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STANDARDS FOR EDUCATION DATA COLLECTON AND RCEPORTING

1.0. Introduction to Management of Data Collection and Reporting

Successful implementation of the standards and guidelines articulated in Phases 2-6 of the
Standards (Design, Collection, Processing, Analysis, and Reporting) depends largely upon the creation of
an organizational environment and organizational structures that encourage and fully support the
production of high quality information.

Data are not free. Organizationa~l resources must be devoted to the designing, collecting,
processing, analyzing, and reporting phases of a data collection activity. Therefore, data-related activities
must be managed and coordinated in order to focus available resources where they are most needed and
in the most efficient and cost-effective manner.

The standards included in this phase are all based on a key assumption--that there is a clear and
important information need that cannot otherwise be met. Therefore, at the most fundamental level,
processes must be put into place that provide the foundation for sound management and policy decisions
about which data collection and reporting initiatives to pursue. Such decisions must be based on adequate
information and must include the timely involvement and participation of all interested parties.

The first standard in this phase describes the creation of an organizational culture that is conducive
to a quality management philosophy. Within this environment, management procedures must be put into
place to ensure successful implementation of data collection activities. The remaining three standards deal
with justifying, supporting, and managing an individual data collection.

Words in italics are defined in the glossary.

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