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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01 Jan 2009
27 citations
"Assessment of education management ..." refers background in this paper
...A study conducted by Kiptalam and Rodrigues (2010) found that 82 percent of rural and urban schools which were connected to electricity had access to internet for more than 40 hours in a month....
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TL;DR: Factors that have affected IS implementation in two Papua New Guinea organisations are examined as a component of a wider study to identify factors that influence IS success in developing countries.
Abstract: Information Systems (IS) applications have proliferated in Least Developed Countries (LDCs) as organisations in these countries begin to realise the benefits of utilising these technologies to improve business process and enhance productivity. However much IS implementation in LDCs has been unsuccessful. Successful approaches should take account of technological factors, and also heed social context including economic, political, cultural and behavioural influences. As a component of a wider study to identify factors that influence IS success in developing countries, this paper examines factors that have affected IS implementation in two Papua New Guinea (PNG) organisations.
19 citations
"Assessment of education management ..." refers background in this paper
...Information systems (IS) help to enhance productivity and improve business processes in organizations (Kelegai and Middleton, 2004)....
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26 Mar 2012
TL;DR: This paper was commissioned by the Education for All Glob background information to assist in drafting the 2006 EFA Global Monitoring report as mentioned in this paper, which was used by the EFA team to provide background information for the 2006 report.
Abstract: This paper was commissioned by the Education for All Glob background information to assist in drafting the 2006 report. the team. The views and opinions expressed in this paper a and should not be attributed to the EFA Global Monitoring The papers can be cited with the following reference: “Pap EFA Global Monitoring Report 2006, Literacy for Life”. please contact efareport@unesco.org 2006/ED/EFA/MRT/PI/18
18 citations
"Assessment of education management ..." refers background in this paper
...The sector gets the highest allocation amounting to about 28% of state budget annually (UNESCO, 2008c; Bunyi, 2006)....
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01 Jan 2006
TL;DR: The state of California is lagging most other states in developing education data systems capable of helping policymakers and others understand how schools are doing and how resources can be deployed most effectively and efficiently to increase student learning.
Abstract: EXECUTIVE SUMMARY Californians have a lofty ambition—educational excellence for all students—for their public schools and annually invest over $45 billion to achieve this worthy objective. How can policymakers and the public know how their elementary and secondary schools are doing and whether their investments are accomplishing their goals? Such questions are increasingly central to debates over education policy and the most effective way to allocate resources. The ability to answer these questions depends on strong data systems that collect the relevant information and make it available to various stakeholders in the education enterprise in accessible and understandable ways. California is lagging most other states in developing education data systems capable of helping policymakers and others understand how schools are doing and how resources can be deployed most effectively and efficiently to increase student learning. The state has only in the last several years begun to move beyond the traditional approach to data collection: emphasizing discrete, disconnected data “silos” that address reporting and monitoring requirements but do not lend themselves to analyses that can guide policy and program improvement.
17 citations
Dissertation•
27 Aug 2013
15 citations
"Assessment of education management ..." refers background in this paper
...The rate of teacher turnover has been alarming and affecting education in public secondary schools negatively (Waititu, 2013)....
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