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Several factors are contributing to the ongoing evolution of Education Management Information Systems (EMIS). These include increasing digitization of education sector management and education delivery, the accompanying generation of large volumes of data, including about the learning process itself,and the availability of technologies for their analysis (big data analytics), as well as real-time. The pandemic-induced shift to distance learning and the post-pandemic new normal of hybrid learning modalities accelerated the influence of these factors on EMIS systems. In light of thesechanges, it is important to re-formulate the expectation that a modern EMIS should not only serve as a tool for national statistical reporting but rather as a tool to support digitized administrative management at all levels through the provision of timely and actionable information services, and that, furthermore, it should not only support administrative management but also directly support learning management, including within hybrid and blended learning modalities. This paper, and the discussions during the second International EMIS Conference, stressed that to implement a modern EMIS, it will be important for policy makers to create the necessary (i) legal, policy and institutional frameworks, specifying key EMIS and data governance processes and providing sustained funding commitments to support a multi-year process, (ii) invest in upgrading and sustaining the technological infrastructure, and to (iii) heavily invest in human capacity building.The paper also explores the potential contributions that frontier technologies such as Artificial Intelligence and Blockchain can make to future EMISs and discusses the role of a community of practice as well as guiding principles for the further evolution of EMISs.
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This report presents a future-focused vision of education, which demands a major shift towards a culture of lifelong learning by 2050. It argues that the challenges humanity faces, those resulting from the climate crisis and from technological and demographic change, not to mention those posed by the COVID-19 pandemic and the inequalities it has exacerbated, call for societies that understand themselves as learning societies and people who identify themselves as learners throughout their lives.
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