Dissertation•
Assessment of education management information system in Kenya: a case study of Limuru sub-county, Kiambu county
01 Nov 2016-
TL;DR: In this article, the authors present a survey of the literature in the field of LITERATURE this article and provide a discussion of the main issues of the study and justification of their work.
Abstract: .............................................................................................................................. v TABLE OF CONTENTS ........................................................................................................ vi LIST OF FIGURES .................................................................................................................. x CHAPTER ONE: INTRODUCTION ..................................................................................... 1 1.1 Background of the Study ...................................................................................................... 1 1.2 Problem Statement ................................................................................................................ 3 1.3 Objectives of the Study ......................................................................................................... 5 1.4 Justification of the Study ...................................................................................................... 5 1.5 Scope and Limitation of the Study........................................................................................ 6 CHAPTER TWO: LITERATURE REVIEW ........................................................................ 8 2.
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01 Jan 2003
67 citations
TL;DR: In this article, the authors investigated the level of preparedness of secondary school principals to adopt the National Education Management Information System (NEMIS) in Keiyo North Sub-County, Elgeiyo-Marakwet County in Kenya.
Abstract: Purpose: The study investigated the level of preparedness of secondary school Principals to adopt the National Education Management Information System (NEMIS) in Keiyo North Sub-County, Elgeiyo-Marakwet County in Kenya.
Methodology: It was an explanatory research based on the Unified Theory of Acceptance and Use of Technology (UTAUT) and the public choice theory. A target population of 30 secondary schools Principals and 30 HODs in charge of ICT in Keiyo North Sub-County schools consisting of Boarding and Day secondary schools was used. This formed a population of 60. The schools were classified as National, Extra-County, County and Sub-County secondary schools. This ensured that all the sub-groups were proportionately represented. Quantitative data was collected using close-ended questionnaires and analyzed using descriptive and inferential statistics. A model was developed through regression analysis.
Findings: Results indicate that the sub-variable of Principal’s level of preparedness (acceptance, training and skills, and ICT infrastructure) had a statistically significant positive effect on adoption of NEMIS in secondary schools. The finding of this study is useful to the Ministry of Education (MOE) in planning purposes. The constructs of Principal’s level of preparedness (acceptance, training and skills and ICT infrastructure) positively and significantly correlated with adoption of NEMIS and as these constructs are enhanced, adoption of NEMIS receives a positive boost.
Unique Contribution to Theory Practice and Policy: The study points out that use of technology is a function of acceptance by the user and is in line with the postulates of UTAUT theory that drove this study. It is therefore recommended that managers in the education circles should pay greater attention to the postulates of UTAUT theory for effective implantation of ICT driven programs like NEMIS. The study further points out that for any government policy to succeed, those in authority should allocate resources for public interest to support such policy rather than follow their own self-interest as pointed out by the public choice theory.
6 citations
Cites background from "Assessment of education management ..."
...This proves the fact that an EMIS requires technological infrastructure which includes computers, internet and intranet and telephone lines among other information communication technology gargets so as to perform its role effectively (Muhia, 2016)....
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...An EMIS requires technological infrastructure which includes computers, internet, intranet, and telephone lines among other information communication and technology (ICT) gadgets so as to perform its role effectively (Muhia, 2016)....
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Dissertation•
01 Jan 2008
TL;DR: In this article, the authors investigated the existing situation of EMIS in Pakistan to identify issues and problems to prepare a set of recommendations to policy makers for enhancing the efficiency and effectiveness of the EMIS.
Abstract: This study aimed to investigate the existing situation of EMIS in Pakistan to identify issues and problems to prepare a set of recommendations to policy makers for enhancing the efficiency and effectiveness of EMIS.The main objectives of this study were to assess the existing institutional infrastructure of EMISs in Pakistan, and to examine data management processes.The study also tried to assess EMIS data utilization by decision makers at various administrative levels in decision making to identify data gaps. The qualitative research method using case study approach was adopted.Multiple data collection sources such as review of related documents, interviews, and focus group discussions were used. Data was collected from 267 respondents across three levels of government i.e. federal, provincial and districts. Both structured and open-ended questions were used to get information from the respondents.
The study found that most of EMISs in Pakistan were established in 1990 as a result of successful experience of a pilot EMIS project in the Province of NWFP. These EMISs were established as development projects and mostly sponsored by donors. Presently most of EMISs are funded by government. EMIS management structure varied significantly across the provinces.Annual data collection was only confined to public schools and carried out by provincial EMISs through district education management.The annual data collection was facilitated and coordinated by the district EMISs however, all major decisions relating to data management were taken by provincial EMISs.There was variation in the availability of resources in terms of human, financial and IT infrastructure among provinces and districts.Adequate professional staff and computer equipment were available in majority of the provinces however, most of the districts were deficient in these resources.Punjab and Sindh EMISs were well resourced This study aimed to investigate the existing situation of EMIS in Pakistan to identify issues and problems to prepare a set of recommendations to policy makers for enhancing the efficiency and effectiveness of EMIS. The main objectives of this study were to assess the existing institutional infrastructure of EMISs in Pakistan, and to examine data management processes. The study also tried to assess EMIS data utilization by decision makers at various administrative levels in decision making to identify data gaps.The qualitative research method using case study approach was adopted. Multiple data collection sources such as review of related documents, interviews, and focus group discussions were used.Data was collected from 267 respondents across three levels of government i.e. federal, provincial and districts. Both structured and open-ended questions were used to get information from the respondents.
The study found that most of EMISs in Pakistan were established in 1990 as a result of successful experience of a pilot EMIS project in the Province of NWFP.These EMISs were established as development projects and mostly sponsored by donors. Presently most of EMISs are funded by government. EMIS management structure varied significantly across the provinces. Annual data collection was only confined to public schools and carried out by provincial EMISs through district education management.The annual data collection was facilitated and coordinated by the district EMISs however, all major decisions relating to data management were taken by provincial EMISs. There was variation in the availability of resources in terms of human, financial and IT infrastructure among provinces and districts.Adequate professional staff and computer equipment were available in majority of the provinces however, most of the districts were deficient in these resources.Punjab and Sindh EMISs were well resourced
6 citations
TL;DR: This study recommends that schools should promote computer literacy among teachers through trainings and seminars and recognition of the resultant certificates to step up the practice of EMIS at all management levels such as data collection, processing and storage.
Abstract: Educational planning and development has been influenced by the social-economic and political needs of the society since time immemorial. One of the greatest educational challenges in developing countries is to maximize learning in educational systems based on available and reliable data since they have limited resources. Data in this study were collected through primary sources which included questionnaires to 28 and 112 Principals and HoDs respectively who were purposively sampled from 28 public secondary schools in Rarieda Sub-County, Kenya. In addition, the Sub-County Education Officer, 3 Sub-County Quality Assurance Officers and 4 Teachers Service Commission (TSC) officers at the sub-county were subjected to interview schedules. Reliability of the instruments was tested using test-retest method while expert judgments were used to determine their validity. Data were analyzed using descriptive statistics with the aid of Statistical Package for Social Sciences (SPSS). The data were summarized in tables and percentages to present analysed data. The study findings indicated that: the extent of computer literacy among secondary school teachers, presence of computers and other ICT gadgets, Master database in schools, remote access to database and information were below average. In addition, it was established that data storage for students and other resources were rated at 51-100%. However, the mode of storage was manual. This study recommends that schools should promote computer literacy among teachers through trainings and seminars and recognition of the resultant certificates to step up the practice of EMIS at all management levels such as data collection, processing and storage. Dissemination should be computerised to enhance linkage and accessibility to data remotely.
3 citations
01 Jan 2011
TL;DR: User Acceptance of Information Systems among Local Governments in Uganda : The Pilot of the Education Management Information System in Jinja District.
Abstract: User Acceptance of Information Systems among Local Governments in Uganda : The Pilot of the Education Management Information System in Jinja District.
3 citations
References
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Book•
01 Aug 1993
TL;DR: Robson's book as discussed by the authors aims to provide information systems students with an understanding of strategic management concepts and to direct business studies students to apply their management understanding to information systems, which is suitable for undergraduates following programs in information systems and business studies, as well as those on MBA and MSc programs.
Abstract: Robson's book aims to provide information systems students with an understanding of strategic management concepts and to direct business studies students to apply their management understanding to information systems. This text explains what management is, and the tools and techniques employed for business analysis. The author covers both the strategic management of information systems and how to improve strategic management using information systems. This includes areas such as how to stucture and manage the IS resource, the risks to which coporate systems are exposed and the legislative framework. Each section is supported by mini-case material, longer case exercises and other material designed to stimulate discussion. It is suitable for undergraduates following programmes in information systems and business studies, as well as those on MBA and MSc programmes.
116 citations
"Assessment of education management ..." refers background in this paper
...Wendy (2002) defines an Information System (IS) as a set of interrelated components working together to gather, process, store, retrieve and disseminate information that supports decision making by management....
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Journal Article•
TL;DR: In this paper, the authors provide an insight into the state of educational development in Kenya and the role of ICT in narrowing the knowledge divide, while revealing the challenges faced in educational development.
Abstract: While ICT continues to advance in western countries, African countries still experience a lag in its implementation, and that continues to widen the digital and knowledge divides. This article provides an insight into the state of educational development in Kenya and the role of ICT in narrowing the knowledge divide. It documents the progress made in educational development, while revealing the challenges faced. The article provides an overview of the historical and economic context, social factors, and the organization and state of education. While the context is Kenyan, the strategies discussed are applicable to other African countries with similar challenges.
83 citations
"Assessment of education management ..." refers background in this paper
...10 People encompass staff who are administrators at various levels and who should be computer literate (Kinuthia, 2009)....
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...10 computer literate (Kinuthia, 2009)....
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01 Jan 2003
67 citations
Posted Content•
TL;DR: A review of the status of education management information systems (EMIS) in Latin American and the Caribbean can be found in this article, which includes a history of EMIS development efforts in the region.
Abstract: This paper provides a review of the status of Education Management Information Systems (EMIS) in Latin American and the Caribbean. It includes a history of EMIS development efforts in the region; an outline of practical lessons learned from earlier EMIS development efforts; the identification of current and emerging challenges for developing EMIS; and the identification of promising examples of the use of better data and information to inform education policy and planning. The study was prepared for the Education Networks 8th Regional Policy Dialogue Meeting held on November 2005 at the IDB headquarters in Washington, DC.
34 citations
"Assessment of education management ..." refers background in this paper
...Data- driven decisions are important in efforts to improve the efficiency in an education system (Abdul-Hamid, 2014) while accurate and reliable information is necessary to inform policy and programs in education (World Bank, 2011; Hua and Herstein, 2003)....
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TL;DR: The large-scale research project in England, reported here, goes some way towards filling this gap in knowledge on the implementation, use and effects of established computerised SISs.
Abstract: Very little empirical large-scale research has been carried out on the use of IT in the management and administration of schools despite of the fact that schools all over the world have adopted such IT based systems. The move in many countries towards autonomous school management will further require the use of these systems. Sophisticated computerised school information systems (SISs) will have to provide school-based information relevant to the development of policies in areas where schools used merely to follow governmental guidelines. If such systems are to be designed and used to full effect, knowledge is urgently needed on the implementation, use and effects of established computerised SISs. The large-scale research project in England, reported here, goes some way towards filling this gap in our knowledge.
34 citations
"Assessment of education management ..." refers background in this paper
...For example in Britain, the central government availed $325 million to promote use of computers in administration and management following the Education reform Act in 1988 (Visscher et al., 2003)....
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