{"id":80936,"date":"2024-08-14T16:02:15","date_gmt":"2024-08-14T20:02:15","guid":{"rendered":"https:\/\/new.summaedu.org\/sin-categoria\/conversacioneskix-desarrollo-siged-en-guyana\/"},"modified":"2025-05-15T14:24:17","modified_gmt":"2025-05-15T18:24:17","slug":"conversacioneskix-desarrollo-siged-en-guyana","status":"publish","type":"post","link":"https:\/\/summaedu.org\/en\/news\/kix\/kixconversations-development-of-emis-in-guyana\/","title":{"rendered":"KIX Conversations|Pathway to Educational transformation: The development of EMIS in Guyana"},"content":{"rendered":"

Video KIX Conversations: EMIS in Guyana<\/span><\/a><\/b><\/h3>\n

The eighteenth edition of the KIX Conversations featured the participation of Tonnica Dey, Chief Planning Officer, and Dahvis Caldeira, Senior Statistician of the Ministry of Education of Guyana<\/strong>, who talked about the development of the Education Information and Management Systems (EMIS)<\/strong> in that country. The interview was conducted by KIX LAC Country Support Officer, Rosa Mar\u00eda Moncada<\/strong><\/span>.<\/b> <\/span><\/p>\n

This talk is part of the Mobilization Cycle on Educational Information and Management Systems (EMIS) for Social Justice.<\/strong> In this context, two technical learning visits were carried out where Guyana and Bahamas were protagonists in sharing their experience with other countries of the Eastern Caribbean, working with the EMIS.<\/span><\/span><\/p>\n

Tonnica Dey opened the meeting by listing the main challenges and motivations that drove the development of EMIS in Guyana. These included greater integration between educational departments, the implementation of automated data collection processes, and the strengthening of technological infrastructure, all of which are key to creating effective policies, allocating resources equitably, and monitoring student achievement. <\/span><\/p>\n

Dahvis Caldiera, meanwhile, highlighted achievements since the implementation of EMIS in 2018, such as the transition from a fragmented survey system to a centralized platform that provides real-time information for students and teachers, in addition to the integration of modules at the school, management and human resources levels.<\/span><\/p>\n

Regarding the technology utilized, this includes the OpenEMIS Core<\/b> platform<\/span>,, which provides personalized and real-time data, complemented by work in the cloud for the restoration and protection of information, and mobile technology that facilitates access to the EMIS in rural schools. Despite these advances, challenges remain related to technology infrastructure, device availability, and training for educational leaders. <\/span><\/span><\/p>\n

Looking to the future, Dey assured that there are plans to promote a data culture in all regions, to develop a control panel to identify early warning signs to prevent school dropout, and to continue strengthening the training of users of the Educational Information and Management Systems.<\/span><\/p>\n

At the end of the meeting, and as a recommendation for other countries that want to implement and ensure the success of the EMIS, Caldeira remarked that it is essential to have a <\/span>leader <\/b> capable of promoting the necessary changes, to have adequate support policies, and to guarantee access to Internet and devices in schools. In the case of Guyana, she stressed the importance of maintaining continuous monitoring and providing effective feedback to end users, crucial elements to ensure the efficiency of the system. <\/span><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Video KIX Conversations: EMIS in Guyana The eighteenth edition of the KIX Conversations featured the participation of Tonnica Dey, Chief Planning Officer, and Dahvis Caldeira, Senior Statistician of the Ministry of Education of Guyana, who talked about the development of the Education Information and Management Systems (EMIS) in that country. The interview was conducted by […]<\/p>\n","protected":false},"author":3,"featured_media":80937,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[53,54],"tags":[],"class_list":["post-80936","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-kix","category-press"],"acf":[],"_links":{"self":[{"href":"https:\/\/summaedu.org\/en\/wp-json\/wp\/v2\/posts\/80936","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/summaedu.org\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/summaedu.org\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/summaedu.org\/en\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/summaedu.org\/en\/wp-json\/wp\/v2\/comments?post=80936"}],"version-history":[{"count":0,"href":"https:\/\/summaedu.org\/en\/wp-json\/wp\/v2\/posts\/80936\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/summaedu.org\/en\/wp-json\/wp\/v2\/media\/80937"}],"wp:attachment":[{"href":"https:\/\/summaedu.org\/en\/wp-json\/wp\/v2\/media?parent=80936"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/summaedu.org\/en\/wp-json\/wp\/v2\/categories?post=80936"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/summaedu.org\/en\/wp-json\/wp\/v2\/tags?post=80936"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}