS track data on teachers, substitute teachers, contractual teachers, non-teaching staff and part-time staff for the following categories: Professional Development Training and certifications?	Yes
Does the EMIS track data on teachers, substitute teachers, contractual teachers, non-teaching staff and part-time staff for the following categories: Professional Development Tracking number of trainings completed?	Yes
Does the system track learning outcome data, including: Grades?	No
Does the system track learning outcome data, including: National assessments?	No
Does the system track learning outcome data, including: Classroom assessments (at the student level)?	No
Are student learning outcomes linked to their respective teacher through assessment data?	No
Are student learning outcomes linked to their respective school through assessment data?	No
Do parents have direct access to student performance data? (in the form of student report cards)	No
If yes, how often can they access student performance: Live data (they can access it anytime)?	N/A
If yes, how often can they access student performance: Periodically?	N/A
If yes, how often can they access student performance: Once a year?	N/A
Do students have direct access to their own performance data?	No
Are teachers able to track student performance in various subjects/classes?	No
Does the system track data on students that need remedial help?	No
Data Analytics	Emerging
	Tajikistan
Are there processes to perform different levels of analysis generally, and for the below listed tasks? Descriptive data analysis (i.e. describing specific features of information)?	Yes
Are there processes to perform different levels of analysis generally, and for the below listed tasks? Data tabulations (i.e. summarizing data based on different indicators; e.g., teacher-student ratio by region, relationship between school attendance and learning)?	Yes
Are there processes to perform different levels of analysis generally, and for the below listed tasks? Data associations (i.e., relations between data indicators or different data fields; e.g., between behavioral issues and school leadership)?	Yes
Are there processes to perform different levels of analysis generally, and for the below listed tasks? Correlations (i.e. to understand the causality and effects across different parameters)?	No
Are there tools to perform different levels of analysis (e.g., SPSS, STATA, R and open source statistical analysis tools)?	No
Is the system capable of producing: Projections (including population projections)?	No
Is the system capable of producing: Predictive models (e.g., imputation methods, estimation techniques)?	No
Is the system capable of producing: Scenario analysis ("what-if" analysis)?	No
How often does the system produce outputs of these data analytics (e.g., basic tables and graphs, and more complex tabulations)? (choose one “yes” answer below) Once a year?	Yes
How often does the system produce outputs of these data analytics (e.g., basic tables and graphs, and more complex tabulations)? (choose one “yes” answer below) Twice a year?	N/A
How often does the system produce outputs of these data analytics (e.g., basic tables and graphs, and more complex tabulations)? (choose one “yes” answer below) Never?	N/A
Can data analytics be performed within the EMIS to inform decision-making?	Yes
Dynamic System	Emerging
	Tajikistan
Does the EMIS follow internationally recognized quality assurance measures such as the Total Quality Management Approach or ISO 9000? (The ISO 9000 focusses on the framework for quality management, providing guidance on how to manage for quality and perfo	Yes
Has the EMIS been reviewed internally for quality assurance measures? If yes, detail frequency in comments section.	No
Has the EMIS been reviewed externally such as by an auditing agency or quality management agency?	No
Are there well-defined procedures documenting quality assurance regularly in the following areas (Please provide detailed process in the comments section): Data collection?	No
Are there well-defined procedures documenting quality assurance regularly in the following areas (Please provide detailed process in the comments section): Data processing?	No
Are there well-defined procedures documenting quality assurance regularly in the following areas (Please provide detailed process in the comments section): Data dissemination of education statistics?	No
Are meetings with stakeholders and other data users held periodically to: Review the existing portfolio of education indicators?	No
Are meetings with stakeholders and other data users held periodically to: Review the existing education reports?	No
Are meetings with stakeholders and other data users held periodically to: Identify any emerging data requirements?	No
Can data be aggregated or disaggregated without any difficulties?	Yes
Is the system able to adapt to new data requirements (e.g., ability of the system to integrate any new student demographic data such as family data into the existing system)?	Yes
Is the EMIS adaptable to changes in: New school arrangements (e.g., redistricting)?	Yes
Is the EMIS adaptable to changes in: Added functionalities (e.g., new reported data specifically for that school)?	Yes
Is the EMIS adaptable to changes in: New technologies?	No
Is the EMIS adaptable to changes in: Able to work with current legacy systems if needed?	No
Serviceability	Established
	Tajikistan
Is information that is brought together from different data sources placed within the data warehouse?	Yes
Are data collection instruments carefully designed to avoid duplication of information and lengthy processes in compiling data?	Yes
Are key variables reconciled across the databases in the data warehouse?	Yes
Are data compilation procedures managed in a way that minimizes processing errors such as coding, editing, and tabulation errors?	Yes
Are the total statistics calculated by summing the components of the total?	Yes
Are the final statistics consistent or reasonable within a dataset and over time?	Yes
Are consistent time series data available for an adequate period of time (at least five years)?	Yes
Are historical series reconstructed as far back as reasonably possible when changes in source data, methodology, and statistical techniques are introduced?	Yes
Is the emphasis for consistency placed on the final statistics instead of the preliminary publications?	Yes
Are electronic databases validated by data-producing units?	Yes
Are pre-existing or other data collection and management systems (i.e., not considered part of the EMIS) compatible with similar functions for the EMIS?	No
Does the system include the following unique identifiers that link databases scross years: Student Identifiers?	No
Does the system include the following unique identifiers that link databases scross years: Teacher Identifiers?	No
Does the system include the following unique identifiers that link databases scross years: Course Codes/ Information Systems?	No
Is there a system in place that links the following: Teachers with students?	No
Is there a system in place that links the following: Teachers with students by course and classroom?	No
Is there any roster verification by which the list of an individual teacher’s students is reviewed by the teacher for accuracy before being used to link teachers and students?	No
Is the following non-education data collected and integrated within the EMIS? Workforce data?	No
Is the following non-education data collected and integrated within the EMIS? Labor and Unemployment Insurance (UI) wage Records?	N/A
Is the following non-education data collected and integrated within the EMIS? Apprenticeship data? (e.g. internships)	N/A
Is the following non-education data collected and integrated within the EMIS? Clearinghouse data? (Clearinghouse is an independent non-profit research center that conducts research to inform and guide education stakeholders on policy decisions affecting student outcomes)	N/A
Is it to move data on students/subjects from one school to another?	No
Are data from sources that are collected by other agencies outside of the EMIS (e.g. administrative data, census data, and socio-demographic data) integrated into the EMIS data warehouse?	No
Is data collected via technological means (e,g., electronically?)	No
If yes, are they integrated effectively into the system as well?	N/A
Are databases archived on computer servers, beyond those at the Ministry of Finance?	No
Are multiple years of data archived including: Source data?	Yes
Are multiple years of data archived including: Metadata?	No
Are multiple years of data archived including: Statistics?	Yes
Do services provided by the system to EMIS clients ensure: Relevance?	Yes
Do services provided by the system to EMIS clients ensure: Consistency?	Yes
Do services provided by the system to EMIS clients ensure: Usefulness?	Yes
Do services provided by the system to EMIS clients ensure: Timeliness?	Yes
Quality data	Emerging
Methodological Soundness	Established
	Tajikistan
Is there an official operations manual that defines and documents: EMIS concepts (e.g., terminology of specific concepts that relate to the collection, management and dissemination of education data)?	Yes
Is there an official operations manual that defines and documents: Data fields?	Yes
Is there an official operations manual that defines and documents: Indicators?	No
Is there an official operations manual that defines and documents: Metadata?	Yes
Is there an official operations manual that defines and documents: Archival of data records?	No
Is there an official operations manual that defines and documents: Service delivery indicators?	No
Are the concepts and definitions that govern the EMIS in accordance with other national datasets?	No
Are the concepts and definitions that govern the EMIS endorsed by the government?	Yes
Does documentation exist on national concepts and definitions that govern the EMIS?	Yes
Are the concepts and definitions that govern the EMIS easily accessible?	No
Do the overall structure, concepts and definitions for the EMIS follow regionally and internationally accepted standards, guidelines, and good practices?	Yes
Are data collectors and data engineers aware of differences in concepts and definitions used in the source data from those required of education statistics?	Yes
Are the documented education system classifications defined based on technical guidelines and manuals (UNESCO Institute for Statistics (UIS) technical guidelines and manuals and OECD Glossary of Statistical Terms)?	Yes
Is the classification of educational expenditure based on UIS technical guidelines and/or United Nations System of National Accounts (SNA)?	Yes
Are classification systems in accordance with internationally accepted standards, guidelines or good practices such as:
Are classification systems in accordance with internationally accepted standards, guidelines or good practices such as: National classification programs and its applications in public and private institutions?	Yes
Are classification systems in accordance with internationally accepted standards, guidelines or good practices such as: UIS-ISCED mapping and reporting data according to recent ISCED codes?	Yes
Is the scope of education statistics not restricted to a small number of indicators such as enrollment, class size and completion?
Is there a national handbook on education statistics?	Yes
Are these education statistics linked with the overall education strategy?	Yes
Does a longitudinal data system exist?	Yes
If not, has the desire to create a longitudinal data system been articulated?	No
Is the scope of education statistics in accordance with international standards, guidelines and/or good practices?	Yes
Does the scope of the dataset assess data overlaps to avoid redundancies (e.g., its scope does not overlap with other datasets)?	Yes
Is metadata considered as part of the education statistics in the EMIS as evidenced by its inclusion in the data warehouse?	No
Are all relevant educational institutions and programs covered in the EMIS (e.g., formal and non-formal educational institutions)?	No
Are relevant geographical boundaries (e.g., cities, towns) used to classify geographic-specific data (e.g., schools, district offices)?	Yes
Does the data recording system follow internationally accepted standards, guidelines, or good practices?	Yes
Are students' age recorded according to a specific reference period/date?	Yes
Are graduates' data attributed to the academic year in which the graduates are enrolled?	Yes
Does expenditure data (i.e. public expenditure on education as a percentage of GDP) refer to actual expenditure (not estimated or projected)?	No
Accuracy and Reliability	Emerging
	Tajikistan
Do administrative school censuses (or the aggregate from local government) collect information on: The structure of the education system?	Yes
Do administrative school censuses (or the aggregate from local government) collect information on: Students?	Yes
Do administrative school censuses (or the aggregate from local government) collect information on: Teachers?	Yes
Do administrative school censuses (or the aggregate from local government) collect information on: Principals/school management?	No
Do administrative school censuses (or the aggregate from local government) collect information on: Educational expenditure?	No
Does the design of data collection instruments allow for easy completion and are appropriate for computer processing?	Yes
Is there a registry of all schools, and is it used to identify schools that respond and do not respond to the EMIS for data reporting?	No
Does the registry cover all schools (e.g., public and private)?	No
Are source data obtained from comprehensive data collection programs that take into account country-specific conditions (e.g., limited technological means for data collection, difficulties in obtaining data from remote areas)?	Yes
Do statistics describe the structural and normative characteristics of the education system and are they aligned with the most recent ISCED standards to the extent possible?	Yes
Is data produced from the EMIS compatible with official nationally reported data?	Yes
Is data produced from the EMIS compatible with official internationally reported data?	Yes
Does the data collection system provide for the timely receipt of source data?	Yes
Are source data providers aware of the deadlines set for the reporting of education statistics?	No
Does the education statistics agency employ systematic follow-up procedures to ensure the timely receipt of source data?	Yes
Are source data from the school census on enrollments and teachers provided to the area responsible for producing statistics no later than 6 months after the end of the school year?	Yes
Are source data on educational expenditures collected from within the ministry of education and other ministries and institutions no later than 6 months after the end of the school year?	Yes
Are source data consistent with the definitions, scope, and classifications of education statistics?	Yes
Are source data consistent with the time of recording, reference periods, and valuation of education statistics?	Yes
Are administrative data audited to check the accuracy of source data (e.g., inspection of field collections, random post-enumeration checks)?	No
Are professional development actions taken (e.g., continuing education for data collectors) to improve accuracy of source data?	No
Is accuracy of data from all sources used to compile statistics routinely reviewed in terms of: Monitored events?	No
Is the use of school registration promoted and is accuracy periodically monitored by assessing Population coverage?	No
Is the use of school registration promoted and is accuracy periodically monitored by assessing Timeframes (i.e., data is reviewed in the necessary timeframe to compile statistics and perform other required EMIS functions such as the dissemination of report cards)?	No
Is information compiled on coverage, sampling errors, non-response errors (e.g., non-response rates for socioeconomic groups), and percentage of missing or imputed data by methods of imputation?	No
Is the use of school registration promoted and is accuracy periodically monitored by assessing Whether students dropping out are removed from the register or identified as no longer enrolled?	No
Is the use of school registration promoted and is accuracy periodically monitored by assessing Whether students moving or changing schools are removed from the register or identified as no longer enrolled?	No
Is the use of school registration promoted and is accuracy periodically monitored by assessing Whether the registry includes all students currently enrolled?	No
In terms of expenditure data, are data form different government agencies incorporated and counted only at the level where actual expenditure occurs?	No
Are institutions and programs for reporting education expenditure data the same as the institutions for the reporting of staff and enrollment data?	No
Are there imputation methods and estimation techniques in place (e.g., sampling weights, calibration weights) that employ sound statistical techniques?	Yes
Are imputation and estimation methods appropriate for dealing with missing, valid or inconsistent data from administrative records, population censuses, or schools, and assessments of student achievement?	No
Are statistical projection (including population projections) computed according to sound methodological procedures?	No
Where compensation for missing data is not feasible (e.g., if data is not collected from private schools), is the nature of the missing data described?	No
Are problems regarding non-responses, recall errors, reporting errors, respondents’ effects, interviewer effects, and inappropriate instrument design addressed?	No
Are adjustments made if there is a sizeable part of the population that is not covered by sources used for regular compilation of statistics?	No
Are revisions to statistical methodology reviewed regularly?	No
Integrity	Emerging
	Tajikistan
Is staff protected by a code of professional ethics supported by the Ministry of Education and/or the national statistical agency?	No
Is professionalism promoted by: Publishing methodological papers?	No
Is professionalism promoted by: Encouraging participation in conferences and meetings with other professional groups?	No
Are research and analysis undertaken by the data-producing agency for publication subject to internal review and other processes to maintain the agency’s reputation for professionalism?	No
Are the selection methods for choice of source data and statistical techniques publicly documented?	No
Is the agency producing education statistics maintaining the public trust by commenting publicly on erroneous interpretations or misuse of education statistics?	No
Does the agency seek to prevent misinterpretation or misuse of education statistics by providing explanatory materials and briefings to the public?	No
Does the education information system have a recruitment and promotion system where positions are filled according to qualifications required?	No
Is access to data restricted to EMIS staff who require the information to perform their duties?	No
Does EMIS staff review all data ready for dissemination to ensure there is not indirect disclosure of confidential data?	No
Are there mechanisms to enforce penalties against EMIS staff that disclose confidential information for other purposes?	No
Does publicly available information exist about the terms and conditions regarding: How educational statistics are collected?	No
Does publicly available information exist about the terms and conditions regarding: How educational statistics are compiled?	No
Does publicly available information exist about the terms and conditions regarding: The confidentiality of individual responses?	No
Does publicly available information exist about the terms and conditions regarding: The security measures taken for storing individual data?	No
Is there information about where the education statistics agency and its products outside of its EMIS functions can be found?	Yes
Does awareness exist on how to access publications about the education statistics agency and its products?	Yes
Is there public awareness that some government agencies have access to education statistics prior to when they are publicly released?	Yes
Is the public aware at what point internal government access is granted during the process of data compilation?	No
Are data released to the public clearly identified as a product of the agency in charge of education statistics (e.g., by name, logo, and insignia)?	Yes
In the case of joint publications, are the contributions of the education statistics agency clearly identified?	Yes
Does the education statistics agency request attribution when its statistics are used or reproduced?	No
Is there documented evidence that users of education statistics are made aware in advance of major changes in methodology, source data and statistical techniques (e.g., online circular to parents about changes in how data is collected at the school-level)	No
Are there clear guidelines for identifying what constitutes unethical behavior (e.g., the misuse of statistics, the use of public property to conduct private business, the alteration of statistics in exchange for money)?	No
Are there clear guidelines outlining correct behavior when the agency or its staff is confronted with conflicts of interest?	No
Is the reputation of the agency and its management tied to compliance of ethical standards?	Yes
Periodicity and Timeliness	Emerging
	Tajikistan
Is the administrative school census conducted at least once a year?	Yes
Are learning achievement surveys regularly conducted according to a periodicity responding to the country monitoring needs?	No
Are financial data (e.g., expenditure, earnings, etc.) published annually (e.g., financial statements)?	No
Are final statistics derived from the administrative school census disseminated within 6 - 12 months after the start of the school year?	Yes
Are financial statistics (inclusive of expenditure, earnings, etc.) disseminated within 6 - 12 months of the end of the financial year?	No
Utilization in decision making	Emerging
Openness	Emerging
	Tajikistan
Is the education information system used in core operations by: Ministry of Education?	Yes
Is the education information system used in core operations by: Other government agencies?	Yes
Is the education information system used in core operations by: Directors of Regional Education Offices?	Yes
Is the education information system used in core operations by: Directors of Metropolitan Education Offices?	N/A
Is the education information system used in core operations by: Directors of Municipal Education Offices?	N/A
Is the education information system used in core operations by: Directors of District Education Offices?	Yes
Is the education information system used in core operations by: National Education Service Office (Deputy Directors and Scheduled Officers)?	Yes
Is the education information system used in core operations by: Metropolitan Assemblies?	N/A
Is the education information system used in core operations by: Municipal Assemblies?	N/A
Is the education information system used in core operations by: District Assemblies?	N/A
Is the education information system used in core operations by: Schools (via Headmasters/Headmistress and Head teachers)?	No
Is the education information system used in core operations by: Teachers?	No
Is the education information system used in core operations by: Parents?	No
Is the education information system used in core operations by: Students?	No
Is the education information system used in core operations by: Non-Governmental Organizations (NGOs)?	No
Is the education information system used in core operations by: Researchers?	No
Is the education information system used in core operations by: Multilateral agencies (e.g., World Bank, UNESCO) and/or bilateral agencies (e.g., donor agencies)?	Yes
Is the education information system used in core operations by: Civil Society Organizations?	No
Is the existence of the EMIS publicized so that stakeholders know about it? If yes, what is the medium of communication used: Websites	Yes
Is the existence of the EMIS publicized so that stakeholders know about it? If yes, what is the medium of communication used: Leaflets/ Pamphlets	Yes
Is the existence of the EMIS publicized so that stakeholders know about it? If yes, what is the medium of communication used: Regular announcement via emails and other electronic means	No
Is the existence of the EMIS publicized so that stakeholders know about it? If yes, what is the medium of communication used: Other means (Please describe in comments)	No
How often is it publicized? Monthly?	No
How often is it publicized? Quaterly?	No
How often is it publicized? Yearly?	Yes
Do education stakeholders have the required capacities to:
Do education stakeholders have the required capacities to: Interpret data produced by the EMIS?	Yes
Do education stakeholders have the required capacities to: Manipulate data produced by the EMIS?	No
Do education stakeholders have the required capacities to: Utilize data produced by the EMIS?	Yes
Do education stakeholders have the required capacities to: Produce materials related to this analysis (e.g. graphs, charts, etc.)?	Yes
Are regular trainings available to current EMIS users on how to perform these activities and utilize these statistics to inform decision-making at all levels within the education system?	No
If Yes, what kind of training is provided: Webinar/Online/Video?	No
If Yes, what kind of training is provided: Face to Face?	Yes
Operational Use	Emerging
	Tajikistan
Does the data produced by EMIS generate the following data/ reports: School Performance?	No
Does the data produced by EMIS generate the following data/ reports: Student Performance (e.g., dropouts, failures, etc.)?	No
Does the data produced by EMIS generate the following data/ reports: Special Groups Performance?	No
Does the data produced by EMIS generate the following data/ reports: Growth Reports? (for schools and students)	No
Does the data produced by EMIS generate the following data/ reports: Diagnostic Reports? (for schools and students)	No
Does the data produced by EMIS generate the following data/ reports: Graduation rates?	No
Does the data produced by EMIS generate the following data/ reports: Transition rates (e.g., transition to college)	No
Does the data produced by EMIS generate the following data/ reports: Teacher performance?	No
Are statistics provided by EMIS used for evaluating the overall education system?	Yes
Does the government use EMIS statistics to inform and support decision-making process in: Education policy decisions?	Yes
Does the government use EMIS statistics to inform and support decision-making process in: Accountability: Local governments?	Yes
Does the government use EMIS statistics to inform and support decision-making process in: Accountability: Schools?	Yes
Does the government use EMIS statistics to inform and support decision-making process in: Planning: Resource Allocation?	Yes
Does the government use EMIS statistics to inform and support decision-making process in: Planning: Staffing?	Yes
Does the government use EMIS statistics to inform and support decision-making process in: Planning: Budgeting?	Yes
Does the government use EMIS statistics to inform and support decision-making process in: Management of projects?	No
Does the government use EMIS statistics to inform and support decision-making process in: Monitor intervention?	No
Does the government use EMIS statistics to inform and support decision-making process in: Monitor special education programs?	No
Is the data actively used to improve the quality and equity of education?	No
Do schools utilize the information provided by the EMIS to evaluate the academic performance of its school relative to other schools?	No
Do schools utilize the teacher data (e.g., evaluation, demographics) to inform instructional teaching and decision making?	Yes
Do schools utilize the information provided by the EMIS to: Manage its financial activities?	No
Do schools utilize the information provided by the EMIS to: Compare financial performance of its school relative to other schools?	No
Does the school utilize the information produced by EMIS for school management purposes: Allocate resources?	Yes
Does the school utilize the information produced by EMIS for school management purposes: Plan for the specific needs of each school?	No
Does the school utilize the information produced by EMIS for school management purposes: Organize work/schedules?	No
Does the school utilize the information produced by EMIS for school management purposes: Expedite requests for education statistics by education stakeholders?	No
Does the school utilize the information produced by EMIS for school management purposes: Make decisions (e.g., growth projections, forecasting?)	No
Does the school utilize the information produced by EMIS for school management purposes: Faculty evaluation?	No
Does the school utilize the information produced by EMIS for school management purposes: Progress of students?	No
Does the school utilize the information produced by EMIS for school management purposes: School improvement?	No
Do EMIS clients have access to school-level information contained in the EMIS?	Yes
Based on the data provided by the EMIS, are clients able to: Obtain information about school performance?	No
Based on the data provided by the EMIS, are clients able to: Make choices about where to attend school?	No
Based on the data provided by the EMIS, are clients able to: Demand school improvements to both the schools and national authorities?	No
Is the system able to produce the following summative indicators (derived variables) to monitor the education system (at local, sub-national and national levels)?
Ratios Student- teacher ratio	Yes
Ratios Student- staff ratio	Yes
Ratios Student-space ratio (e.g, square footage per student in classroom)	Yes
Infrastructure Capacity Average classroom size	Yes
Infrastructure Capacity Number of classrooms	Yes
Quality/Outcome Indicators Enrollment rates, by cycle Pre-Primary	No
Quality/Outcome Indicators Enrollment rates, by cycle Primary	No
Quality/Outcome Indicators Enrollment rates, by cycle Secondary	No
Quality/Outcome Indicators Enrollment rates, by cycle Tertiary	No
Quality/Outcome Indicators Enrollment rates, by cycle Post-Secondary	No
Quality/Outcome Indicators Transition rates Preprimary to primary	Yes
Quality/Outcome Indicators Transition rates Primary to Secondary	Yes
Quality/Outcome Indicators Transition rates Secondary to Higher	No
Quality/Outcome Indicators Completion rates, by cycle Pre-Primary	Yes
Quality/Outcome Indicators	Yes
Quality/Outcome Indicators Completion rates, by cycle Secondary	Yes
Quality/Outcome Indicators Completion rates, by cycle Tertiary	No
Quality/Outcome Indicators Completion rates, by cycle Post-Secondary	No
Quality/Outcome Indicators Success Rates (measured by percentage of students achieving national benchmarks)	Yes
Quality/Outcome Indicators Drop-out rates Pre-Primary	Yes
Quality/Outcome Indicators Drop-out rates Primary	Yes
Quality/Outcome Indicators Drop-out rates Secondary	Yes
Quality/Outcome Indicators Drop-out rates Tertiary	No
Quality/Outcome Indicators Drop-out rates Post-Secondary	No
Efficiency in spending Education expenditure, by cycle Pre-Primary	No
Efficiency in spending Education expenditure, by cycle Primary	No
Efficiency in spending Education expenditure, by cycle Secondary	No
Efficiency in spending Education expenditure, by cycle Tertiary	No
Efficiency in spending Education expenditure, by cycle Post-Secondary	No
Efficiency in spending Teacher salaries, by qualifications	No
Efficiency in spending Teacher salaries, by years of experience	No
Efficiency in spending Teacher salaries, by cycle Pre-Primary	No
Efficiency in spending Teacher salaries, by cycle Primary	No
Efficiency in spending Teacher salaries, by cycle Secondary	No
Efficiency in spending Teacher salaries, by cycle Tertiary	No
Efficiency in spending Teacher salaries, by cycle Post-Secondary	No
Efficiency in spending Administrative Salaries	No
Equality Indicators (most of the above indicators are also calculated at the following levels): Region	Yes
Equality Indicators (most of the above indicators are also calculated at the following levels): Gender	Yes
Equality Indicators (most of the above indicators are also calculated at the following levels): Race/ethnicity groups	Yes
How easily and frequently can the system produce the above indicators? Real time (immediately)?	N/A
How easily and frequently can the system produce the above indicators? Several days?	N/A
How easily and frequently can the system produce the above indicators? Several weeks?	N/A
How easily and frequently can the system produce the above indicators? More?	Yes
Accessibility	Emerging
	Tajikistan
Is education data published in a manner that is easy to understand?	Yes
Are charts and tables disseminated with the data to facilitate the analysis?	Yes
Do education data offer useful comparisons over time?	No
Is analysis of current period estimates available?	Yes
Is the public aware of data dissemination products?	No
Are data presented for different degrees of aggregation and sub-components (e.g., by gender, by level of education, by age, private and public, full-time and part-time)?	Yes
Are data first released via an information release, and then followed by the release of a more comprehensive publication?	No
Can data recently released and longer time series be accessed through an electronic database maintained by the agency producing education statistics?	Yes
Are up-to-date and pertinent metadata made available?	No
Are metadata (including information on definitions, classifications, methodology, data sources, and statistical techniques) prepared and disseminated to the public?	No
Is metadata disseminated effectively–can EMIS users easily access disseminated metadata?	No
Is the availability of metadata well-publicized?	No
Has a brief publication (e.g., leaflet, brochure) been prepared to inform general users about the statistical series?	No
Is there a pre-announced schedule for disseminating statistics?	No
Are statistics released according to a pre-announced schedule?	No
Are non-published (but non-confidential) specialized tabulations (e.g., sub-aggregates of units of analysis) made available upon request?	Yes
Are dissemination of media and formats compatible with existing systems?	Yes
Are data categories/fields adapted to the needs of the intended audience?	Yes
Are non-confidential micro-data files (e.g., with information permitting the identification of individual respondents removed) available to permit analytical use by researchers and other users?	Yes
Are the availability of non-published statistics and data, and the terms and conditions on which they are made available publicized?	Yes
Is data downloadable from EMIS platforms?	No
Are EMIS users able to access a comprehensive set of data that they require via: Standardized platform (e.g. dashboard system)?	Yes
Are EMIS users able to access a comprehensive set of data that they require via: Customized platform based on specific user needs?	No
Do users produce materials related to their analysis (e.g., graphs and charts) using the data platforms?	No
Are EMIS users able to access statistics through data platforms without the assistance of the education statistics agency?	No
Does documentation exist that is produced and updated regularly to inform EMIS users about how statistics are compiled?	No
Is prompt and knowledgeable support service available for users?	Yes
Is the schedule for data requests known to EMIS users?	No
Are procedures concerning requests clearly defined and assistance to users is monitored?	Yes
Are requests for extra queries monitored?	Yes
Are there clear and available instructions for stakeholders on how to find information in the EMIS?	No
Effectiveness in Disseminating Findings	Established
	Tajikistan
Does the national government have an information dissemination strategy for education statistics that includes distribution materials such as: Leaflets and brochures?	Yes
Does the national government have an information dissemination strategy for education statistics that includes distribution materials such as: Bulletins and newsletters?	Yes
Does the national government have an information dissemination strategy for education statistics that includes distribution materials such as: Annual reports?	Yes
Are dissemination materials downloadable from a website?	Yes
Do education stakeholders have the ability to communicate the findings of data produced by the EMIS?	No
Is the government satisfied with the dissemination of EMIS information?	Yes
Is there an established systematic process to obtain feedback from users on data collection, processing or dissemination issues?	No

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