The Practice And Problems Of Education Management Information System In Tigray Region

The main purpose of thi tudy wa to asse s the practice (?f EMIS' at different echelons qf Ti~,.ayrnregion education y tem and to identify the problems encountered in EMf functions and finally tornforwarded nece sary recommendations. To effectuate thi intention, pertinent issues related torndesign of data collection format, utilization of educational information, data availability, quality ofrnEMIS data/information, educational data users, degree of EMIS functions, organizationalrndevelopment and capacity building and problems encountered were discussed at length. The tudyrnwa carried out on REB, 15 WEO, 30 primary and 15 secondary schools. The REB and the choolsrnwere elected on pur po ive ampling and simple random 'ampling method respectively: howel'er.rnthe woredas were selected through stratified via random sampling technique. The ubjecfs (~r thisrn,tudy )' ere jive TEB EMf, taff and one TEB head. 30 WEO sLatisticians and developmentalrnplanning coordinators and ten WED head ', 90 school prinCipals and Record officers, one TFEDBrnhead, ix WFEDO and one REST and one BESO project education coordinators. Questionnaire,rninterview, FGD and document analysis were employed as data gathering instruments. The datarngathered were analyzed and interpreted using percentage and frequency distribution, mean, grandrnmean, standard deviation, and chi-square test as well as qualitative analysis. Findings from therndata analysis showed that EMIS output were notfully acce . ible and there was also a de,ficiency inrncollecting qualitatil e datalinformation in the region especially at school level. The sllIdy alsornrevealed that the que tionnaire was not fulfilling the necessary requirement · of a format used torncollect educational datalinformation. Regarding to EMIS functions, the finding indicated thatrneducational datalinformation has not lead to improved educational practice at levels where itrnmatters. The existing study has also shown that education datalinformation lacks accuracy andrntimeliness and this leads for the production of low quality data. Moreover, the assignment ofrnpersonnel in EMIS unit does not consider the subject of specialization: hence, EMIS of the regionrnwas uffered primarily from major capacity con ·tmints and there were no adequate human andrnmaterial resources. Furthermore, the region has experienced /undamental problems related I'ithrnprovision of relevant training, incentive. allocation of adequate resources, and maximum utili:atiol1rnof information technology. The conclusion is thus, EMIS of the region is not effective to sen e thernfunctions it intends to serve. To alleviate the problems and improve the practice of EA1IS thern/ollowing recommendations were suggested. Among those organize and give wide-ranging packagernof capacity building activities and organizational development practices at all levels of therneducation ystem in order to have effiCient EMf, y tem. matching educational lel el andrnqualification with the task requirement. making u ·er. /. ·takeholder· aware 0/ the u eJitfnes. of'rnin/ormation, applied principle ' of data quality at all stage. of the dC/fa management process, lImlrnprovide various types of datalinformation by con. idering the interest of the stakeholder. Moreover,rndevelop clear poliCies and clear operational guidelines and mechanisms, allocate suffiCientrn.financial and material resource, give aLtention for expansion of leT infrastructure, and stipulationrnof incentive structure for EMIS are also important to improve the practice of EMIS

Get Full Work

Report copyright infringement or plagiarism