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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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
"Assessment of education management ..." refers background or methods in this paper
...In addition, they are key requirement in the process of integration technology to EMIS (Walekhwa et al., 2016)....
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...Walekhwa et al (2016) conducted a study in which 96.4 percent and 80.4 percent of principals and HoDs respectively reported that data was stored manually in physical files....
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...Due the inadequacy, the study established that some teachers had resulted to use of personal laptops in data collection and analysis (Walekhwa et al., 2016)....
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...Walekhwa et al (2016) carried out a study to determine the computer literacy skills among the school administrators in Rarienda Sub County....
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...Walekhwa et al. (2016) conducted a study among public secondary schools in Rarieda Sub- County to assess the availability of data on students and other resources....
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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
"Assessment of education management ..." refers background in this paper
...Further, an effective EMIS helps to improve the job performance of the users by producing the information needed to make important decisions quickly (Bakibinga, 2011)....
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...EMIS Computer software helps the users in their communications with a broad range of stakeholders from the ministry headquarters to the Sub-Counties and schools (Bakibinga, 2011)....
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Dissertation•
01 Jan 2014
3 citations
"Assessment of education management ..." refers background in this paper
...Further, some schools in Limuru SubCounty fall in the regions that are categorized as hardship areas and require a lot of attention (Ngigi, 2014)....
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01 Feb 2015
TL;DR: An education management information system (EMIS) as mentioned in this paper collects, manages, and facilitates utilization of education data, which is necessary to support overall education management; inefficiency is a symptom of poor performance.
Abstract: Assessing the state of education in a country demands information about the inputs, resources, governance, operations, and outcomes of its education system. An education management information system (EMIS) collects, manages, and facilitates utilization of education data. An effective EMIS provides systematic, quality, timely data, driving efficiency and evidence-based decision making. When implemented effectively, EMIS is linked to higher student achievement and stronger education systems. An efficient EMIS is necessary to support overall education management; inefficiency is a symptom of poor performance (World Bank 2004). Challenges around efficiency occur when education statistics and records are not effectively maintained and decision makers are not provided with accurate timely data. Inefficiency at any level is a serious obstacle blocking an effective EMIS. A well-integrated EMIS can track student data longitudinally, over time from preschool into the workforce, and integrate that data with data from other government agencies, such as higher education and labor agencies.
2 citations