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--- emis_user_manual [2023/12/06 20:23] – [Data Operations] ghachey
+++ emis_user_manual [2025/09/27 22:31] (current) – [Test Analysis] ghachey
@@ Line 270: / Line 270: @@
   * Total Expenditure: $400,000
   * Current Expenditure: $0
+==== Dashboard Analysis ====
+Under ''Budget -> Dashboard'' a number of built-in budget analysis components are included. They are discussed briefly in following sub-sections.
+=== GNI (aka. GNP) and Government Spending ===
+This will provide some high level budget expenditure including the
+  * GNI (aka. GNP)
+  * Total education expenditure (Ed Expenditure)
+  * Total government expenditure (Govt Expenditure)
+  * Public Expenditure on Education as % of Total Government Expenditure (Ed/Govt %)
+  * Public Expenditure on Education as % of GNI (Ed/GNI %)
+{{ :user-manual:budget-dashboard-1.png?nolink |}}
+=== Spending By Sector (table format) ===
+This one breaks down the total expenditure (Actual vs Budgeted) by education sectors (which translates to education levels).
+{{ :user-manual:budget-dashboard-2.png?nolink |}}
+=== Spending By Sector (chart format) ===
+This chart also breaks down the total expenditure (Actual vs Budgeted) by education sectors (which translates to education levels).
+{{ :user-manual:budget-dashboard-3.png?nolink |}}
+However, with this chart you can interactively change the content to display other figures such as the per-pupil education expenditure as shown below.
+{{ :user-manual:budget-dashboard-4.png?nolink |}}
+{{ :user-manual:budget-dashboard-5.png?nolink |}}
+=== Spending By District ===
+Finally, the education expenditure can be display by districts. District could be will be a localized terms such as State, Province, Atolls, etc.
+{{ :user-manual:budget-dashboard-6.png?nolink |}}
 ===== Exams =====
@@ Line 414: / Line 456: @@
 More on test analysis can be found [[https://www.washington.edu/assessment/scanning-scoring/scoring/reports/item-analysis/|here]] [UWItemAnalysis]
+=== Verifying Item Answer Keys  ===
+One area that can affect test results is the incorrect loading of metadata for test items. MIEMIS provides a robust set of features to help analyze item quality, as discussed in the previous sub-sections. It also offers a way to verify that the loaded metadata is correct. While this process can be somewhat laborious, it should be performed every time a new test data file is loaded.
+The process can be summarized as follows:
+  * Review the actual test administered, item by item. At a minimum, identify the correct answer (and ideally also the difficulty level, as well as the standard, benchmark, and indicator from the curriculum that the item should be classified under). These are all considered the item’s metadata.
+  * Verify that this metadata matches what has been loaded into MIEMIS (or any other system).
+You can do this easily by logging into MIEMIS and following the steps below:
+  - Find the exam of interest by clicking on "Exam -> List," then either filter or sort to locate the exam quickly. Click on the Exam ID to open its record.{{ :user-manual:exam-items-verification-1.png?nolink |}}
+  - You will see the tabs (Exam Info, Structure, Results, Table, and Test Analysis). Click on **Test Analysis**.{{ :user-manual:exam-items-verification-2.png?nolink |}}
+  - Optionally, review the theoretical statistics that measure the strength of the test (these are discussed in the previous sub-sections).
+  - Scroll down through the "Question by Question" section. The most important metadata to verify is the answer key, highlighted in green. Compare it with the administered test to ensure it matches expectations.{{ :user-manual:exam-items-verification-3.png?nolink |}}
 ==== Dashboard Analysis ====
@@ Line 639: / Line 698: @@
 Ideally, the duplicates are constantly cleaned up. Since this is a Data Operations feature it can be found under the menu item ''Data Operations -> Deduplicate Teachers''. How this works in documented in the [[emis_user_manual#deduplicate_teacher|Deduplicate Teachers]]
+===== Teachers PD =====
+There is a teacher professional development that was designed to be easy to use leveraging existing tools where this data usually resides (i.e. Excel). It is not used by all countries but can be by simply activating the module.
+==== Excel Teacher PD source data template ====
+It starts with transferring data in a Excel workbook compatible with the EMIS. All the drop-downs values can be customized in the EMIS lookups. Then updating it in the Excel workbook is usually done following a few simple steps.
+  - In the Menu click on "Data" and the "Refresh All" as shown below.\\{{ :user-manual:teacher-pd-1.png?nolink |}}
+  - Have a quick look under the List sheet to see your newly updated values in the list.\\{{ :user-manual:teacher-pd-2.png?nolink |}}
+  - Finally, you should then see it all in the dropdown.\\{{ :user-manual:teacher-pd-3.png?nolink |}}
 ===== Students =====
@@ Line 752: / Line 830: @@
 {{ :user-manual:school-accreditation-loading-5.png |}}
+==== Monitoring Usage Storage of School Accreditation Inspections in the Cloud ====
+It is important to keep an eye on available cloud storage. Filling up the cloud storage will have unpleasant consequences such as syncing from tablets to the cloud no longer working. You can easily check your available cloud storage usage as shown below.
+{{ :user-manual:fedemis-cloud-storage-usage-1.jpg?nolink |}}
 ==== School Accreditation Loaded Data ====
@@ Line 774: / Line 858: @@
 {{ :user-manual:school-accreditation-loading-10.png |}}
+==== School Accreditation Approval Auditing ====
+The School Accreditation module includes auditing support. When you open an official school accreditation record, navigate to the Summary tab to view key details. This section displays all critical dates, from the creation of the survey on a tablet to its final approval, highlighted in red. While there are some edge cases where the End Date does not appear (the cause is unclear), the most important dates are consistently displayed.
+{{ :user-manual:fedemis-school-accreditation-approval.jpg?nolink |}}
+Schools should be trained to log in to their own school profiles, where they can access their yearly submitted data, exam performance, and school accreditation records in real time once the data is uploaded and approved. For example, schools can view their historical accreditation records, including a summary of final results. For more detailed information, they can click on the ID number to view the complete accreditation details, such as approval dates, photos, and more.
+{{ :user-manual:fedemis-school-accreditation.jpg?nolink |}}
 ==== School Accreditation Dashboard ====
-This is where you can get some live data analytics just like every other module in the EMIS. You access just like other dashboard, Click on ''School Accreditation -> Dashboard''
+This is where you can get some live data analytics just like every other module in the EMIS. You access just like other dashboard, Click on ''School Accreditation -> Dashboard''.
+<note important>In order for the dashboard to contain data from the most recently approved and uploaded cloudfiles, the EMIS warehouse has to be regenerated.</note>
 {{ :user-manual:school-accreditation-dashboard-1.png |}}
@@ Line 1151: / Line 1249: @@
   * **Proposed institution**: of the student (in case it changes from original one)
   * **Major**: of the student (in case it changes)
+  * **Cost of Attendance**: Cost of the program for the year (or semester in some cases)
   * **Field of study group**: is automatically set with the Major
   * **Subject**: of study of the student (in case it changes)
@@ Line 1160: / Line 1259: @@
 <note tip>Note that most of the fields will usually be automatically pre-populated. This includes the paid amount based on previously recorded GPA. But any of those amount can be overridden manually.</note>
+<note>Here is how semesters and a "year" is understood to work in a country with Fiscal Year spanning October 1, 2024--September 30, 2025. The year can be defined as FY2024-25 andin the system the 2025 is the number used (scholarship "round").  Furthermore, the year 2025 has semesters (or terms) and in the interface they are numbered (i.e. 1, 2, 3). What semester/term this refers to depends on the University and region in the world. Most cases fall in the below.
+Most Universities/Colleges:
+  * 2025-1 (Fall 2024)
+  * 2025-2 (Spring 2025)
+  * 2025-3 (Summer 2025)
+Fiji and Australia:
+  * 2025-1 (Semester 1 2025)
+  * 2025-2 (Semester 2 2025)
+  * 2025-3 (Semester 3 2025)
+</note>
 {{ :user-manual:scholarships-add-enrol-list-2.jpg?nolink |}}
@@ Line 1206: / Line 1320: @@
 {{ :user-manual:pdf-survey-upload.png?nolink |}}
-==== Upload Workbook Census ====
+==== Upload Workbook Survey ====
 <note important>This documentation below is strictly how to load a Annual School Census Workbook into the EMIS. Information on how to use the workbook itself is documented in [[annual_school_census_workbook_user_manual|Annual School Census Workbook User Manual]]</note>
@@ Line 1245: / Line 1359: @@
 {{ :user-manual:workbook-upload-7.png |}}
+==== Accessing Archived PDF or Workbook Survey ====
+Once you have loaded either the PDF or Workbook Survey it becomes the official source of data for the year and archived in the system. You can go retrieve the original source at anytime if you ever need to. For example, you questions some of the numbers. You can access this from any of the schools' individual profiles. As shown below, choose a school and enter it profile. Go to the Survey Tab and download any of the yearly survey by clicking on the PDF or Excel icon.
+{{ :user-manual:archived-surveys.png?nolink |}}
 ==== Rollover Workbook ====
-<note important>Currently there is no link in the menu to access the rollover workbook feature. It canonly be accessed through the browser by entering the URL by hand. So when logged in visit the link [[https://youremis.domain.name/#!/censusworkbook/create|https://youremis.domain.name/#!/censusworkbook/create]]</note>
+=== Initialize the new survey year ===
-<note important>Currently a new survey year needs to be produced manually before doing the rollover. This can be done by executing the stored procedure
+A new survey year needs to be produced manually before doing the rollover. There is no menu items at the moment but you can easily access the page directly from the browser as shown below and saving the new survey year. Usually it pre-populates the new census year data automatically.
-<code sql>
-exec pSurveyWriteX.CreateSurveyYear 2023, '2022-12-31','2022-11-30',6, 'your-user@email.com'
+{{ :user-manual:emis-user-guide-census-init-1.png?nolink |}}
-</code>
-</note>
+After the new census year has been initialized you can do the rollover page as shown below.
+{{ :user-manual:emis-user-guide-census-rollover-1.png?nolink |}}
 The workbook census rollover can work for all schools at the national level, at the district (e.g state, province, etc.) level or individual schools. It is the recommended way to get started on a new school year data as it contains cleaned up data and reduces chances of introducing duplicates or other messy data.
@@ Line 1265: / Line 1387: @@
   * Final verification that all the teacher/students for each schools are all as expected
   * Final verification of School and WASH data
-{{ :user-manual:workbook-rollover.png?nolink |}}
 ==== Upload Exams ====
@@ Line 1478: / Line 1598: @@
 </code>‌
+====== Public Data Dissemination ======
+Aside from data about individuals, just about all other data benefits from being public for a number of reasons:
+  * **Transparency and Accountability**: Open data fosters transparency, holding organizations and governments accountable.
+  * **Innovation and Collaboration**: Public data fuels innovation, enabling collaboration among researchers, entrepreneurs, and developers.
+  * **Informed Decision-Making**: Accessible data empowers individuals and organizations for better decision-making.
+  * **Citizen Engagement**: Open data encourages citizen participation and engagement in public affairs.
+  * **Economic Growth**: Data availability stimulates economic growth, fostering entrepreneurship and creating jobs.
+  * **Research Advancement**: Open data accelerates research and scientific discoveries across various fields.
+  * **Public Services Improvement**: Governments utilize open data to enhance public services and address societal challenges.
+  * **Cross-Sector Collaboration**: Open data facilitates collaboration between sectors to address complex issues.
+  * **Community Empowerment**: Open data enables communities to address local challenges and actively participate in development.
+  * **Accountable Governance**: Open data supports accountable governance, allowing citizens to monitor government activities and foster trust.
+The Pacific EMIS supports a number of ways to disseminate data in a timely manner that KEMIS does not yet fully adopt. They are summarized in the table below:
+^ Method ^ Description ^ Time to Access ^ Access Difficulty ^
+| Publications | Often the most official and slowly curated sources of data. | Longest time. Requires more efforts in collecting, validating, preparing and publishing and can come sometime years after. | Easy. Typically through downloadable PDF documents. |
+| Mobile App | Download all data and view analysis on your phone. | Fast. New data immediately available. | Easy. Download the Pacific Open Education Data app on your Android or iPhone |
+| Public Login | The web application supports a public login to view all dashboards and download excel data exports. | Fast. New data immediately available. | Easy. Login the country EMIS public profile from login page. |
+| REST API | Access the raw data through special web requests in formats such as JSON and XML. | Fast. New data immediately available. | Difficult. Typically used by developers or researching with programming skills |
+A word of caution. The pacific island countries faces unique challenges making it hard to continuously improve the quality of data. Accessing the data any of the fast methods has the caveat that it has had less time for scrutiny and possible remediation. So it should always be used with care and we always appreciate any apparent issue brought to our attention so we can work to fix them.
+Each of these methods will have a sub-sections here with additional documentation.
 ===== References =====