The purpose of this study was to investigate the problems and the underlyingrnfacto rs that hindered the smooth functioning of EMIS at all levels of therneducation sector.rnIn order to achieve the purpose of this study, basic questions were raisedrnregarding the current organizational structure of EMIS, availability of manpowerrnboth in quantity and quality, factors which prevent the timely distributionrnand collection of data to and from educational institutions and onrnthe accuracy of the information produced to the consumers.rnThe study was carried ou t in 119 primary and secondary schools. At schoolrnlevel the respondents were school directors and record officers (if an y). Thernsecond type of respondents were Woreda Statistics Officers, Zone StatisticsrnOfficer s and Planning Heads, Region Statistics Officers and Planning Headsrnand at MoE level Department Heads, Panel Heads, experts and Statisticiansrnwere inquired. Generally, the total respondents were 209. Questionnairesrnand interview were data collection instruments. Documents at all levels wererna lso investigated. The data gathered through these instruments were a n alyzedrnusing chi-square, weighted mean and percentage.rnThe findings h ave indicated that, in the under served regions no manpowerrnwas assigned in a ll the data gathering hierarchies. In other Regions wherernthere is statistical officers, adequate training was not given. The initial salaryrnscale given at every level was incompatible with the burden of workload.rnIn th e preparation of the EMIS questionnaire, data con sumers were not considered.rnDue to the absence of manpower, training and instruction was notrngiven on how to fill in the questionnaire, the data produced was inaccurate.rnFurthermore, the dissemination, collection and preparation of edu cation alrninformation was not timely.rnBased on the findings and the conclusions drawn the following recommendationsrnwere given . New organizational structure should be set up a t a ll therndata collection hierarchy, adequate training should be given, informationrnneeds of u sers should be assessed, the questionnaire should con sist of detailedrninstruction on how to fill in the data, and finally, there should berntrustful collaboration between the various links of the data gatherin g chainsrnfor the timely delivery of education al statistics.