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Data: The missing link in the reform process in Pakistan

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Abstract:

This paper is based on a situation analysis of the generation and use of data related to education in Pakistan. It describes the current sources of information, such as the Education Management Information Systems (EMIS) at the federal and provincial levels and the National and Provincial Education Assessment Systems (NEAS and PEAS). Highlighting the potential as well as the limitations of these data systems, the paper argues that, aside from weaknesses and gaps that the data may suffer from, the information produced by the system does not form a feedback loop to stakeholders in education. The paper also examines the implications of maintaining mutually exclusive EMIS and student assessment databases, describing the ways in which such organization of data limits the use of data to support both policy and advocacy for reform.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p493850_index.html
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MLA Citation:

Rashid, Abbas. "Data: The missing link in the reform process in Pakistan" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p493850_index.html>

APA Citation:

Rashid, A. "Data: The missing link in the reform process in Pakistan" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p493850_index.html

Publication Type: Panel Paper
Abstract: This paper is based on a situation analysis of the generation and use of data related to education in Pakistan. It describes the current sources of information, such as the Education Management Information Systems (EMIS) at the federal and provincial levels and the National and Provincial Education Assessment Systems (NEAS and PEAS). Highlighting the potential as well as the limitations of these data systems, the paper argues that, aside from weaknesses and gaps that the data may suffer from, the information produced by the system does not form a feedback loop to stakeholders in education. The paper also examines the implications of maintaining mutually exclusive EMIS and student assessment databases, describing the ways in which such organization of data limits the use of data to support both policy and advocacy for reform.


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