EMIS Note For Students Best

Education Management Information System Note for Students
Dilla University
Institute of Education and Behavioral Science
Department of Education Planning and Management
Course: Education Management Information System (EMIS) EdPM2063
For EdPM 3nd Year Students
Compiled by: Birhanu Haile and Gelan Gagura Page 1

COURSE OUTLINE
COURSE TITLE: Education Management Information System
COURSE CODE: EdPM3073
Cr.hr:3
Target Group- EdPM 3nd
Course Description
This course emphasizes on definition of Educational management information system,
characteristics of Educational Management Information System, the use and benefits of
information and data for planning and decision making; education management information
systems.
Learning Outcome
_ Define EMIS & Characteristics of EMIS
_ Explain Importance of EMIS
_ Steps in carrying out successful EMIS Operations
_ Identifying ways of implementing EMIS in School Systems
_ Identifying Information Needs for Educational Planning and Decision Making.
_ Use EMIS in regional & below regional educational planning
Course Content
Chapter One: Concept of EMIS
1.1 Definition of EMIS
1.2 Characteristics of EMIS
1.3 Importance of EMIS
Chapter Two: Components and process (Life Cycle) of EMIS
2.1 Components of EMIS Operations

2.3 Diagnosis and policy documents
2.4 Organizing Information and Utilization of Educational Information
2.5 Research and Planning Management and Administration
Chapter Three: EMIS in Educational Organization
3.1 Implementing EMIS in Educational Organization

3.2 Identifying Information Needs for Educational Planning and Decision Making.
3.4 Development of EMIS in Ethiopia and Its Current Status and challenges
MODE OF EVALUATION
Project work ---------------------------------20%
Group assignment---------------------------20%
Mid exam------------------------------------20%
Final exam-----------------------------------40%
Course Polices
 Preparedness of students- physical and mental preparedness is always maintained
 Participation : expected from every student and it is valuable
 Class attendance –80 % attendance is the minimum requirement except forced
 Plagiarism and any form of Cheating is severely punishing
 Grading System: Norm referenced
 Punctuality- if forced the first five minutes are tolerable
 Discipline – Classroom discipline is highly required
 Assessment- there is always assessment( both informed and uninformed )
 Assignment and any activity should be submitted on time if not invalid
REFERENCES:
Atttield,Jall_andMathewosIamiru(1999.). Setting up and Using GI&fm.Micro-Planning and MSc_hool.
Mapping in Ethiopia. Paris: UNESCO.
Chapman ,David W. and Mahick Lars (1993) From Data to Action: Infonnation Systems In Educational
Planning.Paris: UNESCO.
Cunninghan William G.(1982).Systematic Planning for Educational Change.London: Mayfield
PublishsingCompany.
Mendelsohn, John M.(l996).Educational Planning and Management and the Use of Geographical
Information System.Paris: UNESCO.
RiteyKathryn A. and NuttalDesmond L.( 1994). Measuring Quality: Education Indicators UK and
International Perspectives: London: The Falmer Press.
SarvageotClaude ( 1997).Indicators for Educational Planning. A Practical Guide. Paris: UNESCO.

Unit-One
Basic Concepts of Education Management Information Systems
1. Data, Information, Knowledge, Wisdom, IS and MIS
1.1 Data
Data consists of raw facts, such as an employee number, total hours worked in a week, inventory
part numbers, or sales orders. Several types of data can represent these facts. When facts are
arranged in a meaningful manner, they become information. Facts and figures which relay
something specific, but which are not organized in any way and which provide no further
information regarding patterns, context, etc. So data means "unstructured facts and figures that
have the least impact on the typical manager."
Data Processing
The entire process of information right from the input unit to the output unit is referred to as
Data Processing (DP). In other words DP is the term given to the process of collecting all items
of data together to produce meaningful information. Data could be processed manually or
electronically. However, when it is done on computers, it is known as Electronic Data
Processing (EDP). For many years now the methods of DP have involved electronic means,
principally, the computer. Subsequently, we shall concentrate on electronic data processing in
view of our course of study, because it relies upon information technology and through it, other
functions within an organization can be integrated.
Concepts of data acquisition and processing: data acquisition, data reflection.

Data Acquisition refers to processes to seek out, collect, and prepare information to guide
teaching and learning. Data generated for administrative, accountability purposes are insufficient
to support local instructional processes. The primary data to be collected and organized can be
information related to student achievement through continuous assessment, but mainly from
standardized test achievement scores. Many other types of information are required to guide
teaching and learning, including: information on attendance, student and community
demographics, discipline referrals, expulsion and retention records, and student grades. And a
variety of information about the instructional program, such as student writing samples, and
teacher and class observations, survey-based climate data, and daily student assessments.
Data Reflection refers to processes developed to make sense of student learning - data that result
in goals for improving teaching and learning. Data reflection component refers to structured
opportunities for teachers and leaders to collaboratively make sense of data. Making sense of
data is critical. Feldman (1989) describes sense making as an opportunity “for organizational
members to understand and to share understandings about such features of the organization as
what it is about, what it does well and poorly, what the problems it faces are, and how it should
solve them”. Data reflection refers to structures leaders build to help their school make sense of
which problems to address and to set goals for the instructional program.
Principals/supervisors need to plan for data reflection activities. Data analysis is not the territory
of technical data managers in schools. Even through the technical people hired to manage data
have a lot of support to do, data analysis and sense making should be the major role given to
teachers and principals. Principals and supervisors should sit with their teachers and try to
analyse and interpret data, understand the reasons and causes behind the data and link it with the
instructional process.
Data reflection activities are opportunities for schools to understand achievement patterns in their
schools. They are powerful staging areas for school leaders and teachers to frame the problems
they seek to solve through program alignment and design and to develop goals that can be
measured in terms of student learning. Data reflection activities help leaders narrow problems to
make them solvable. Without identifying and establishing the problems in a deliberate manner,
the schools can only hope that their efforts will actually lead to substantive improvement by
virtue of good fortune, and our schools cannot afford to bank on fortune alone.
These structured sense-making sessions can take place at the wereda, across the school, or within
the school in grade level or content area groups can be organized. The duration of reflection
sessions varies as well –some schools hold one-time whole school meetings; others meet
regularly through the school year. Successful data reflection involves problem-framing and
concludes with the determination of goals for a plan of action.

Types of Data
Data Type Represented by
Alphanumeric data Numbers, letters, and other characters
Image data Graphic images and pictures
Audio data Sound, noise, or tones
Video data Moving images or pictures
1.2 Information
Information is a collection of facts organized and processed so that they have additional value
beyond the value of the individual facts. For example, sales managers might find that knowing
the total monthly sales suits their purpose more (i.e., is more valuable) than knowing the number
of sales for each sales representative. Providing information to customers can also help
companies increase revenues and profits. FedEx, a worldwide leader in shipping packages and
products around the world, believes that information about a package can be as important as the
package itself for many of its customers. For data to become information, it must be
contextualized, categorized, calculated and condensed. Information thus paints a bigger picture;
it is data with relevance and purpose. It may convey a trend in the environment, or perhaps
indicate a pattern of sales for a given period of time. Essentially information is found "in answers
to questions that begin with such words as who, what, where, when, and how many".
Information Technology (IT).It is the technology, which supports the activities involving the
creation, storage, manipulation, and communication of information with their related methods,
management and application.
Forms of Information
There are various forms of information; some of them are discussed below:
Formatted Information: This kind of information includes alphanumeric items that have been
arranged in a pre-specified format whereby the result of each item is defined in advance. For
instance, a table that contains a student’s records in form of Name, Age, Class, Assessment,
Exam, Total, Average, etc.

Texts: information in form of text i.e. letters, numbers and symbol, could be combined in such a
manner that immediate meaning and interpretation could be derived to give information. There is
no pre-specified format here.
Images: Information that is generated through picture, basic shapes, photographs, and hand-
drawn pictures. Example is an artist designs and drawings.
Audio: This is information in the form of sound. For instance, a doctor might gather some
information about an unconscious patient, just by listening to the sound of the stethoscope.
Video: Video information combines the features of both image and audio information. That is
information in form of sound and graphics.
Functions of Information
Means of Communication: Managers at all levels act on information to communicate with one
another in order to know about developments, plans, forecasts, inherent changes etc, in the
organization.
Aid to monitoring and control: An organization acts on information to know about
performance and the extent of deviation from planned objectives and appropriate control
measurements to be implemented.
Reduction of uncertainty: The future of every organization is oblique. Nobody knows what the
future has to offer because of some environmental factors; however, information helps to reduce
such uncertainties in the process of planning and decision making. For instance, planning to have
tuition-free post primary institutions for the next twenty years is uncertain, because of some
obvious factors such as population, economy, but information about such factors will help to
reduce the uncertainties.
Aid to simplification: Because information helps to reduce uncertainty, it then follows that
problems and solutions are simplified and become more manageable.
Memory Supplement: Information of past history helps to supplement the actions of managers.
For example in Nigeria, free education, which was a manifesto of the Action Group (AG) party
in the first republic, was implemented and it witnessed a huge success and the products were
good in terms of knowledge. In the same vein, United Peoples Party (UPN) 1979 – 1984
implemented the same policy but it was only partly successful as their products were only
average in terms of knowledge compared with those of the Action Group.

2 Knowledge:
Knowledge is closely linked to doing and implies know-how and understanding. The knowledge
possessed by each individual is a product of his experience, and encompasses the norms by
which he evaluates new inputs from his surroundings.
We need to understand that processing data produced Information and process Information produces
Knowledge and so on. Knowledge, as described above, is an awareness and understanding of a set
of information and how that information can be made useful to support a specific task to reach a
decision. The process of converting data into information also requires knowledge to select or
reject facts based on their relevancy to particular tasks. So, information can be considered data
made more useful through the application of knowledge. Turning data into information is a
process or a set of logically related tasks performed to achieve a defined outcome. The process of
defining relationships among data to create useful information requires knowledge.
The Characteristics of Valuable Information
To be valuable to managers and decision makers, information should have the characteristics
described in the following table. These characteristics make the information more valuable to an
organization. In contrast, if an organization’s information is not accurate or complete,people can
make poor decisions, costing thousands, or even millions, of dollars. If an inaccurate forecast of
future demand of education needs. if information is not relevant, not delivered to decision
makers in a timely fashion,or too complex to understand, it can be of little value to the
organization.
S.N Characteristics Definition

o
Information should be easily accessible by authorized users so they can obtain
1 Accessible it in the right format and at the right time to meet their needs
Accurate information is error free. In some cases, inaccurate information is
2 Accurate generated because inaccurate data is fed into the transformation process. (This
is commonly called garbage in, garbage out [GIGO].)
3 Complete information contains all the important facts. For example, an
Completeness investment report that does not include all important costs is not complete

Information should also be relatively economical to produce. Decision makers

4 Economical must always balance the value of information with the cost of producing it.
Flexible information can be used for a variety of purposes. For example,

information on how many teachers are working for a particular purpose can be
5 Flexible used by HRM unit and Finance section. Or by other officials to determine
whether hiring is important or not.
Relevant information is important to the decision maker. Should direct towards
6 Relevance the main business of education system.
Reliable information can be trusted by users. In many cases, the reliability of

the information depends on the reliability of the data-collection method. In
7 Reliability other instances, reliability depends on the source of the information. A rumor
from an unknown source that prices of text books might go up might not be
reliable.
8 Secure information should be secure from access by un authorized users
Information should be simple, not overly complex. Sophisticated and detailed

information might not be needed. In fact, too much information can cause
9 Simple information overload, whereby a decision maker has too much information and
is unable to determine what is really important.
Timely information is delivered when it is needed. Knowing last week’s
10 Timely weather conditions will not help when trying to decide what coat to wear today.
Information should be verifiable. This means that you can check it to make sure
11 Verifiable it is correct, perhaps by checking many sources for the same information.
Input, Processing, Output, and Feedback in Information
Input
In information systems, input is the activity of gathering and capturing raw data. In producing
paychecks, for example, the number of hours every employee works must be collected before
paychecks can be calculated or printed. In a university grading system, instructors must submit
student grades before a summary of grades for the semester or quarter can be compiled and sent
to students.

Processing
In information systems, processing means converting or transforming data into useful out-puts.
Processing can involve making calculations, comparing data and taking alternative actions, and
storing data for future use. Processing data into useful information is critical in educational
settings.
Processing can be done manually or with computer assistance. In a payroll application, the
number of hours each employee worked must be converted into net, or take-home, pay.
Other inputs often include employee ID number and department. The processing can first involve
multiplying the number of hours worked by the employee’s hourly pay rate to get gross pay. If
weekly hours worked exceed 40, overtime pay might also be included. Then deductions for
example, federal and state taxes or contributions to insurance or savings plans are subtracted
from gross pay to get net pay.
Output
In information systems, output involves producing useful information, usually in the form of
documents and reports. Outputs can include paychecks for employees, reports for managers, and
information supplied to stockholders, banks, government agencies, and other groups. In some
cases, output from one system can become input for another.
Feedback
In information systems, feedback is information from the system that is used to make changes to
input or processing activities. For example, errors or problems might make it necessary to correct
input data or change a process.
Feedback
The
Data transformation
(input) process (applying Information
knowledge by (output)
selecting,
organizing, and

Summary
The content of the human mind can be classified into four categories:
1. Data: symbols.
2. Information: data that are processed to be useful; provides answers to "who", "what",
"where", and "when" questions.
3. Knowledge: application of data and information; answers "how" questions.
4. Wisdom: evaluated understanding.
1.3 Management Information System (MIS)

Harold et al (1980), defined management information system as a formalsystem to gather,
integrate, compare, analyze, and disperse information(internal and external) to the enterprise in a
timely, effective andefficient manner.
MIS is the combination of human and computer-based resources thatresults in the collection,
storage, retrieval, communication and use ofdata for the purpose of efficient management of
operations and forbusiness planning.
At the strategic level of management, the manager needs information toplan the overall objective
of the organization. Tactical level managersneed information to ensure that the resources of the
organization areeffectively and efficiently utilized to achieve the strategic goals of
theorganization. The frontline managers use operational information toensure that specific tasks
are planned and carried properly within theorganization.
Objectives of MIS
 Ensuring that all levels of management get the necessary information to carry out their
managerial functions.
 Improving the processes of decision making in the organization.
 Exposing members of an organization to information technology(IT) through the use of
computers to acquire and disseminateinformation as quickly as possible.
 Helping to establish accurate database at all levels to meetspecific needs of the
organization.
Need for Management Information Systems
Management requires information for the following reasons:
 To establish, evaluate and adjust objective where necessary
 To develop and plan standard

 To measure actual performance so as to enable a comparison with plans and standards;

and
 To provide a basis for informed communication.
Characteristics of MIS
 It is usually directed towards management of an organization, beit formal or informal.
 Data flow: MIS has common data flow
 Data form sources of input while information serves as output
 MIS depends highly on database
 MIS operates in areas of distributed data processing
 It creates room for other subsystems to exist.
The Design of MIS

Many factors come to mind when designing MIS. Some of these factorsinclude:
 Behavioral Factor: Consists of the norms, attitudes, motivations,aspirations and
capabilities of the people involved. For instance,in Nigeria MIS on compulsory levy in
primary institutions mightbe jeopardized in some parts of the country because of
theirbeliefs and attitudes.
 Communication Channels: In order to make informationavailable where and when
needed, seminars, meetings, retreatsetc have to be organized.
 Computer Facilities: Computer and other data transmissionshould be made available to
help in data processing.
 Internet Facilities: If possible, it is ideal to be on network so asto have access to
important information when designing yours.
 Personnel: For effective data processing, competent personnelwith qualitative computer
knowledge might be needed to help indata processing.
 Database: Simple database might be maintained to help inanalyzing information.
Institutional Goals of Management Information Systems

Management information system for an institution should be designed to achieve the following
goals.
 Enhance communication among staff.

 Deliver complex materials throughout the institution.

 Provide objective system for recording and aggregating information.
 Reduce expenses related to labor-intensive manual activities.
 Support the organizations strategies goals and direction.
Management information system in Education supplies education decision makers with facts, it
supports and enhances the overall decision making process and also enhances job performance
throughout an institution. At the management level, it provides information that helps the board
of management (i.e. the highest decision making body for the institution), to make strategic
decisions for the institution. Management information systems address the effective use of
human and computer resources available in an organization to achieve the objective of the
organization. The professionals in the field of management information systems are responsible
for developing various information systems that provide accurate and timely information to all
levels of decision-making in an organization.
The Role of Management Information System on theBehavior of Educational Managers
All over the world, it is an established fact that information technology has been influencing the
behavior of educational managers in their daily discharge of their duties. For example, a research
carried out by Hofer (1970) showed that the development of management information system
has assisted top managers in industry and education to:
 Make some decisions at an earlier date
 Gain time in which to consider some decisions
 Consider more thorough analysis of some situations
 Review several courses of action of many problems
 Obtain additional information from middle managers concerningproblems,

opportunities and promising alternatives before makingdecisions.
Challenges of Management Information Systems in Education
The technical element about MIS in education is how to use information. Making use of
information is highly specific, often personalized activity that affects work habits, work style,
and the flow of work. Since the use of information is highly specific, training and retraining,

refreshing, workshops, seminars are necessary instrument in making MIS in education effective.
Many obsolete styles of information system have failed not because of being obsolete, but
because the operations failed to change with them or refuse to maintain them. MIS in education
involves several critical steps to success which are listed below:
I. Set standards for information: As a major requirement for MIS in education, needed
information must be generated, defined and described.
II. Set Timing: Information generated at different times and location will vary because of the
time and location. The figure obtained for enrolment rate in September may be different from
the one obtained in March because of the time lag. Likewise, the rate obtained from the
cities/urban centers may be different from throne obtained from rural areas.
III. Define the level of possible accuracy. Most systems (statistics, personnel, inventory,
textbook, examination) except finance, cannot report with more than 2-3% accuracy simply
because of delays.
IV. Reports should be the result of daily activities not special purpose efforts as much as
possible. All reporting should be extracted from daily operational activities. For example,
data on enrolment should be generated from school registers.
V. Define formats – This should be done at the early stage of designs that people can get used to
it and know how to present and interpret information. For example if there is enrollment data
forth nation, MIS in education must be ready to give additional information at regional /
zonal or state level and also provide additional information on which analysis could be based.
VI. Ensure prompt feedback – information provider must be given results of their work as
quickly as possible because, the closer/quicker the processing of information is to the source,
the better the level of accuracy and reliability.
VII. Quantify the cost of producing information – Most institutions, ministries, produce
information anyhow, they in no way measure the cost of the information in monetary terms.
1.4 An Information System
An information system can be defined as a “business application of the computer”. The subject
area of information systems (or management information systems) includes an understanding of:
 Organizations- their aims, management, structures and methods of working.

 Information systems and their use within organizations

 The information technology uses in information systems
 The professional, legal, social and ethical issues involved in the application of
information systems and information technology.
System: A system is an organized unitary whole composed of two or more parts or subsystems
delineated by identifiable boundaries from its environments and established with purpose. Some of the
fundamental concepts in the systems approach.
i. Subsystems or Components. A system by definition is composed of interrelated parts or

elements. This is true for all systems - mechanical, biological, and social. Every system
has at least two elements, and these elements are interconnected.
ii. Holism. . The simultaneous action of different parts of an open system functioning in a
harmonious and integrated manner produces more total effect than the sum of the
separated efforts of individual parts. That is, the whole is greater than the sum of its parts.
The whole is not just the sum of the parts; the system itself can be explained only as a
totality. Holism is the opposite of elementary, which views the total as the sum of its
individual parts.
iii. Open Systems View. Systems can be considered in two ways; (1) closed or (2) open. Open
systems exchange information, energy, or material with their environments. Biological
and social systems are inherently open systems; mechanical systems may be open or
closed. The concepts of open and closed systems are difficult to defend in the absolute. I
prefer to think of open - closed as a dimension; i.e., systems are relatively open or
relatively closed. The systems approach views organizations as open systems.
iv. Input-Transformation-Output Model. The open system can be viewed as a transformation
model. In a dynamic relationship with its environment, it receives various inputs,
transforms these inputs in some way, and exports outputs.
The following table exemplifies the model.
Inputs Process Output

Floor, sugar, salt, water, heat, staff, etc. Baking Breads of different
1 A bakery
sizes, etc.
Patients, physicians, nurses, equipment, Diagnosis, Healthy people

2 A hospital support staff, fees. ameliorate, cure,
prevent
Students, faculty/lecturers, support staff, Teaching, Graduates, books,

A
3 tuition, contracts, and grants. research, and articles, outreach
university
community service activities.
What are the inputs, process and outputs of the school system?
v. System Boundaries. It follows that systems have boundaries that separate them from their
environments. The concept of boundaries helps us understand the distinction between
open and closed systems. Relatively closed systems have rigid, impenetrable boundaries,
whereas open systems have permeable boundaries between itself and a broader supra-
system. Boundaries are relatively easily defined in physical and biological systems but
are very difficult to delineate in social systems such as organizations.
vi. Negative Entropy. Entropy is a natural process of decay, death or disintegration. The
system of arresting or controlling the natural disintegration is called Negative Entropy. It
helps to maintain an organization alive and keep its identity. Example, a replacement of
an old cell by a new helps to keep the organism alive and similarly the conception and
introduction of a new product followed by the declining and death of an old item helps to
maintain the organization alive.
Closed physical systems are subject to the force of entropy which increases until
eventually the entire system fail. The tendency toward maximum entropy is a movement
to disorder, complete lack of resource transformation, and death. In a closed system, the
change in entropy must always be positive; however, in open biological or social systems,
entropy can be arrested and may even be transformed into negative entropy - a process of
more complete organization and ability to transform resources - because the system
imports resources from its environment.

vii. Steady State, Dynamic Equilibrium, and Dynamic Homeostasis. The concept of steady
state is closely related to that of negative entropy. Organizations should adapt to
environmental changes. Homeostasis is a tendency of maintaining equilibrium condition
by making constant and proportional adjustment in response to changes in its
environment. An organization should be stable. Its various parts should be in balance with
one another. If an organization is to survive, it must correct the disruptive forces of the
environment. Example, replacing gas energy by hydroelectric power and solar energy as a
result of deterioration of natural resource such as crude oil.
A closed system eventually must attain an equilibrium state with maximum entropy -
death or disorganization. However, an open system may attain a state in which the system
remains in dynamic equilibrium through the continuous inflow of materials, energy, and
information.
viii. Feedback. The concept of feedback is important in understanding how a system

maintains a steady state. Information concerning the outputs or the process of the system
is feedback as an input into the system, perhaps leading to changes in the transformation
process and/or future outputs.
Feedback can be both positive and negative. Negative feedback is informational input,
which indicates that the system is deviating from a prescribed course and should readjust
to a new steady state.
ix. Hierarchy. A basic concept in systems thinking is that of hierarchical relationships

between systems. A system is composed of subsystems of a lower order and is also part
of a supra-system. Thus, there is a hierarchy of the components of the system.
x. Multiple Goal Seeking. Biological and social systems appear to have multiple goals or
purposes. Social organizations seek multiple goals, if for no other reason than that they
are composed of individuals and subunits with different values and objectives.
xi. Equifinality of Open Systems. This refers to the idea that the same output can be achieved
in multiple ways, with different inputs, and different transformation methods. There is no
single best way of doing a certain job. One can achieve desired goals in various ways.
Thus, search for potential courses of action to achieve goals. Example, profit can be
achieved by reducing cost or maximizing revenue through making more sales at a

reduced price.
In mechanistic systems there is a direct cause-and-effect relationship between the initial
conditions and the final state. Biological and social systems operate differently.
Equifinality suggests that certain results may be achieved with different initial conditions
and in different ways. This view suggests that social organizations can accomplish their
objectives with diverse inputs and with varying internal activities (conversion processes).
In sum, the systems approach views organizations including schools as organic and open systems
having interdependence and interactions between the organization and its environment and
among various sub-systems to exchange information and energy. It recognizes organizations are
systems that procure and transform inputs to outputs (goods and services), which are
subsequently discharged into their external environment.
The open systems concept gives principals and supervisors a better and more complete
understanding of the situations, realities, and options they have to deal with. It enables one to see
how social, psychological, economic, political, and technological forces determine the goals of
the organization. It helps to see the problems of the organization in an integrative manner by
considering internal and external forces.
1.5 Information Technology
IT is the use of modern technology to aid the capture, processing, storage and retrieval and
communication of information whether in the form of numeral data, text, sound or image.
 It refers to wide variety of items and abilities used in creation, storage, dispersal of
information.
 It is a system designed together, process or distribute information
 It is a technology that facilitates transmission, collection, processing, interpretation and
dissemination of information.
 It is a study, design, development, implementation, support or management of computer-
based information systems, particularly computer applications and computer hardware
 It is a study of information handling and its use in society by means of modern
technology; this includes acquisition, processing, storage and communication of

information in any by appropriate means.

 It is a study of information handling and its use in society by means of modern
technology; this includes acquisition, processing, storage and communication of
information in any by appropriate means.
Components of IT
Information Technology is divided in to three primary components:
1. Computer
2. Communication Network
3. Know-how
1. Computer
A computer is any calculating device or machine, which is electrical, mechanical or
electromechanical. But that doesn’t mean that computer performs only calculation. The name
computer comes from a Latin word computer, meaning “to recon” or “to compute” and can be
applied to abacus or any adding machine as to the modern computer. However, the term
“computer” has come to mean a special electronic device having certain definite characteristics.
Computer, in simple terms, is an electronic machine that can be instructed to accept, process,
store and present data and information.
It processes data (raw facts or figures) into useful information that gives meaning to users.
Computer is programmable that can do virtually anything provided it is given the right set
intervention to do the job other that other machine may do a set of intervention to do the job
other that other machine may do a set of predefined tasks, nothing more, nothing less.
Storage and retrieval – unlike other machines, computer can store data for indefinite period of
time and makes the data available for later use (retrieval).
2. Communications Network
An integral part of IT is the ability to communicate such as send & receive data and information
over a communication network
A communications Network is the connection of station at different location through a medium
that enables people to send and receive data and information.
Telephone wires and cables are common media. Data communication is the transmission of data
and information over communication medium.
3. Know- how

Although computers and data communication are very important parts of IT, an equal critical
part of IT is the ability to draw on the power of IT to solve problems to take advantage of the
opportunities it creates.
Therefore, IT requires or implies know-how, knowing how to do something well. It includes the
following:
 Familiarity with the tools of IT.
 The skills needed to use these tools
 Understanding when to use IT to solve problems
CHAPTER TWO
2. THE CONCEPT OF EDUCATION MANAGEMENT INFORMATION SYSTEM
2.1 Definition of EMIS
The acronym EMIS stands for "Educational Management Information System". An EMIS is an
organized group of information and documentation services that collects, stores,processes.
analyzes and disseminates information for educational planning and management. It is a
collection of component parts that include inputs processes outputs and feed backs that are
integrated to achieve a specific objective. An EMIS is an “organized group of information”, a
center or a unit that processed data/information by collecting, storing, integrating, processing,
organizing, analyzing, managing and distributing information for educational planning and
management.
It includes the concept of comprehensive data, which are accessible by computer and available for
analysis, for processing and decision making purposes. It is responsible for the promotion and use of
information for policy planning and implementation, decision making, and the monitoring and
evaluation of an education system. It provide timely, cost effective and user appropriate information
to support educational planning and management (Hua and Nerstein, 2003; Wako, 2003b; Connal,
2005). Wako (2003) illustrates that, currently EMIS forms the basis of providing reliable, timely and
accurate information for decision makers.

As earlier noted, EMIS is a sub-system of an education system whose aim is to collect, store, process,
analyze and disseminate information. Within the education system, the school or institution is the
focal unit because learning and teaching takes place there. Any technology used to design EMIS
needs to take into account the micro (school level), intermediary (province or district) and macro
(Ministerial) levels.
2.2. Objectives and Organization of EMIS
EMIS is to support ongoing management, planning and monitoring and evaluation of activity of
the education system. The activity of education system includes analysis of accumulated
historical information, what has happened information, why did it happen information and what
would happen, if information when one looks at the function listed above it becomes apparent
that information service the function of showing the rank and the past trend of the sector‟s
performance and forecasting the process of planning (Telem, 1990).
According to Currt et al. (2006), the importance of information is classified into two main
groups: facilitating communication between different stake holders and giving foundation for
informed decision-making at all stage of organizations related to the management of educational
activities, and to make it available inclusive yet to the point of variety of users. The most
application of EMIS is supporting ongoing management, planning, monitoring and evaluation
activity of education system.
The objective of EMIS as Carrizo et al. (2003) explained, it is not only to collect, store and
process information but also help in educational policy making by giving important and available
information. Originally EMIS is designed to be a management tool which is gradually being
perceived as crucial tool and support system for the formation of educational policy, and their
management and evaluation. In addition, EMIS is used to assess the performance of educational
system and also closely monitor the unbiased resource The major function of EMIS is identified
as management and administration of education system, research and planning of education
system, providing significant information to all decision-making levels of education system and
monitoring and evaluation of education system (Ross and Mahlck, 1990; Windham, 1996;
Carrizo et al., 2003; Tegegn, 2003).
To summarize, the importance of EMIS is to facilitate the communication between the stake
holders and giving foundation for informed decision making at the different levels of
organization.

The overall concept of EMIS has given rise to the following general objectives for developing
integrated EMIS in the countries:
 To improve capacities in data processing, storage, analysis and supply in order that
educational planners, administrators and managers can avail of reliable and timely data
and information;
 To co-ordinate dispersed efforts in the acquisition, processing, storage analysis,
repackaging and dissemination of educational management information;
 To strengthen the capability to manage, plan and control the flow of information among
related agencies in various sectors;
 To facilitate and promote the use of relevant information by various agencies and
individuals at all levels for more effective educational planning, implementation and
management;
 To streamline the flow of information for decision-making by reducing and eliminating
duplications as well as filling information gaps;
 To link up various existing information systems;
 To integrate various quantitative and qualitative information resources under one
system; and
 To further improve the collection, dissemination and use of education management
information, in response to constantly changing information needs.
2.3 Purpose of EMIS

A main purpose of EMIS is to integrate all information resources related to the planning and
management of educational activities and to provide them in a comprehensive and succinct way
to the users so that the impact of the decisions and actions taken will be greater than the
combined effects of individual actions carried out based on separate bits and pieces of
information.
The main purpose of an EMIS is to integrate information related to the management of
educational activities, and to make it available in comprehensive yet succinct ways to a variety of
users. These include teachers, principals, curriculum planners, inspectorate officials, financial
controllers, planners, policy advisers and political leaders, as well as parents and students. In this
way, the combined information resources of the EMIS are at the service of the entire community.

2.4Dimensions of integration within EMIS

Synergy and integration being the underlying principles within EMIS, they may be seen along
the following seven main aspects or dimensions:
1) Integration of related data from different sources, such as: demographic data in particular
related to the school-age population from population censuses; enrolment, classes, teachers,
facilities and expenditure from regular school censuses; and household characteristics,
employment, and other sodo-economic indicators, etc. from other sources.
2) Integration of both quantitative and qualitative data;
3) Integration within each EMIS centre of the complete information handling process:
collection, verification, processing, storage, analysis, dissemination and use;
4) Integration of both storage mechanisms for empirical data and methods and tools for fast
data retrieval and analysis such as computer software applications and simulation models;
5) Integration of both manual and computerized processing, storage and analysis;
6) Integration of producers and users of management information; and
7) Integration of EMIS centers at various levels and sectors into a network for the sharing and
exchange of information.
2.7EMIS Data Scope

The scope of data to be handled by an EMIS may be classified firstly between educational and
related data. Related data refer to information on population, employment, household
characteristics, and other socio-economic-culturaldata that exert influence on education as well
as are affected by education. Educational data covers both formal and non -formal education
activities and programs, by level and by type. They are mainly concerned with the pupils (or
learners), teaching staff, facilities, finance, curriculum (content, methods and teaching learning
materials), and extension services. Some of points discussed in chapter 3.

CHAPTER THREE
3. Components and Process (Life Cycle) Of EMIS
EMIS includes several interrelated process. These core processes include,
 Planning of information system  Reporting
 Data collection  Publication
 Data processing  Dissemination
 Data analysis  Feedback
Any break in the middle of the procedure affects the final result.
3.1 Planning of information system

Planning is the processes of deciding in go forward what is to be done and how it is to be done.
Also results in plans which are prearranged courses of action that reflects organizational
objectives and the plans are action implemented by decisions and measures. Therefore, planning
plays great roles in proper implementation of any organization setup. As Kanter (1992)
mentioned that planning information systems, as for any other system begins with the
identification of needs. Hence, planning EMIS should consider the requirement and needs of the
policy and decision-makers and other key users of information. In addition, he put briefly
information system to filling necessary contents that answer where are we, where do we want to
go, how do we get there, when it will be done, who will do it, and how much will it cost. In
planning EMIS, according to Villanueva (2003), there is a need to give emphasis the importance
of certifying the data requirements and needs of policy decision-makers and other key users
through consultations. Generally, planning information systems, as for any other systems, begins
with the identification of needs. Thus, planning EMIS should consider the requirement and needs
of the policy and decision-makers and other key users of information.
3.2 Data Collection

Data collected in schools are educational data that includes students enrolment ( grade, age, sex ), net and
gross enrolments rate by grade, sex, drop out, repetition of students, students promotion, disabled
students, teachers‟ data ( qualification, experiences, subject, transfer).
Administrative workers employment (transfer and turnover), educational facilities and materials (students
text book by grade, subject, teachers guide, students desk, latrine , sport field, duster, table, chair,
computer, laboratory, plasma, library), financial resources (per student cost, annual revenue budget,
school annual expenditure) and co-curriculum activities.
Methods of Data Collection
A number of education data is being collected from schools using various methods such as questionnaire,
documentary, interview methods, telephone, fax and e-mail. However, most of data is collected by means
of questionnaire which is prepared in centralized system at the EMIS center or through decentralized
regional offices.
From the methods mentioned above, the most common method of collecting data is using questionnaire
which is prepared in centralized system at the EMIS center or through decentralized regional offices. The
school is the main source of data for EMIS functions. The way records are kept at school level matters a
lot when it comes to data collection. School heads, teachers or record officers complete the instrument by
filling in the necessary data according to the questionnaire. Most often schools have data in a list form,
not aggregated, to enable the school head or record officer to easily fill in the required data items.
To increase the importance of the data, the data collected must satisfy the need of decision-makers. Some
schools do not keep proper records, which makes difficult for heads of schools to accurately fill in the
data form. Poor lay out, lack of question pre-test and failure to use technology are deficits in data
collection instruments (Jenkins, 1997). In addition error in data and information accuracy are observed as
result of enough human capacity to collect data at school and district level. Seldom, inaccurate
data/information is properly submitted due to pressure or private concerns (Ministry of Education and
Culture, 2004).
Other Data-based Practices in Schools

The information you get through EMIS or through the formal channels of wereda/bureau of
education may not be enough for the instructional improvement that you think. You have to have
other practices to acquire data specific to your school and your community. The data you collect
could be of two types: qualitative and quantitative. Qualitative information, which usually

describes what people say, do, think or feel, puts a human face on quantitative data. I believe you
know enough about data collection methods from your research courses. But below is a brief
description to refresh your memory.
• Surveys and questionnaires: Surveys can be used to gather data that addresses significant
population and to collect numerical data. Surveys can be done to collect data from teachers,
students, parents, employers, community members, etc. They are helpful to gather data from a
large number of respondents in a short time.
 The following points must be considered in using questionnaires;
 Agree on the purpose and information needs of the questions
 Decide whether the required information needs questionnaire format
 Ensure that questions are focused and well formulated
 Agree on who and how many should be questioned
 Pre-test the questions to ensure its validity and reliability.
• Interviews or focus groups: are very helpful instruments to gather data that needs deeper
understanding. When the information needed is of opinions, feelings, perceptions, and other
important things that require a closer look by the principal and other decision makers, interviews
and focus groups provide more richer data and insight than surveys do.
• Teacher logs/diaries. Teacher logs/diaries may not be common in our schools. But you can
introduce them in your schools, even to your students in a form of writing journals. In logs and
diaries teachers would jot down their day's major events of instruction. What instructional
strategies they used in the day, what challenges they faced and opportunities they enjoyed.
critical things that they learned from colleagues and students, issues of student disciplines,
attendances, and so on. These data provide principals a critical mass of information on what is
going on in the class room.
The major challenge in using teacher logs/diaries in our context could be the lack of diary
writing culture and the openness to share ones notes with colleagues and the principal. You can
overcome this by modeling it yourself (by writing your daily routines and sharing it with your
teachers) and through creating and nurturing learning communities in your school.
. Transact walks: are walks principals do around the school. Transact walks help to gather
informal data on school climate, provide on the spot solutions to problems, and pass the message

that the principal is available and accessible to all members of the school community. If a
principal is sedentary, one who sits in the office the entire day, s/he may not have the real
experience of the school in the day.
• Classroom observations of actual instructional practices and student responses. These can take
a form of the transact walks and un/informed or a planned clinical supervisions by the principal.
Classroom observations are critical to understand the learning process. But they need to be as
frequent as possible, than a one shot experiences. School leaders could claim to be instructional
leaders if only they happen to be in the classroom as frequent as possible.
Direct observation method:
 This method is useful to obtain a timely data by observing what people do.
 From monitoring and evaluation perspective, this method is critical to complement
collected data and it helps to explain results.
 It is worth to consider the following points in using a direct observation method.
 Agree on clear conceptual framework as well as guidelines for what needs to be
observed.
 Choose appropriate observers
 Collect and record data as required
• Alternative assessments (e.g. work samples, portfolios, senior projects and performance
tasks). These methods will also make the principal closer to the student and teacher activities. In
addition to formal achievement reports that you get from your teachers, taking a look at the work
samples, portfolios and senior projects of students will give you a deeper insight on the learning
of students.
Strategies for improving data collection
Crouch et al. (1999) recommended strategies for improving data collection. They recommended that
information should be feedback to the producer in a useful form; encourage openness and transparency
overcome fear by disseminating data gradually reduce the prospect/occasion cost of producing data,
especially at school level, use existing data sources as much as possible, make aggressive, early to avoid
duplication.
Major Activities in the Process of Data Collection

In the process of data collection, one has to perform the following activities.
A. Instrument design:
 Questionnaire is used to collect regular data in most cases, particularly in the

education sector.
 The formulation of the questions, the layout and the syntax of the language and
should be well formulated.
B. Pre-Testing:
Once the instrument is designed it should be pre-tested. This can be done by selecting some
limited number of schools and apply the instrument. This helps in many ways. We get a clue
as to how the receiver understands the questions after which we may adjust or modify the
questions to suit both the sender and the receiver. We can estimate better the time it takes to
complete the instrument. We can learn more on how the records are kept at school level and
how easy it is to complete the questionnaire.
This helps in many ways.
 Helps to get a clue as to how the receiver understands the questions after which we may
adjust or modify the questions to suit both the sender and the receiver.
 Helps to estimate better the time it takes to complete the instrument.
 Helps to learn more on how the records are kept at school level and how easy it is to
complete the questionnaire.
 Supports to validate and make sure of the reliability of the data collection instrument
Activity
 Develop a questionnaire for data collection and conduct pilot testing.
C. Instrument Redesign: once the pre-test is done, the changes need to be incorporated
carefully. In practice, a thorough discussion is needed to learn from each other and ‘approve’
the changes to be made to the instrument. The important point here is to know why the

changes were made necessary. It helps not to repeat the mistakes made in the first place again
and to look at the instrument carefully before going out for pre-testing.
D. Publication: once the pre-testing is done and the changes are incorporated, the instruments
will have to be published. However, before the camera-ready copy of the instrument is taken
to the publishers, an estimate of the number copies per region and district, leaving allowance
for contingency, has to be done including the cost estimate of the publication. In practice the
latter has to be approved by a higher management and usually there is an established
procedure to follow.
E. Distribution: once the instruments are published, the distribution program will have to be
made ready. The estimate of the number of copies we made earlier can be used to schedule
the distribution. The estimates can easily be done by using the distribution of schools by
region and district and adding some more copies in case our estimate is not accurate enough.
F. Follow up: the distribution of instruments is usually done in stages. The center distributes it
to regions and the regions in turn distribute it to districts, and to schools. Therefore, it takes
some time before the schools can receive the instruments. Moreover, the schools need some
time to complete the instruments before they can be able to send it back following the same
route – to district – region and may be higher administrative level. This needs a well
scheduled follow up.
To sum up, the educational data that collected from the schools by using different tools such as
questionnaire, interview, telephone, fax, and e-mail are used to prepare plan, and make decision
concerning the teaching and learning process to achieve the overall objective of the organization
at the school and further used for policy formulation at the ministry level.
Monitoring and Evaluation Methods in the Context Of EMIS
 Methods are needed for collecting data and subsequently checking, sampling, recording
and analyzing them.
 Any method used must be technically and financially feasible, accurate and consistent.
 While choosing a method to be used, the minuses and pluses of each method must be
considered.

Data Collection methods
1. Quantitative and qualitative Methods
2. Sampling related and core M&E analysis methods
1.1.Quantitative methods
 Methods that help to answer questions like whom, how much and how many.
 Quantitative methods should be designed with the intent of ensuring generalization.
1.2 Qualitative methods
 Answer questions like how and why.
 Qualitative methods are designed to provide the researcher with the perspective of target
population under investigation.
 to generalize/
Sampling related methods
What is sampling?
What is sample?
When sampling is necessary?
 It is difficult to undertake a full count when the population is too large and needs more time,
resource and funds.
 In such cases, it is important to draw a sample that represents the population.
 In a sample based monitoring and evaluation, three factors should be considered.
 Clarification of sampling frame: description of a set of all possible individuals who can
be chosen as sample.
 Decide on an appropriate sample size: the sample size that is chosen greatly affects the
validity of the findings.

 Select appropriate sampling method: in accordance with the sample size, it is possible
to chose between to main methods.
 Random (probability) sampling and
 Non- random(non- probability) sampling
Random Sampling
 The purpose of random sampling is to produce a sample without any prior knowledge or
consideration of particular characteristics that can be considered to be a representative of the
population being affect by a project intervention.
 From monitoring and evaluation point of view, the sample is needed to guide the use of data
collection methods. how?
 It includes techniques like;
 Simple random sampling
 Systematic random sampling
 Stratified random sampling etc…
Simple Random Sampling
 It involves selecting sample size from the population at a random.eg. Lottery system
2. Systematic sampling
 It is useful to draw a sample at a predetermined interval (for example every fifth,

tenth…). k=N/n
 Where k= the interval by which the samples are drawn
N= population being affected
n= sample size from the population
 Sampling frame is very useful to do so.
3. Stratified sampling

 The population is first divided in to a group called “strata” based on certain characteristics.
 Then, one ore more of the aforementioned techniques can be used.
Non-Random Sampling
 This method of sampling is concerned with selecting sample with the intention of inclusion of
certain groups in the sample size.
 The following are examples of non random sampling techniques.
 Purposive sampling
 Quota sampling
 Convenience sampling and so on…
Purposive sampling
 Researchers buildup a sample that is satisfactory to their specific needs.
 As its name suggests, the sample has been chosen for a specific purpose, for example: a group of
principals and senior managers of secondary schools can be chosen as the research is studying the
incidence of stress among senior managers.
 This method is very useful to describe a phenomena rather than making statistics inferences.
 In many cases purposive sampling is used in order to access ‘knowledgeable people i.e. those
who have in-depth knowledge about particular issues, maybe by virtue of their professional role,
power, access to networks, expertise or experience
 Information may not be representative and their comments may not be generalizable, this is not
the primary concern in such sampling; rather the concern is to acquire in-depth information from
those who are in a position to give it.
2. Quota sampling
 Quota sampling has been described as the non-probability equivalent of stratified sampling.
 Samples are drawn proportional to the population.
 The larger the number in the population, the larger the number in the sample.

3. Convenience sampling
 Convenience sampling – or, as it is sometimes called, accidental or opportunity sampling –

involves choosing the nearest individuals to serve as respondents and continuing that process
until the required sample size has been obtained.
 The parameters of generalizability in this type of sample are negligible.
3.3. Data Processing
On other hand, Makwati et al. (2004) stated that data processing is one of the main functions of EMIS in
which data obtained from the schools has been entered into computers for processing. This involves the
use of computer programs or codes used to prepare entry templates or forms and report formats.
Data Processing Cycle
This is a point where raw data is converted in to meaningful form. if you haven’t collected it, there is
nothing to process. We plan to process data only when we have some data readily available to us.
However, once we have collected data we need to plan on how to organize the many different bits and
pieces of school data so that it is usable for planning purposes. When it is not well organized, it cannot
rightly be utilized. Therefore data processing is one of the bigger activities in the cycle. There are some
activities to be taken in to account in data processing cycle. These include;
a. Monitoring instruments
b. Data entry program design
c. Data entry
d. Data cleaning
e. Data compilation
a. Monitoring instruments This is concerned with how many questionnaires have been filled
and returned?
In practice this is not always the case.
I. Some come early as scheduled
II. Some come back late
b. Data entry program design:

Most often the data entry work is done using front end, user friendly data entry templates. These
are prepared by computer programmers working in EMIS.
c. Data entry:
Data entry can be done by;
Trained encoders or data entry clerks.Secretaries who are familiar with computer keyboard can
be used to do the work in the absence of trained encoders by giving short orientation training
using the manual prepared for this purpose. The main job is to enter the data into the computer
using the pre-prepared data entry templateStill some may not come back at all.
d. Data compilation: what we are calling data compilation is obtaining a flat table from a
relational database and aggregating it by level and geographic units. You may not agree this
deserves to be a step in data processing but I feel it should be included. This step makes the data
set ready for the analyst who may not have a necessary knowledge of the database manipulation to
the level of playing around with the database and explore all possible ways of coming up with a
flat tables that can easily be aggregated to the other levels wanted.
3.4 Data Analysis
Makwati et al. (2004) stated that data analysis and reporting is another core element of EMIS that is
required at the decision and policy level. Central part indicators of the system’s performance need to be
made available. Identifying data for analysis, making graphs, joining tables, calculating indicators and
writing narrations of what the indication are revealing so that users especially decision and policy makers
can understand and users are involved selected indicator for users including access, efficiency, and
quality and gender equality. For top decision-makers, who may not have the time to read along report, it
is advisable to prepare a short report of the outcome.
If you haven’t processed your data, there is little you can analyze. Data analysis is looking more closely
to the data and in various ways in order to get information useful for planning and decision making. We
don’t do data analysis just for the sake of exercises. We do the analysis to inform planners, decision
makers, researchers, policy makers and other users so that they can check what they are doing is right or
if they need to adjust the actions they may intend to take in the future.

Data analysis should be done with users in mind. There are several types of users: general users,
decision makers, planners, researchers, information service providers, students and teachers.
Some users want to know just status. Other users’ base decisions on the findings of the analysis
and yet others use the information for planning and research purposes. Policy makers want the
information to find out if the policy they are promoting has been achieved or not. Therefore, the
type of analysis we make is often geared to the needs of different categories of users. It is then,
imperative to make basic indicators of education systems’ systems performance available for
users.
3.5 Reporting
Some users are satisfied with the yearly abstract or quick book references of only numbers and some
indicators. Others need detailed analysis. Some services we give are as collaborative services. Others
users we are accountable to report to need a detailed analysis which shows both the achievements and
shortcomings. It involves identification of users and providing them with the appropriate information
depending on their needs for it.
Moreover, it is always advisable to prepare a short report of the outcome for top decision makers.Let us
say, managers don’t have time to read a long report. Therefore, the following summary outcomes are
envisaged from an EMIS unit.
A. Annual statistical abstract

 This is a summary of statistical tables and some indicators for the consumption of the
general public.
 These users are everywhere, within and outside the education system who need
statistics only for reference purposes.
 Casual researchers, monitoring and evaluation experts, national and international
organizations who use statistics to include in their background report papers are all
among these type of users.
 Student and teachers in educational institutions, research and trust organizations are
also some of the users who need the abstract for reference purposes.
 Hence, by producing statistical abstract we have gone some steps forward in giving
information services for the general users.

B. Quick reference:
 Quick reference is a short summary of the annual statistical abstract.
 As the name indicates it is meant for quick reference targeted to upper decision makers
and all those users who do not need detailed statistics.
C. Indicators report:
 This is a report of the analysis of the school systems’ performance.
 It has the objective of identifying the progress made, problems encountered and future
direction of the system implementation. It is an important document in that it is a guide to
planners, decision makers and policy makers to take correct actions when planning and
making decisions.
3.6 Publication:
 It is a technique or method developed to reach all users of the information.

 It is beyond printing and get copied the report.
 The objective is to reach all users as much as possible.
Not publishing the result is like putting a candle light in a closed room which can serves no
one particular purpose except the small space in which it is located.
3.7. Dissemination:
Dissemination is the word we are using to mean “reach out to users as much as possible”. It
entails the spread of educational information for all active users and potential users. This is done
through training, briefings, distribution of publications and products and other formal and non-
formal discussions. If you haven’t distributed it, you have not reached the user fully. We have
limited the use of information which in turn impedes the promotion and use of information. In
practice dissemination takes a number of forms. Through such feedback we can realize that
others know and appreciate what we are doing, suggest better ways of doing things and give
more innovative ideas that could support our effort to produce timely and accurate information
for an overall educational development.

According to Makwati et al. (2004), distribution/dissemination is one of the important functions

of EMIS that promotes the use of information for development. When the information is
published and not distributed to users, the whole process of data collection and processing it is
not only failed job but also a waste of resources and a retardation of development. United
Nations Educational Scientific and culture Organization (2006) refers to that the action of
distributing information a variety of media, ranging from the traditional annual abstract of
statistics to the use of world-wide -web.
According to Tegegn (2003) suggested, information dissemination is internal and external.

Internally information will have to be disseminated to decision support systems,
planners,experts, decision makers ,researchers, students, teachers, educational level with in the
MoE as well as provinces, National and International organizations, private individual outside
the MoE, government organization ,and the community as a whole. Generally, the report of data
analysis must be published so that it reaches the users, in this way it can be make known
products and users can study them otherwise, if information is not published it is not done. This
is not to undermine the efforts made in collection, processing and analysis but to emphasize the
usefulness of the product reaching the users and making an impact on education development.
Distribution/dissemination is one of the important functions of EMIS. It promotes the use of
information for development.
8. Utilization Of Information and Feedback
Utilization refers to how data is used in the policy process. The disseminated information has
value only whom there is a use of it. The value of information depends on the demand for it. And
support institutional development and ensure that neighboring units within the ministries have
capacity to utilize EMIS out puts. Demand can also be translated into utilization through
educational hierarchy by providing decentralized office within the capacity to develop prepared
plan and by collecting these plans to plans to the payment of funds (UNESCO, 2006). As Ellison
(2004) state that, information demand will be promoted if the commitment to evidence-based
policy making and administration can be increased, and if the capacity to analyze and use
education management information for this purpose can be expanded.

Feedback allows organizations to realize that others know and appreciate what they are doing,
that they may be more innovation ideas that could support their effort to produce with a given
time and accurate information for over all educational development and also feedback is a
learning process where support organizations to learn their achievement and problems which
leads them to make corrections. Through feedback we will be able to know what we have done
well and where to correct problems. Others will also know what we are doing, and perhaps how
easy or difficult it is about what we are doing. In the process we are learning. When we apply the
feedback – knowledge and skills - for the betterment of our job, we are contributing to the
development of the system we happen to be building. At the same time we are enriching our
ability and knowledge to tackle more problems.
To sum up, utilization of information and feedback is used in the policy process. The ministry of
education has capacity to utilize the EMIS out puts. MoE make decentralization and built the
capacity of lower educational hierarchy how to develop operational plans by linking these plans
to the disbursement of funds. Information demand will be promoted if the commitment to
evidence based policy making and administration can be increased, and if the capacity to analyze
and use education management information for these purposes can be expanded.
3.10Monitoring and Evaluation of EMIS
3.10.1 Monitoring
 What is M&E?
 What are the differences between M&E?
Monitoring: refers to the systematic collection and analysis of data(concern of EMIS) used for
checking the progression of educational activities.
 It is aimed at improving the efficiency and effectiveness of activities in educational

organization.
 It helps to keep the work track and helps management to know how things are going on.
 It provides a useful base for evaluation.

Monitoring of EMIS
Monitoring is tool to investigating into, see and learn not only what has been done but also what
problems were encountered on the way. More specifically, it allows seeing how these problems
were tracked and paves the way for future enhancement of the implementation of EMIS activities
(Tegegn, 2003) As Turcano (2006) confirmed in his study, majority of monitoring practices is
paying attention on the systematic checking of whether activities listed in the plans have under
taken or not. It demands a regular and systematic collecting and analysis of data /information of
EMIS activities.
In addition to, this monitoring is collection of information in systematic ways to know what has
been done and in what way, what problems have been encountered during implementation of
activities and how to tackled these problems, and what lessons or practices can be learned from
the future implementation for improving the function of EMIS in today‟s changing environment.
Hence, through the program existence time, regular monitoring should be conducted to check the
EMIS activities.
International Federation of Red Cross (2002) states that monitoring is continuing function that
uses the systematic collection of data on specified indicators to inform management and the main
stake holders of the extent of progress and achievement of the results in the use of the allocated
funds.
Generally, monitoring is checking of EMIS activities at regular intervals in order to check how
the activities of EMIS achieved the intended goals and objectives, with in the give timeand
budgets, provide regular feedback, and identify the problems faced during implementation.
Monitoring Learning and Teaching, and Student Performance

Scenario
School X found in Wereda Z of regional state W was rated as the least scoring school in the
grade ten national exam. In the wake of these scores the principal was sacked and a new
principal was assigned to turn things around. Principal Aster was feeling nervous when she was
assigned to the worst performing school. She is expected to change many things in the school
and most of all she needs to deliver in the achievement of the students.

To understand the situation she talked to individual teachers, distributed a survey, made walk
through the school for observation and finally she called for a staff meeting and asked teachers
what they think were the reasons for last year’s achievement. From her observation, interview,
survey and discussion with the staff she felt that the following were the potential reasons: lack of
teacher morale, low student interest to learn, lower teachers’ salary, too many changes from the
bureau and wereda education offices, too many meetings that don’t contribute to student
learning, lack of support for students, bad instruction and assessment practices, bad school
climate; worst student attendance, insufficient PTA involvement and a big detachment of the
school from the community.
Principal Aster tried to sort the problems as in-school and out of school factors contributing to
the decline of student achievement. She decided to tackle the in-school challenges and set the
following student and teacher support programs: tutoring program for students in need, serious
attendance monitoring routine, established academic clubs monitored directly by her, a series of
trainings on instructional strategies, team based and progressive assessment, bi-monthly seminars
for teachers and worked out hard to improve the school climate. In her second year stay in the
school, the school made significant gains in the national exams. And she received a state award
for the improvements.
But when the bureau of education and wereda education officials came to her office for
experience sharing and to ask what factors were significant contributors to her success, she had
no answers. She stated all the initiatives she introduced, but she could not single out the ones that
are more responsible for the change in the school.
Students, monitoring through regular collection of data is imperative. Without conscious and
data based monitoring excellent gains could easily be lost for lack of knowledge on the real
determinants of your success. In a similar manner, even clearly stated curricular goals could lose
their potential to drive the efforts of a school if no effort is made to collect and analyze accurate
information about student achievement that is reflective of those goals.
Monitoring also send a clear message on the priorities of the school and the prinicipal/supervisor.
In most organizations, what gets monitored gets done well. Staff learn what principals value by
observing what they pay attention to. Paying attention to the core values and priority goals of the
school is the most important way for leaders to communicate effectively. When a school devotes
considerable time and effort to the continual assessment of a particular condition or outcome, it

notifies all members that the condition or outcome is considered important. Conversely,
inattention to monitoring a particular factor in a school indicates that it is less than essential,
regardless of how often its importance is verbalized. Hence the principal need to work out a clear
regimen for monitoring important activities of the instructional process:
 Facilitate the development of a calendar of all school improvement activities and ensures that
the calendar is shared and reviewed regularly
 Establish a regular, predictable process to track the impact improvement efforts have on
student achievement
 Closely monitor the systematic collection and analysis of data by staff to assess whether
progress toward attainment of objectives is satisfactory for all groups of students
 Continuously collect and utilize data to inform instructional decisions at the building and
classroom level and provide academic interventions for individual and groups of students
 Use a variety of tools including technology to monitor progress
 Recognize successes of key players
 Facilitate the use of data to continuously evaluate and revise the school improvement plan
 Align all resources (monetary, staff, time, and staff development opportunities) to maximize
attainment of school improvement priorities
 Use regularly scheduled time with staff (e.g. staff meeting, team time, in-service time) to
monitor, communicate, and provide staff development for school improvement efforts
 Support staff in making the instructional changes necessary to support school improvement
efforts
3.10.2 Evaluationof EMIS
It is an internal or external management activity that helps to assess the appropriateness of a

program’s design and implementation methods in achieving both specified and more general
development objectives. It uses to assess a program’s result, both intended and unintended. It
uses to assess factors affect the level and distribution of benefits produced.
According to Villanueva (2003) “an evaluation mechanism should be designed to identify the
strengths and short coming encountered in the development and operation of the EMIS. The
result of the evaluation process are the basis for the strengthening the system.” furthermore, it
should give information that is realistic and useful, enabling the integration of lessons into

management decision making. Evaluation can be done internally and externally. Internally is by
the self -evaluation and externally by professionals from the user community. Internal evaluation
can be involve in the forms of questions like what to evaluate, for whom evaluation is done,
when should evaluate. External evaluation done by others ministries, governments or the donor
community provides with an outsider‟s view of EMIS function in relation to other activities
within and outside the MoE. As International Federation of Red Cross (2002) states that
evaluation is the systematic and objective assessment of an ongoing or completed operation,
program or policy its design, implementation and results. The aim is to determine the relevance
and fulfillment of objectives as well as efficiency, effectiveness, impact (overall goal) and
sustainability. An evaluation should provide information that is credible and useful, enabling the
incorporation of lessons into management decision-making. In summary, system evaluators must
have sufficient indicators that should be collected, monitored, and evaluated and they must do
the job of converting the field data on individual or schools to aggregated and relevant system
indicators. Hence, evaluation of EMIs is an activities that done whether the plan going on right
or not.
The major features of M&E
Variable Monitoring Evaluation
Why Inform decision and remedial action, Assess progress and worth
check progress and update project plans
When On going/during project/program life time Periodic and terminal
Who Internal/implementers Internal/external to the organization
Focus Inputs, activities, outputs and short term Overall goals and outcomes
outcomes
The relationship between M&E.

 M&E does not mean that totally different. Rather, as component of EMIS, both have
certain relationships. These include;
 Both provides opportunities at regular and pre-determined points to validate the

implementation and make adjustments as needed of educational programs
 Both of them are integral parts of program/project management and critical

management tools
 Both of them are complementary and mutually reinforce to each other.
 M&E are integral components of EMIS.
Major reasons for using M&E
 It can be used for three major reasons.
 Steering- making some adjustments because of future uncertainties. The plan

may not be certain about the future.
 Learning: encourages the learning process of people involved in the

implementation of the program/project. How, what to do/not to do.
 Monitoring; provides information to concerned individuals about actual track of

a program/project.
Chapter Four:EMIS in Educational Organizations

4.1 EMIS and Educational Planning
What is edu. Planning?
Educational planning is a process of preparing a set of decisions for future actions directed
towards achieving educational goals by optimal means. It is deciding in advance what is to be
done in the future.
How EMIS linked with edu. Planning activities?/what is the need for EMIS for EP?
To plan, someone has to decide and to decide up on something, there should be supportive and
concrete evidence. i.e. information. Therefore, EMIS supplies an information to planners and
decision makers that is worthwhile for planning activities.
EMIS and the Educational Planning Process
An information provided by EMIS plays an important role in the educational planning process
through;
 Provision of essential evidences and
 Achieving stakeholders consensus and commitment.
In the educational planning process, the information generated by EMIS is particularly important
for School mapping.
Stages in Educational Planning
 Acc. UNESCO(2003), the following six stages are to be considered in educational

planning.
 Stage 1: pre-planning: it involves;
 Clarification of mandate, mission and vision
 National development directed goals and the like.
 Stage 2: situation analysis: it involves;

 Identification and analysis of SWOT
 Stage 3: Plan formulation: it deals with;
 Formulating goals, objectives and targets.
 Setting strategies techniques
 Stage 4: Plan Elaboration: it involves
 Developing packages of actions. Eg projects
 Stage 5: Plan Implementation: this stage mainly deals with;
 Information dissemination
 Delegation of authority
 Programming, linkages and coordination
 Functional work
 stage 6: monitoring, evaluation, revision and re-plan:
 Compare targets with accomplishments
 Outline success indicators
 Restarting objectives and modifying strategies
 Reformulating policies and developing programs and projects
4.3 Development of EMIS in Ethiopia and Its Current Status and challenges
Many developing countries continue to face a challenge of developing effective Education

Management Information Systems (EMIS) that are able to produce timely, reliable and accurate
data/information for decision support in national education planning process. Education
Management Information System is a system of organizing information base in a systematic way
for the management of educational development. It is a process of data collection, processing,

analyzing, publication, distribution, rendering information for several users of educational

information.
Wako (2003) stated that, the EMIS is an information Centre in a Ministry of education and
responsible for the use of information for policy planning, planning and implementation,
decision making, monitoring and evaluation of the education of the education system. In
September1994, in its “Education Sector Strategy” the Transitional Government of Ethiopia
announced a dramatic break from the legacy of centralized education. So, since 1994 Ethiopia
has embarked on decentralization process. Decentralization has opened the way for regional and
local governments, and through them, local communities to take greater responsibility for
managing their own affairs, including the delivery of social services (Transitional Ethiopia
Government, 1992). At the same time the decentralization system in Ethiopia has created
favorable condition for EMIS process at all levels of education system. One of the major
justification for decentralization of data use is to narrow the diversity within the groups for
whom educational decisions and plans must be made. In the region, a department was created
that is responsible for EMIS; that is, the planning and education management information system
division.
At federal level, EMIS is working as one of the functions of Education Sector Development
Program (ESDP) planning and policy analysis department. Hence, the EMIS center of the MoE
has responsibility for planning, policy development, preparing annual statistics, and collecting
demand from users of educational statistics (MoE, 1999). In Ethiopia, as MengitsuAmare (2010)
stated, the Ethiopian Government has long reorganization that realization of basic education is
both a necessity and a fundamental human right. Credible effort has been made to improve the
quality, equity, and efficiency of the system at all levels. The strength of any educational system
and its quality, though, largely depends on the quality of education statistics. Quality education
statistics is the most important resource in the education system.
Similarly MoE, (2005) mentioned that, the Education Sector Development Program (ESDP) in
Ethiopia was to improve education quality, equity, efficiency, relevance, and expand access to
education by giving great attention to achieve Universal Primary Education (UPE) by 2015. In
this regard, the success of government‟s effort to implement the Ethiopia Training Policy,
comprehensive information is needed day-to-day management utilization of resources,

implementation of planned activities, according to schedule and making of planned out puts. In
addition adequate, relevant, accurate, timely and useful data /information are the most important
management tools of EMIS to monitoring, review, and evaluation of program. MoE (2002)
stated that it is difficult to realize fully Millennium Development Goals (MDG‟s) and Education
for All (EFA) goals without timely flow of accurate, relevant, adequate and useful information.
Besides, it is used in providing appropriate and exact financial flow on the program result in the
delay to take corrective action and speed up the implementation process of education system.
The Ministry of Education (MoE) collects, processes and integrates education data obtained from
Regional Education Bureaus (REBs), administrative cities, Colleges of Teacher Education(CTE),
Government and Non- Government Higher Education Institutions (HEIs), and Technical and
Vocational Education and Training (TVETs) Agencies. The MoE then analyses these data on
learners, educators and institutions and reports on the outcome of the analysis.
The sources of the data used for the report arethe following:
 General education data including the Alternative Basic Education (ABE), Kindergarten
and CTEcollected from REBs.
 HEIs data collected from respective governmental and nongovernmental HEIs.
 TVET data collected from TVET bureaus, agencies, and commissions.
 National Examination results for grade 10 and 12 and Grade 10 and 12 assessments of
learningachievements result from National Examination Agency.
 Population data - based on estimates provided by the Central Statistics Agency (CSA)
 Education Budget and Expenditure data from the Ministry of Finance and Economic
Development(MoFED).
4.6 Decentralization Of Educational Management Information In Ethiopia

Educational planning and management remains in many countries the responsibility of the central bodies
in the Ministry of Education. Little real planning, evaluation and control activities actually take place at
the local and intermediate levels.
While insufficient delegation of decision-making power from the center to the regions may be the main
cause, the fact that most of the education offices at lower levels are poorly equipped with the necessary
expertise and resources to handle the job is also to a large extent accountable for the situation. Above all,

the main obstacle seems to be the inability of these offices to directly make use of and benefit from the
information that they are often required to collect, in micro-level educational planning and management.
In the current emphasis on the need to decentralize educational planning and management, the foremost
prerequisite will be to improve the capacities for information handling and use at various sub-national
levels. This can be achieved through strengthening the decentralized informational infrastructure and
coordination, upgrading of competencies of local personnel in EMIS operations, and organizing
continuous support to them. The development and provision of ample documentation, software tools,
training materials and technical back stooping
are essential.
Basic decentralized structure

A fully developed national educational management information system network is composed of
EMIS centers at various education offices and schools within the country. Each center functions
independently in the collection,processing, storage, analysis and dissemination of information
related to educational activities within the area under its responsibility, and in the use of the
information for local area educational planning and management. At the sametime, it carries out
its usual function in assembling data from the lower hierarchy and transmit them to the higher
hierarchy.
It can be readily seen on the right that the building at all levels of the complete information
management capacity - for the entire range of operations: collection, processing, analysis,
dissemination and use of information - is a basicrequirement in EMIS. The organization of EMIS
is very much linked to the distribution of planning and management responsibilities among the
different administrative levels, between governmental and non-governmental agencies, and
between the Ministry of Education and other related ministries and departments. In terms of
functions such as policy orientations, planning, organization, implementation, monitoring,
evaluation, financing and mobilization of resources, a well-developed EMIS may contribute to a
more efficient and effective distribution, and certainly better co-ordination.
The education system is a massive organization with many levels of decision making and
multiple action centers dispersed all over the country. Bottlenecks and distortions in information
flow may result in wrong decision-making on the one hand and insufficient acceptance and
implementation at lower levels.With the present retard in the education systems to response to

the growing needs for disseminating the fast-accumulating and diversifying knowledge,which
may be attributed in part to the delay in reaction of educational planning and management
systems to changes, EMIS with its integrated approach todeveloping comprehensive information
collection, processing and storageoperations as well as rapid relevant information dissemination
capabilities, willbe crucial in the renewal and extension of education in the future.
4.7 The role of Principal’s in EMIS
Dear students, Principals go through continuous decision making episodes every day. As a
matter of fact decision making is one of the core duties of a principal or a supervisor.
Instructional leaders cannot afford to make un-informed decisions while running schools. The
decisions they make need to reflect the reality at ground and it should be in line with the
realization of their school visions. Hence, principals must lead their school through the goal-
setting process in which student achievement data is analyzed, improvement areas are identified
and actions for change are initiated.
The above process involves working collaboratively with staff and school community to identify
discrepancies between current and desired outcomes, to set and prioritize goals to help close the
gap, to develop improvement and monitoring strategies aimed at accomplishing the goals, and to
communicate goals and change efforts to the entire school community. Principals must also
ensure that staff development needs are identified in alignment with school improvement
priorities and that these needs are addressed with appropriate professional learning opportunities.
In all this process, the critical issue is DATA. Now a days, making decisions without proper data,
through assumptions, is not a possibility for any school leader or manager. Principals need to
make their decisions based on real time data. For example, many schools or weredas can be
faced with tight budgets and limited resources, having to make tough decisions about cutting
programs. With a data-driven decision making system in place, administrators can quickly and
easily analyze the correlation between student participation in these programs and other
indicators such as student attendance, discipline incidents and student achievement, giving them
a clear picture about the effectiveness of each program. When forced to make cuts, ineffective
programs can be eliminated based on real-time facts and figures, rather than emotions or
assumptions. Hence all important decisions need to be data-driven.

But what do we mean by data and data-driven decisions?
Data is a collection of facts such as values or measurements. It can be numbers, words,

measurements, observations or even just descriptions of things. The Businessdictionary.com
defines data as information in raw or unorganized form (such as alphabets, numbers, or
symbols). There is one word that comes to mind when we talk of data - information. Information
is data that has been put into meaningful and useful context. Hence data is a raw material to a
finished product - which is information (MOE, EMIS Module).
Data-driven decision means:
 Collecting appropriate data
 Analyzing that data in a meaningful fashion
 Getting the data into the hands of the people who need it
 Using the data to increase school efficiencies and improve student achievement
 Communicating data-driven decisions to key stakeholders
Principals should strongly believe in the values of systematically collected and processed data.
Principals must believe in, value, and be committed to:
 Student learning as the fundamental purpose of schooling
 The proposition that all students can achieve high standards of learning
 Collaborative problem solving with staff and stakeholders
 Ongoing collection and analysis of data
 Data-driven decision making
 Lifelong learning for self and others
In addition to believing in its value, principals should work to enable themselves and their staff
with the requisite skills of data collection and analysis so as to be able to effectively perform the

indicators in the performance areas. In order to demonstrate effective leadership in improving

student achievement, principals must have knowledge and understanding of:
 The relationship of assessment to improving student outcomes and strengthening instruction
 Information sources, data collection, and data analysis strategies
 The school improvement planning process
 national content standards, core learning goals, and learner outcomes
 Evaluation and assessment strategies
 Strategies for classroom teachers to monitor student understanding and progress
Students, a well collected and processed data will help you set your priorities in an informed
manner. Often times schools are seen to have an expansive list of priorities that change
frequently, are monitored infrequently, and leave the teacher without a clear sense of what is
important for them to emphasize in their classrooms. Effective principals understand the
importance of focus and help ensure that all parts of the school community are aware of and in
alignment with the school’s improvement efforts to improve student learning.
The allocation of time is one of the truest tests of what is really important in any organization.
The time devoted to an issue on both the annual calendar and within the daily schedule of an
organization tells its people what is really valued. All resources need to be managed in alignment
with student achievement goals. Successful principals keep the focus on school improvement
efforts and align time, money, and staff development opportunities with the improvement goals.
Understanding what your data tells you about where your school is performing relative to school
and state goals is a first step in data analysis. Seeking to understand why your data looks like it
does is the second component. As principal you should have the basic skill to do this. But this is
not something you should do alone. You will need to solicit the input of the major constituents
(teachers, administrators, parents, and students) to ensure that all perceptions and attitudes are
represented in this process. Hence you need to model for and train staff to regularly collect,
analyze and use data to inform instruction.

A major error on the part of many principals is they tend to delegate the data management job to
their vice principals and/or department heads. Consequently teachers and other stakeholders
getthe message that data management and data driven instruction is not a priority. Principals
should not only make a closer look but also lead the data management process. They should
personally oversee the process to make sure that correct data from multiple sources of data are
used to assess student performance.
4.8 Factors support the success of EMIS
EMIS will involve several things that are important to success such as set of timing, define the
level possible exactness, standard for information, result of daily activities as a report, clear
format so that people get to be used and how information is presented, ensure that the donors of
the information quickly see the result of their work, and measure the cost of production
information (Mosses, 2001). As Hua and Herstein (2003) stated the three key measures of EMIS
success are time and relevance of data and information; data sharing and data integration among
users; effective use of data and information for education policy decision and dimension of
quality of data and information.
1. Timely and reliable production of data and information
As O‟ Brien (2003) suggested that, both time lines and reliability can affect the level of
information user confidence and trust in the data delay, in the data production and trust /or
production of unreliable data can easily lead to lack of data use and management frustration,
monitoring and evaluation, policy analysis, and policy making. When data and information users
lose reliance in EMIS‟s ability or credibility, they often discourage support for maintaining,
strengthening, and updating the EMIS‟s system. Redman (2001) has suggested that for data to be
using them accurate, timely, complete consistent with others sources, relevant, comprehensive,
provide a proper level of detail, be easy to read and easy to interpret. In similar manner,
Loshin(2009) has clearly listed completeness, timeliness, reliable, accuracy, duplication and
integrity are supporting for the success of EMIS are help for the successful practice of EMIS

According to Hua and Herstein (2003) the reliable production of data suggested that EMIS data,
once produced, must reliable report a “Current reality or trend of change” of educational
development of the country, district or school. It means that policy makers, planners,
budgetmakers, field educational officers, principals, teachers, parents and students can trust the
data and sources. To win such a trust, data collection must be treated as a scientific process of
fact findings. To sum up, information to be useful to support educational reform efforts and
guide decision making at all level educational systems should be relevant, timely, complete and
accurate. EMIS permits moving from collecting and analyzing the available data on input,
process, out puts and out comes to collect and analyze more complex data with accuracy, clarity
and time lines.
2. Data integration and data sharing among users
Data integration is a means of data, from multiple sources (payroll, achievement, and schools
census), multiple years, and multiple levels (students, teachers, or school level) can be
connected, integrated, or combination. Integration of information has provides flexible
system ,create easy and quickly reporting, providing reliable information system, locally
produced information will be available, and good opportunity for research activity and
intellectual exercises will be created. The key to data integration is the process of standardizing
data structures, types, formats, and coding and institutional agreements to share and main data
for policy-making purposes, together with monitoring needs of the education. Managing data in
high degree of integration helps to manage data in effective and consistent ways and also makes
ready for policy analysis, planning, budgeting, and monitoring (Cassidy, 2005). Generally, the
development of EMIS will depend largely on the successful integration of multiple kinds of data,
from multiple sources within and external to the education system, and from multiple levels in
the education system. Integration will only be possible if there is compatibility across multiple
sub systems.
3. Dimension of quality data/information in education According to Chapman (2005) one

definition of data quality is largely accepted, that of “fitness for use” or “potential to use”. Data
quality depends among other things on the motivation and determination of both the producers
and users. In this case, data are of high quality if there are fit for their intended uses in
operational decision making and planning. Hence, data quality is related to use and cannot be

assessed independently of the user. Understanding the key data quality dimension is the first step
to data quality improvement, techniques using data quality tools to get improved both the
information and the processes that create and control that information. Source of information
used in organization range formal to informal, internal to external in varying degrees depending
up on individual needs and preferences. However, all types of information sought by managers
can be viewed a long three dimension: content, form and timing. Content is the type of
information conveyed and what it tells us. Manager needs to be aware of the type of information
presented to them so that they can assess its value in the correct context. Content includes
accuracy, relevance and completeness scope performance. Form represents the clarity, detail,
order, media, qualitative or quantitative, formal or informal and structured and unstructured.
Timing indicates the information produced at different time of intervals, some regular basis, and
some as the necessity arise. Managers should understand the time period is covered by piece of
information. It is important that managers the nature of information they receive. By considering
its nature, it is possible to balance its importance and relevance to specific situation. Without
such an understanding a manager might give underweight to in accurate or irrelevant information
(O‟ Brien, 2003)
Redman (2001) has suggested that for data to be fit for use they must be accessible, accurate,
timely, completing, consistent with other sources, relevant, comprehensive, provide proper level
of detail, be easy to read and easy to interpret. In similar manner Loshin (2009) has clearly listed
completeness, time lines, consistency, accuracy, duplication and integrity. To be useful,
information must have essential attributes both as individual items and as set ofinformation.
People want information of high quality that is information products whose characteristics
attributes or qualities make the information more valuable for them. In addition, Wilson (1996)
and Oz (2002) also strengthen the above idea by stated that, data /information quality attributes
are relevance, completeness, accuracy, clarity, and timeliness. Information must be available
when needed. Or else it may be greatly less useful or useless. This means that time must be
allowed together and process the necessary information and data (O‟Brien, 2003). As Currt et al.
(2006) mentioned, accuracy help to measure error rate and keeps error to minimum level.
Accuracy takes two forms: bias and error. May well be a function of the way original data was
generated, gathered, processed, or presented. Random error in accuracy arises from inherent
variability. But the more accurate the information the more it contributes to decision-making. In

the same way, according to Davis and Oslen (1998) poor data quality have a several impact on
the overall effectiveness of organization. They have warned that since information is a
significant resource, low quality information has undesirable effect on the overall organization
performance. The quality of the product depends on the process by which the product is designed
and produced. Similarly, the quality the data depends on the design and production process
involved in generating data. According to Chapman and Mahlck (1993) they are four primary
treats of data quality: ( i) errors and omissions in reporting data (ii) error in transferring and
summarizing data;( iii) error in the treatment of missing data; and (iv) lack of consensus about
data definitions. Therefore, organization should give more attention to the problems that hinder
the quality of data/information and principles of data management process, therefore error
avoidance and improvement. Moreover, give capacity building that enable individuals and
organization to perform appropriate and sustainable as required by the system they happen to be
working in. The critical core functions of EMIS is define the objectives, design methods,
managing efficiently and understanding challenges of the development needs.
To sum up, capacity buildings that enable individuals and organizations to perform appropriate
and sustainable functions as to perform required by the system(s) they happen to be working in.
Ability to perform core functions of EMIS, design methods, define objectives, managing
efficiently and understanding challenges of development needs are the crucial and vital.
4.9 Problems of EMIS Practices
According to the foundation of Kamar (2006) in his book, the factors hampering effective
practices of EMIS are: unqualified man power in terms of information management, poor data
quality, information illiteracy, poor ICT infrastructure, lack of national information policy and
poor remuneration for EMIS workers. In addition, Cassidy (2005) has classified the problems of
EMIS practices into a range of organization, human resource and technical questions and issues.
According to Hare (2007), the problems that hinder the practices of EMIS are the lack of user
ownership, in adequate or no training and support, lack of resources, requirements that change
often, poorly developed unhelpful management attitude, implemented system and bureaucracy.
Even though, many problems are addressed by different authors, the most problems listed by
many authors are discussed below. Hua and Herstein (2003), state that reliable production of data
suggests that EMIS data, once produced, must reliably report a “current report or status “or

“trend of change” of educational development of the country, district, or school. It means that
policy maker, planners, budget makers, field educational officers, principals, teachers, parents,
and students can trust the data and data sources.
The above two authors further suggest that there are key symptoms and sources of a lack of
culture of information use. In other words, a rational model informs us that the
healthydevelopment of an information based decision-making culture can be nurtured by
increasing the decision-makers demand for data and information. This kind of demand can be
demonstrated in the institutional capacity of planning and budgeting unit, and the policy research
and analysis unit. However, these units are often weak or inefficient, demonstrating lack of
information demand lack of a value placed on information in the decision-making process (Hua
and Herstein, 2003). Generally, the factors hampering effective practices of EMIS are
unqualified man power in terms of information management, poor data quality, information
illiteracy, poor ICT infrastructure, lack of national information policy, lack of awareness of
EMIS, poor remuneration of EMIS workers and low budget allocation to improve data quality
and computerize many administrative and management functions.
1. Unqualified and untrained man power
The input MIS knowledge is not the technology itself but instead knowing how to use
technology in creating information systems that satisfy business needs and goals. Therefore,
considerable knowledge and skills are required to build, maintain and use an EMIS. Lack of
human resource capacity is the major limits for the development of EMIS (Kroenke, 1994).
Cassidy (2005) has give more elaboration by stating that, there are a number of categories of
knowledge and skills are often referenced as lacking: skills and knowledge to use data effectively
for decision making, policy analysis, planning, so that building human resources capacity has
long been known to a critical in the success of EMIS development. To go with the fast changing
technology and professional nature of EMIS facility, all the EMIS staff has to work in an
environment of continuous learning/training and implement the knowledge gained through time.
As Tegegn (2003) briefly summarized, the general content of EMIS training as follows: survey
administration, system development and programming, policy related data analysis, and
presentation, compiling reports, publication, and dissemination, networking andcommunication,

maintenance of hard ware and soft ware, documentation, EMIS management and innovative
leadership, planning and programming, and monitoring and evaluation. To summarize, EMIS
personnel have to get training in order to perform their duties efficiently and effectively and to
cope themselves with changing situations and the new technology.
2. Poor ICT infrastructure
Pelgrum and Law (2003) have stated ICT refers to hard ware, soft ware, and net work-
connectivity. ICT is support the process of learning through ICT and also learning of ICT.
Therefore, the accessibility and quality of these infrastructures affect information management.
The current fast growth of ICT, most especially of the internet, around the world has given raise,
once again, have great opportunity for the improvement of education data and information
through technology. Hence, ICT is the base of EMIS for planning EMIS and most EMIS
initiatives include plans to use the ICT is unquestionably critical issues. ICT- based EMIS is now
almost the norm in planning for the EMIS and most EMIS initiatives include plans to use the
ICT is undeniably significance. Indeed the utility of ICT for the improving data collection and
more importantly data and information dissemination has already been demonstrated. However,
the technology will not for a lack of adequate user skills and knowledge or ineffective
organizational processes.
3. Lack of awareness
As Tegegn (2005) suggested, the problems of lack of awareness on the using of information still
has never covered. He state by saying Governments, International agencies, and Worldwide they
are big investing to building information system channels among the government ministries and
departments, and also substantive work has been done, there is a long way to go when it comes
to the level of awareness on the use of education statistics in decision making in sub-Saharan
Africa. Hence, having users‟ enough awareness about information hindered education system in
general.
4. Lack of budget allocation
To facilitate and build an effective and efficient EMIS system and capacity, create strong
demand for using EMIS data and information, organizational capacity must be strengthened.

Specially give more attention on capacity of budgeting. To justify this Cassidy (2005) had said
that a lot of money, time and other resources have been invested in effort to improve data
quality, to computerize many administrative and management functions, to build EMIS and to
encourage more data-driven decision-making. Regarding educational policy formulation, action
planning and budgeting, Chang (2006) suggest that because there are too many actors, variables
and the interrelations between these, it is necessary to have not only a reliable information
system but also an objective forecasting tool to facilitate policy consultation regarding financial
constraints and their consequences on educational options. To enable and build an effective
EMIS system and capacity, and to create a strong demand for using EMIS data and information,
organizational capacity of budgeting, planning, monitoring, evaluation and policy research and
analysis, and policy formulation(Hua and Herstein, 2003) The willingness to allocate necessary
budget for developing EMIS within the MoE is one of the indicators of the level of commitment.
Not at all the smaller amount, if there is insufficient financial investment to EMIS, it affects the
supply of quality, reliable and timely information for decision making. Generally, to build
effective EMIS system and capacity, and to create strong demand for using EMIS data and
information, organizational capacity must be strengthened in terms of budgeting (Tegegn, 2003)
In summary, the increasing demand for better and information is a very promising development
for EMIS. The need for data and information is indispensable to support decision making, policy
analysis and formulation, planning, monitoring and management at all levels of an education
system. However, the use of EMIS to produce policy briefs, and use of EMIS data to support
policy decisions remains limited due to different problems. Some ofthe problems that affect the
practice of EMIS are unqualified and untrained man power, poor ICT infrastructure, lack of
awareness and lack of budget allocation. In addition, lack of national information policy is
another factor that affects the practice of EMIS. As the information environment becomes more
complex, the development of clear polices and clear operations guide lines and mechanisms
governing the collection, management, access, dissemination and use of education data and
information that are consistent with existing legal and regulatory status become critically
important in such an environment.
Summary

 The value of information is directly linked to how it helps decision makers achieve the
organizations goals.
 Knowing the potential impact of information systems and having the ability to put this knowledge
to work can result in a successful personnel career , an organization that reaches its goals, and a
society with a higher quality of life.
 System users, managers and information systems professionals must work together to build a
successful information systems.
Measuring Information System Success
Early attempts to define information system success were ill-defined due to the complex, interdependent,
and multi-dimensional nature of IS success. To address this problem, DeLone and McLean (1992)
performed a review of the research published during the period 1981–1987, and created taxonomy of IS
success based upon review. In their 1992 paper, they identified six variables or components of measuring
information system success: system quality, information quality, use, user satisfaction, individual impact,
and organizational impact. However, these six variables are not independent success measures, but are
interdependent variables. This updated IS success model accepted the Pitt, Watson and Kavan (1995)
recommendation to include service quality as a construct. Another update to the model addressed the
criticism that an information system can affect levels other than individual and organizational levels. A
final enhancement made to the update D and M model was a further clarification of the use construct as
follows: The authors explained the construct as follows: „Use must proceed „„user satisfaction‟‟ in a
process sense, but positive experience with „„use‟‟ will lead to greater „„user satisfaction‟‟ in a causal
sense‟ (DeLone and McLean, 2003). They went on to state that increased user satisfaction will lead to a
higher intention to use, which will subsequently affect use.
The D and M model has also been found to be a useful framework for organizing IS success
measurements. The model has been widely used by IS researchers for understanding and measuring the
dimensions of IS success. Furthermore, each of the variables describing success of an information system
was consistent with one or more of the six major success dimensions of the updated model. Generally,
there are six variables that used to measure success of information. These are system quality, information
quality, use, user satisfaction, individual impact, and organizational impact. The D and M model has been
widely used by information system researcher to understand and measure the dimension of information
system success.

The Application of EMIS in Education Indicators
A good educational coverage is the interaction between family demand and educational supply
presented by the network of existing schools. Faced with such supply as side, what proportions of
children take effective advantage of schooling or benefit from it?
To know the proportion of children benefiting from the present supply, you need to look at:
 Students admitted to a given level - e.g. primary education (this is, rate of
admission or intake rate);
 Students enrolled by level (enrolment rates)
 Students finishing one level and going to the next level (transition rate).
A. ADMISSION RATE
Right from the first entry level, pupils' ages do not correspond to the official admission age,
since both early and late entry occur.
For this reason three types of admission rate are distinguished:
i. Apparent Admission Rate (Gross Admission Rate)
ii. Age Specific Admission Rate
iii. Cohort Admission Rate
i. Apparent Admission Rate
This rate is the simplest to calculate but it has the drawback of not being exact and for that
reason is called "apparent". This rate is obtained by dividing the total of all children entering a
level, whatever their ages may be, by the official entry-age year group, the result being expressed
as a percentage.
Apparent Admission Rate = New Entries(G -1 all ages )X 100
Official entry year age (7 years) group
Of course, the new-entry group is not to be confused with l styear enrolment since in this repeaters
are included, whom you will have to deduct. To the degree to which there are early or late
entrants the apparent rate will tend to over-estimate the real entry rate and in some cases it can
exceed 100%.
ii. Age Specific Admission Rate (ASAR)

The age-specific admission rate gives a more exact idea of entry. Here in fact distinctions are
made among entries according to the children's ages and instead of having a single admission
rate (as is the case with the apparent admission rate) one has a series of admission rates
corresponding to different ages - i.e. admission rates for 5-year olds, 6-year olds, 7-year olds, etc.
The admission rate for children with officially aged, for example, is calculated as follows:
ASAR (5 year old admission rate) =new 5 year old entries x 100
5 year old groups
Age-specific admission rates greatly improve information on admission in that they clarify entry
behavior at different ages. In particular they indicate the relative extent of early and late entry.
These rates, however, do not enable us to give a complete answer to the question of what is the
real proportion of children born in a given year who ultimately enter school, if one counts all
those who enter before, after or at the official age. The exact answer to this question is given by
what is called the cohort admission rate.
iii. Cohort admission rate
In demography the term "cohort" is given to a group of children born in the same year. To
calculate the cohort admission rate you can choose a given cohort - e.g. that born 10 years ago -
follow it for several consecutive years and account for the members of this cohort who
successively sooner or later enter school. Experiments have been conducted in some countries in
cohort identification, but they are far from being general practice. In most countries the data
needed are not available, even at the national level, to calculate cohort rates on the basis of an
actual cohort.
It is however possible, if one has for several years the age specific admission rates defined
above, to reconstruct a cohort admission rate. Let us suppose, for example, that you wish to
calculate the cohort admission rate for children born in the year t, the data you require are of the
type shown in the table below:
Age-specific admission rates by year of entry
Age Entry Year
(t+5) 1985 (t+6) 1986 (t+7) 1987 (t+8) 1988 (t+9) 1989
5 4.6 4.5 3.9 4.5 4.5
6 26.9 26.7 29.1 28.8 28.5
7 46.9 48.6 47.4 48.2 46.7

8 13.4 14.6 13.5 13.5 13.6

9 3.0 3.1 2.8 2.5 2.6
The above table shows the situation in which children 10 years old or upwards are not admitted,
or in which the number of such entrants is negligible. The table shows the admission rate of
children age 5 in the year t + 5, of those aged 6 in the year, t + 6 etc.
The Cohort admission rate thus equals:
4.6 + 26.7 + 47.4 + 13.5 + 2.6 = 94.7
It can therefore be said that for the region/locality under study admission is almost universal
since almost 95% of the cohort enter school sooner or later. The purpose of all three admission
rates is to know the intake capacity of the primary school system of the region/locality under
study.
B. ENROLMENT RATE
The enrolment rate is the measurement most often used to estimate the quantitative level of
development of an educational system. It is especially useful because it enables a direct and
quick idea to be got of the enrolment in the different zones and regions, and makes comparisons
easy. As with the entry rate, and for the same reason - i.e. the differences observable between
pupils' actual ages and the official ages fixed for each educational level - three types of
enrolment rate are distinguished, viz.:
i. Gross Enrolment Rate (GER)
ii. Net Enrolment Rate (NER)
iii. Age-Specific-Enrolment Rate (ASER)
i. Gross enrolment rate (GER):
This rate is calculated by dividing total enrolment in a given educational level (whatever may be
the pupils' ages) by the age group corresponding to the official age for the level, and converting
the result to a percentage. The gross enrolment rate is therefore expressed thus:
Gross enrolment rate = Total Enrolled Sts in Specific Level of Education(primary) x 100
Total Official Age group population (7-14 age group)
ii. Net enrolment rate:

Whereas above we have taken total enrolment, irrespective of age, to get the net enrolment rate
we must take only pupils of the official age for the level of education concerned. The net
enrolment rate is calculated on the basis of the following formula:
NER = Enrolled Sts within official age for particular level of Education(7-14 age) X 100
Total Official Age Group Population(7-14 age)
The net enrolment rate is a homogeneous measure in the sense that it shows the proportion of
children in Official age who are actually in school. However, it excludes pupils who have not yet
reached the official entry age and, especially, those pupils who are above the official age,
whether because they entered late or because they repeated once or more times during their
schooling. In many countries these two occurrences - late entry and repetition - are very
widespread and make it difficult to interpret both gross and net enrolment rates: the gross
enrolment rate tends to over-estimate the size of the enrolment (especially if repetition is high)
and the net rate to under estimate it.
iii. Age-specific enrolment rate:
To avoid the drawbacks just mentioned, instead of calculating the enrolment rate for a complete
age-group one may also do it specifically for each annual age-group. The age-specific enrolment
rate for specific year olds is obtained by making the following calculation:
Age-specific enrolment rate=Enrolled students of specific age in the level of educationX 100
Total specific Age group population
This rate is easier to interpret in that it gives for each annual age-group (including those above
and below the official age limits) the exact proportion of children who are in school.
Nevertheless it presents two difficulties:
i) There is no longer a single rate which can be easily compared with those in other areas
ii) At the older ages one finds some children are still in the primary schools while others are
in secondary education.
Hence it should be clearly stated whether an age-specific enrolment rate is for primary education,
for secondary, or for both together.
Example for Enrolment rates:
In a certain country primary education lasts 6 years and the official age for them is from 7 to 12.
In a particular region of this country the following data are available:
Age Total Age Population Enrolment in Primary Education

5 722 39
6 594 182
7 760 538
8 642 562
9 721 601
10 624 567
11 489 382
12 640 508
13 546 342
14 425 178
15 406 78
16 468 64
Total 7037 4041
Then, calculate the:

a) Gross enrolment rate;
b) Net enrolment rate;
c) Age-specific enrolment rates
Answer
A) Gross Enrolment Rate
GRE = Total Enrolled Students in Specific Level of Education x 100

Total Official Age group population
= 39+182+538+562+601+567+382+508+342+178+78+64 x 100
760 + 642 + 721 + 624 + 489 + 640
= 4041x 100
3876
= 104.25696594
= 104 %
B) Net Enrolment Rate
NER = Enrolled students within official age for particular level of Education x100
Total Official Age Group Population
= 538+562+601+567+382+508 X 100
760+642+721+624+489+640
= 3158 X 100

3876
= 81.47574819
=81.5 %
C) Age-Specific Enrolment Rates.
Age specific enrolment rate for each age is calculated as follows:
ASER = Enrolled students of specific age in the level of education x 100
Total specific Age group population
For instance for 5 year age of Age Specific Enrolment Rate:
= 39 x 100
722
= 5.40166205
= 5.4 %
C. TRANISITION RATE
So far, in calculating admission rates we have dealt with entrants (into primary education for
example) and then, in calculating enrolment rates, with pupils in a given level of education.
However, one may also deal with those who, having reached the end of one level, succeed in
passing into a higher one, and this is what one tries to do by calculating transition rates. The
transition rates from primary to secondary education shows the percentage of pupils in the final
class of primary education who are admitted to continue their studies in secondary education
during the following year.
This rate is 'calculated as follows:
TR=
New Entrants ¿ secondary education∈Year t+ 1 ¿ X 100
Enrolment∈ final Year of primary education∈Year t
Example on Transition rates
Using the data below, calculate the transition rate from primary to secondary education:
Year t Year t+1
Total enrolment in final year of primary 492 524
Repeaters in final year of primary 89 95
Total enrolment in 1st year of secondary 274 318
Repeaters in 1st year of secondary 58 65

By definition the transition rate to secondary education is the percentage of pupils in the final
year of primary education in a year t who enter secondary education the following year - i.e. the
year t+1. Total enrolment in the final year of primary in the year t is 492. The number of new
entrants in the 1st year of secondary in the year t+1 equals total enrolment minus repeaters.
Hence the number of new entrants is: 318 - 65 = 253
Therefore, the transition rate is :
= 253X 100 = 51.47
492
The Use of EMIS to Analyze Internal Efficiency of the Education
Activity 3.4
1. What is internal efficiency in education? How can we measure it?
The internal efficiency of the educational system is defined as its ability to educate the greatest
number of pupils who have entered the system in a year t, in the shortest time and with the least
use of financial and human resources, the flow of such pupils needs to be followed throughout
the system for the duration of each level of study.
Apart from purely financial aspects, the means generally used to follow this flow and to measure
the system's internal efficiency are the:
a) Promotion, repetition and drop-out rates ;
b) Chart showing the theoretic pupil-flow ;
c) Retention rates.
A. Promotion, Repetition and Dropout Rates
These rates give us information on how students pass through the school system. The breakdown
of enrolment of students in grade N-l, in year t-1, into drop-outs in year t-1, repeaters in year t
and promotes in year t is indicative of the internal efficiency of the school system.
Students (Year t-1) Dropouts (Year t-1)
11111)
Promotes (Year t)
Repeaters (Year t)

I. Promotion Rate(PR)
The main task is to obtain the number of promotees who are promoted to the next higher
grade.Once the number of promotees is worked out, the next step is to compute the promotion
rate in different grades. The promotion rate in a particular grade can be computed. This is the
percentage ratio between the number of pupils who enter grade N, in the year t, and the number
of pupils in grade N-l in the year t-1.
PR =Number of students promoted to grade `g+1' in year `t+1' x 100
Total number of students in grade `g' in year `t'
In notations, it is expressed by the following equation:
P t+1
g+1
Promotion Rate (p) = ------------- x 100

t
E
g
II. Repetition rate

Once the promotion rate is computed, the next indicator that is required to be computed is the
grade-to-grade repetition rate. Repetition rate is simply the division of number of repeaters in a
grade to the enrolment in the previous year but in the same grade.
The repetition rate is the percentage ratio, for a grade G, between the number of repeaters for the
year t+1 and the enrolment in the year t.
In notations, it is presented as follows:
= Number of Repeaters in Grade `g' in Year `t+1' = x 100
t
E
g
III. Drop-out rate
One of the important indicators of educational development is the dropout rate, which like other
rates should also be computed grade-wise. Before the dropout rate is computed, the first
requirement is to obtain the number of drop outs between the grades. In the last two steps, we

calculated the number of promotees and repeaters in different grades. In fact, the balance of the
enrolment in a particular grade is termed as the drop-outs. Or in other words, of those who are
not promoted or have repeated is known as the drop-outs.
The drop-out rate is the percentage ratio, for a class G, between the number of pupils who drop
out in year t and the enrolment in year t-1.
t
D
g
Drop-out Rate (d) = ______ x 100
t
E
g
The drop-out are pupils who leave school during the school year and those who leave between
two school years, whether or not they have been judged fit to go on to a higher grade. Data on
drop-outs are rarely reliable. Pupils considered by a school to have dropped out may very well be
enrolled in another school elsewhere. Data on repeaters are usually more reliable. The number of
drop-outs is therefore estimated by subtraction.
B. Theoretical pupil-flow and cohort re-construction
On the basis of promotion, repetition and drop-out rates a chart can be constructed to show pupil-
flow for, e.g., 1,000 pupils entering the same year a given level of education. For this a few
assumptions may be made to simplify matters:
a) Promotion and repetition rates are assumed constant throughout the period
b) All pupils are considered to have the same likelihood of promotion or repetition, whether
they have never repeated or have repeated once or more
c) The possible number of times a class is repeated is limited to 2 or 3
d) There are no other entrants to the system apart from the original 1,000.
This process is called the reconstruction of a theoretical cohort
The following table illustrates such a theoretical cohort, consisting of 1,000 pupils, which
entered primary school in 1985 in the one of the regions in our country. In this example we have
assumed that:
a) Pupils may not repeat the same grade more than 3 times;
b) The 1978/86 promotion and repetition rates apply throughout the period.


Of the initial group of 1,000 pupils, 294 will have successfully finished the primary cycle, 48 without
repeating, 86 repeating once, 89 repeating twice and 71 repeating three times.
From the promotion and repetition rates you will be able to reconstruct the flow of a theoretical
cohort for each zone. You will thus reveal the disparities between zones in the primary school career
of their pupils. The secondary level may also be included. Of course, as we have stressed during the
study of cohort admission rates, it would be preferable to have actual rates. These, unfortunately, are
not available or would require too costly studies to obtain.
C. Retention Rate
The retention rate shows the proportion pupils who entered at the same time in grade I who reach
grades II. Ш, IV, etc.
Apparent retention rates may be calculated thus:
Apparent retention rate from grade I to VI = Et VI
Et-5
I
This indicator is sufficient if there is a system of automatic promotion. However, if there is a lot
of repetition it is unlikely that the pupils in grade VI in year t will be the same as those who
entered five years earlier in grade I. In that case the data for hypothetical cohorts calculated
earlier will have to be used.
Retention rate: RRK =∑ptk x 100
Eti
When, RR = Retention rate
K = Grade (1, 2, 3 ...)
T= I ... n years
P = Number promoted
E = Enrolment in grade I, year 1
In the example of the previous cohort:
RR for Grade II=402+140+48+17= 607 = 60.7

1000 1000
RR for Grade III= 246+147+65+27=485=48.5%
1000 1000
RR for Grade IV=87+116+65+27=350=35%
1000 1000
Page 70

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Education Management Information System Note for Students

Institute of Education and Behavioral Science

Department of Education Planning and Management

Course: Education Management Information System (EMIS) EdPM2063

For EdPM 3nd Year Students

Compiled by: Birhanu Haile and Gelan Gagura Page 1

Chapter Two: Components and process (Life Cycle) of EMIS

2.1 Components of EMIS Operations

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Concepts of data acquisition and processing: data acquisition, data reflection.

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Image data Graphic images and pictures

Audio data Sound, noise, or tones

Video data Moving images or pictures

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S.N Characteristics Definition

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Information should also be relatively economical to produce. Decision makers

Flexible information can be used for a variety of purposes. For example,

Reliable information can be trusted by users. In many cases, the reliability of

Information should be simple, not overly complex. Sophisticated and detailed

Input, Processing, Output, and Feedback in Information

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1.3 Management Information System (MIS)

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 To measure actual performance so as to enable a comparison with plans and standards;

The Design of MIS

Institutional Goals of Management Information Systems

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 Deliver complex materials throughout the institution.

The Role of Management Information System on theBehavior of Educational Managers

 Make some decisions at an earlier date

 Gain time in which to consider some decisions

 Consider more thorough analysis of some situations

 Review several courses of action of many problems

 Obtain additional information from middle managers concerningproblems,

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1.4 An Information System

 Organizations- their aims, management, structures and methods of working.

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 Information systems and their use within organizations

i. Subsystems or Components. A system by definition is composed of interrelated parts or

Inputs Process Output

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Patients, physicians, nurses, equipment, Diagnosis, Healthy people

Students, faculty/lecturers, support staff, Teaching, Graduates, books,

Compiled by: Birhanu Haile and Gelan Gagura Page 16

viii. Feedback. The concept of feedback is important in understanding how a system

ix. Hierarchy. A basic concept in systems thinking is that of hierarchical relationships

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1.5 Information Technology

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information in any by appropriate means.

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2.1 Definition of EMIS

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2.3 Purpose of EMIS

Compiled by: Birhanu Haile and Gelan Gagura Page 22