Beteglu Gizaw EMIS

Addis Ababa University
College of Education and Behavioral Studies

Department of Educational Planning and Management
The Practice of Educational Management Information System

(EMIS) in Addis Ababa Education Sector
Beteglu Gizaw
Jun 2016
By
Beteglu Gizaw Teferedgne
A Thesis Submitted to the Department of Educational Planning and

Management in Partial Fulfillment of the Requirement for the
Degree of Master of Arts in School Leadership
Advisor: Jeilu Oumer (Ph.D)

Department of Educational Planning & Management

Approved by Board of Examiners
1. _______________________________ ____________
Department Chairperson Signature
2. _______________________________ ____________
Advisor Signature
3. _______________________________ ____________
Internal Examiner Signature
4. _______________________________ ____________
External Examiner Signature
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Acknowledgement
First of all, I would like to express my sincere gratitude to my thesis advisor Dr. Jeilu Oumer for
his full encouragement, guidance, and constructive comment and useful suggestions for the
successful completion of this study.
My heartfelt thanks go to my dearest brother Binyame Asrat for their unreserved assistance
during my stay in the University.
I am thankful to my wife Mewdede Melese, my sons Kalen Beteglu whose usual love, affection
and concern to me made this work possible.
Furthermore, I would like to express my thanks to Addis Ababa Education Bureau, Yeka , Addis
ketema and Gulele Sub-City , and the respective District Education Office staff members,
government primary and secondary school Principals for their, cooperation through data
collection for providing valuable information to my work.
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Abstract
The purpose of this thesis was The Practice of Educational Management Information System
(EMIS) in Addis Ababa Education Sector. Descriptive survey design was employed to conduct the
study. The major tools used for data collection were questionnaires, interview guiding questions
and observation checklists. Data analysis was conducted by using frequency count, percentages,
mean, grand mean and ANOVA test. The study was carried out on AACEB, and 85 government
primary and secondary schools and 38 WEOs that were selected by purposive sampling
technique, and 3 Sub-Cities that were selected by simple random sampling technique. The
information used in the data analysis was obtained from 85 government primary and secondary
school principals, 85 record keeping officers, 38 Wereda education statisticians, 38 Wereda
education heads, nine Sub-City education and training offices heads and EMIS staff and seven
AACEB education bureau heads and EMIS staff in the target area. Overall, out of 263 intended
respondents 243 (92.39%) of them were participated in the study. The results of the study
indicated that there was no well established EMIS structure, organization and resource in place
at all levels of education system, education data/ information were not organized systematically,
there was high turnover in the positions of EMIS because of low salary payment, there was no
also accountability for inaccuracy, unreliable, irrelevant, incomplete, and not valid data transfer.
The Challenge of EMIS identified by the respondents was insufficiency of ICT infrastructure, lack
of IT competency, shortage of qualified manpower, and poor coordination system. Thus, it is
concluded that EMIS was entangled with a set of problems that hinder the proper functioning of
its management. Therefore, to overcome these shortcomings necessary recommendations are
establish an autonomous EMIS structure up to Schools level, organize and put in place the
required amount of resources and design education information policy, motivate EMIS personnel
based on their performance, improve data integration School net program and decentralized
EMIS soft ware up to schools level, Established data auditing system and create awareness
through relevant training programs.
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Acronyms
AACEB: Addis Ababa City Education Bureau.
BOFED: Bureau of Finance and Economy Development.
ESDP IV: Educational Sector Development Program Four.
EMIS: Education Management Information System
ICT: Information Communication Technology
MOE: Ministry of Education.
MIS: Management Information System
NGOs: Non Governmental Organizations
OOSVC: Out of School Vulnerable Children
REB: Regional Education Bureau.
SPSS: Statistical Package for Social Science
UNESCO: United Nations Education Science and Culture Organization
UNSD: United Nations Statistics Division
WEO: Woreda Education Office.
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Table of Contents page No
Acknowledgement ........................................................................................................................................ ii
Abstract ........................................................................................................................................................ iii
Acronyms ..................................................................................................................................................... iv
Chapter One .................................................................................................................................................. 1
Introduction................................................................................................................................................... 1
1.1 Back ground of the Study ......................................................................................................................... 1

1.2 Statement of the Problem .......................................................................................................................... 5
1.3 Objectives of the Study ............................................................................................................................. 7
1.3.1 General Objective ............................................................................................................................... 7
1.3.2 Specific Objectives ............................................................................................................................. 7
1.4 Significance of the Study .......................................................................................................................... 7
1.5 Delimitation of the Study .......................................................................................................................... 8
1.6 Definition of Key Terms ........................................................................................................................... 8
1.7 Organization of the Study ......................................................................................................................... 9
Chapter: Two Literature Review ................................................................................................................ 10
2.1 Information System................................................................................................................................. 10

2.2 Management Information System and Decision Making ....................................................................... 11
2.3 Concept of Education Management Information Systems (EMIS) ........................................................ 13
2.4 Meaning and Definition of EMIS ........................................................................................................... 16
2.5 The Objectives EMIS.............................................................................................................................. 17
2.6 The Management of Data Collection and Analysis ................................................................................ 18
2.7 Utilization and Dissemination of EMIS Outputs .................................................................................... 21
2.8 Importance and Use of Education Management Information Systems ................................................... 22
2.9 Perceptions about Educations Management Information Systems ......................................................... 25
2.10 EMIS for Educational Planning and Management ............................................................................... 26
2.11 Education Management Information System Infrastructure ................................................................. 27
2.12 Challenges facing Education Managers in use of EMIS....................................................................... 29
Chapter Three:- Research Design and Methodology .................................................................................. 32
3.1 Design and Method ................................................................................................................................. 32
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3.2 Sources of Data ....................................................................................................................................... 33
3.3 Sample Size and Sampling Techniques .................................................................................................. 33
3.4 Instrument of Data Collection ................................................................................................................. 34
3.5 Methods of Data Analysis....................................................................................................................... 35
3.6 Ethical Considerations ............................................................................................................................ 36
3.6.1 Validity and Reliability ........................................................................................................................ 36
Chapter four:- Presentation Analysis and Interpretation of Data .......................................... ……………..37
4.1 Characteristics of Respondents ............................................................................................................... 39

4.2 Status of EMIS ........................................................................................................................................ 41
4.3 EMIS Structure ....................................................................................................................................... 44
4.4 Availability of Education Data/Information in Education sector ........................................................... 49
4.5 Utilization of EMIS Outputs in Education Sector .................................................................................. 52
4.6 Customer Satisfaction using EMIS data ................................................................................................. 57
4.7 Challenges that are related to EMIS Management.................................................................................. 58
4.8 Possible Strategies to Enhance EMIS Performance ................................................................................ 62
Chapter Five:Summary, Concusion and Recommendaations……………………………………. ............ 64
5.1. Summary ................................................................................................................................................ 64

5.1.1 Characteristics of the Respondents ...................................................................................................... 65
5.1.2 Status of EMIS in Education Sector .................................................................................................... 66
5.1.3 Availability of EMIS Structure ............................................................................................................ 66
5.1.4 Establishment of EMIS structure, organization, and resources ........................................................... 67
5.1.5 Availability of Education Data/Information in Education sector ........................................................ 67
5.1.6 Utilization of EMIS Outputs in Education Sector ............................................................................... 68
5.1.7 Customer Satisfaction using EMIS data .............................................................................................. 68
5.1.8 Challenges that are related to EMIS Management............................................................................... 69
5.1.9 Possible Strategies to Enhance EMIS Performance ............................................................................. 69
5.2. Conclusion ............................................................................................................................................. 70

5.3 Recommendations ................................................................................................................................... 72
Reference……………………………..……………………….…………………………………………...73
Annex .......................................................................................................................................................... 78
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Chapter One
Introduction
1.1 Background of the Study
Information can be used to improve educational quality for administration, management,

planning, policy and research by providing data that are used directly to secure or allocate
resources, constraining ‘bad’ decisions, and supporting mechanisms that offset the impact of
resources loss. For that reason, using relevant and reliable information is important for making
rational decisions, enhancing planning and programming, supporting monitoring and evaluation,
and helping policy and strategy reviews within education system (Chapman and Mahlck, 1993).
As we live in the era of technology and information, success in organizing information systems
for the development of education depends on the effective use and implementation of Education
Management Information Systems (EMIS) (Wako, 2003b). Therefore, educators must
understand that efficient information management is an important condition for continued social
and economic development (Chapman and Dhungana, 1991). Not using accurate educational
information for monitoring development activities and in decision making may result in
unexpected problems and hold back development (Wako, 2003b).
The Educational Management Information System (EMIS) is an information system utilized to

systematically collect educational data from schools.According to Cassidy (2005) Educational
management information system is defined as:
It is a system for the collection, integration, processing, maintenance and dissemination of data
and information to support decision making, policy-analysis and formulation, planning,
monitoring and management at all levels of an education system. It is a system of people,
technology, models, methods, processes, procedures, rules and regulations that function together
to provide education leaders, decision makers and managers at all levels with a comprehensive,
integrated set of relevant, reliable, unambiguous, and timely data and information to support
them in completion of their responsibilities.
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The production of educational data and information is a critical cornerstone on which this
information-based decision-making framework is built. Deficiencies or inadequacies in its
availability, utility, or quality have far-reaching implications. To this end, countries around the
world have invested significant resources in collecting, processing, and managing more and
better data through education management information system.
Many countries in sub-Saharan African countries already have some form of data collection
system in place. Educational goals and objectives in many countries have shifted from focusing
on access, expansion, maintenance and control to a quality, development, efficient, effectiveness,
equity and performance. This shift offers a more complex collection of policy choice.
Understanding these choices requires data which come from multiple sources and from multiple
levels. Collecting, organizing, integrating and analyzing these data will require more cooperation
across directorate levels within the ministry and between the MOE and other private schools and
agencies (Hua and Nerstein, 2003).
An emphasis on quality, equity, performance and development requires significant changes to

the functioning of education system, how they are managed, and the kinds of data and
information that education leaders and managers need to fulfill their responsibilities. Therefore,
monitoring a systems progress against this set of goals and objectives requires access to much
more detailed data and information. These data and information need a comprehensive system
that can analyze and process the data for decision making purposes (Cassidy, 2006). The
objectives of an EMIS is not only to collect, store, process, analyze, manage and disseminate
information but also to help education policy making by producing relevant and accessible
information. The EMIS is being recognized as an indispensable tool and support for the
formulation of policies, management and evaluation in the education system (Carrizo et al.,
2003)
As UNESCO (2006), stated in indicators of educational planning: A practical guide An indicator

may be defined as a tool that should make possible both to have a sense of the state of an
education system, and also report on that state to the whole of the education community in
particular and to the whole of the country in general.
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Education indicators essentially enable us to look at the access, equity, quality and efficiency
dimensions of the education system. Beyond statistical characteristic, indicators would give the
decision makers, policy designers, education planners, researchers and other stakeholders with
necessary information about the strengths, weaknesses and challenges experienced of the
education system (Addis Ababa Education Bureau, 2014/15).
According to MoE, Education performance data and statistics, gathered through routine monitoring
and evaluation, are inputs to planning, decision-making and policy formulation. Ethiopia’s
Education Management Information System (EMIS) has grown in strength in recent years. Now,
EMIS is available at decentralized levels, and with support from the respective ICT directorates
and offices, are collecting and processing education performance data which can be used for
enhanced service delivery.(MoE,2015 )
According to Kumsa,(1990), each subsystem had its own specific objectives and EMIS section was
under the Planning & Research subsystem which had the responsibility of conducting annual
educational statistical survey, survey and research data archive and analysis and forecasting,
modeling and stimulation. With this system, Ethiopia registered successes with regard to the
quality and timeliness of the education data which could be used for planning purposes.
Ethiopia’s effort to establish modern education management information system started at the end
of the 1980 by the name “Education Information System Project” with the assistance from SIDA.
It was after this project that Ethiopia established computerized EMIS in the Ministry of Education
and organized its first EMIS section led by a director. The system was developed as information
system in education planning and management, which was composed of different subsystems.
Since 1991, EMIS in Ethiopia is managed by a body called the Federal EMIS Panel which has the
mandate of preparing questionnaires, consolidating regional data, preparing and publishing annual
abstracts of the country and developing software for data management.
On the other hand, Regional/City Administration Education Bureaus EMIS Panels are involved
in data capturing and publishing their annual abstracts and provide data for the Federal EMIS
team to publish the annual abstract of the country. Though the progress and effort towards
establishing well organized EMIS continued, it was not until 1995 that Ethiopia had its first
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EMIS software known as EDDAT. This application was developed in-house and further
enhanced by the support of USAID and was used for ten years until the implementation of UIS
EMIS system. The EDDAT system, a combination of a Microsoft Access database and Visual
Basic data entry forms and reports, was developed by EMIS staff in order to facilitate entering
school-level data and to produce the desired reports at school, Wereda, zone and regional level
(UNESCO 2004).
Since 2004, Ethiopia implemented the computerized UIS EMIS model known as StatEduc2,
based on the assessment of the country’s education management system (UNESCO 2004). The
StatEduc2 application is a versatile open source EMIS application developed on web based
architecture and currently used in more than 20 countries in Africa . It has mainly data capturing,
data processing and reporting tools. The data capturing screens of StatEduc2 are easily
customizable in a way that would replicate the printed school census questionnaire to an
electronic screen forms. Since school census questionnaires are developed every year based on
the information requirements, the screen forms also require the respective customization
annually. Hence, the ease with which these modifications of screen forms could be done without
requiring expert level intervention makes StatEduc2 the application of choice. In addition,
StatEduc2’s easily customizable and versatile reporting tools are among its strength (ibid.)
In addition to the activities of questionnaire and software development and customization, the
newly organized federal EMIS directorate has the responsibility of training regional EMIS
experts on annual questionnaires, StatEduc2 database and related issues.
In Addis Ababa Education sector, EMIS is organized dependently with study plan and budget
sub-process. Accordingly, it has been serving the sector as a crucial management information
system by producing necessary educational information and statistics.
The main functions carried out by the business process are assessment of information needs of
customers and stakeholders, designing regional data collection questionnaires and formats (in
addition to national questionnaires),collection and analysis of comprehensive education data in
the form of indicators, publication of statistical abstracts and quick booklets, disseminating and
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indicators and data to key stakeholders and customers and capacitating EMIS staff at sub-city,
woreda and school levels.
1.2 Statement of the Problem
There are an increasing number of countries which have adopted the EMIS and have already
failed (Wako, 2003b), maybe because the EMIS structure is insufficient in coping with the fast
growing demands for information (Moses, 2000). As a result, the development of the EMIS as an
aid to planning and policy formulation has received considerable attention in literature; however,
the introduction of the EMIS has not necessarily led to increased or more effective use of data.
Low data quality is a more serious constraint on data use in educational level management and
policy formulation. There is confusion about how to structure interventions to encourage data-
based decision making (Chapman and Dhungana, 1991).
Tegegn (2003) identified EMIS problems as, lack of adequate budget allocation, low level of
users’ awareness, lack of self initiated learning, personnel shortage, over rating the capacity of
EMIS, and need for continuous training are problems that hampered the practice of EMIS. In
relation to this, most education planning efforts in developing countries have little impact and do
not always guide the fulfillment of their objectives in an efficient way. Some of the reasons often
put forward are the absence of a link between the established diagnostic and the defined strategic
plans/policies and choices and the inadequacy, indeed in the lack of relevant information for
planners and decision makers (Jeilu, 2009).
As mentioned in Addis Ababa Finance and Economic Development Bureau (BOFED)

publication (2010), it is believed that out of the city’s critical problems: lack of well organized
demographic and socio economic data information is a serious problem. Similarly a study was
conducted by Ayalew (2009) on the planning and management of EMIS in Addis Ababa city
administration. The result of the study indicates that information was highly utilized for reporting
purposes, but it was found that utilization of information for planning, monitoring and evaluation
and resource allocation was low. There was also no information communication at all levels. The
only dissemination media used were annual abstract and reports.
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According to Addis Ababa Education Bureau ESDP IV Report, Surprising results are observed
in the provision of education: increase in educational infrastructure, substantial growth in
student enrollment both at primary and secondary levels, and the provision of adequate inputs
including teachers in Addis Ababa. But there still remain large gaps in providing access to all
the needy (children out of school and vulnerable: OOSVC), and the debilitating education quality
observed and reported every time. The causes of these problems are partially reported to be lack
of dependable Education Management Information System that can help for immediate policy
response. In order to efficiently manage current educational resources and fill observable
deficits, EMIS data plays invaluable role in the education system. But the implementation of
EMIS is still at a very low status for different reasons.
As the demand for education data is growing at a higher pace than ever before, it is
unquestionable that the required education indicators be available at the required place, time, and
quality. However, there are multiple problems that stand as a bottle neck in the process of
securing quality in Addis Ababa. Poor EMIS facilities, dissatisfaction by customers and
stakeholders, which would result in the delay of education data. Altogether, the present national
and regional EMIS does not have the required organizational status proper and due to this fails to
fully accommodate the information needs of the management and other stakeholders. And Addis
Ababa Education Bureau cannot be free from these problems. It is therefore, the purpose of this
study to investigate the issue at hand. The study assisted towards addressing the existing gap.
Research Questions
1. What is the status of EMIS in Addis Ababa City Administration?

2. To what extent Addis Ababa City Administrative Region Education Bureau status produce
and utilization education information to plan and manage the education sector?
3. What are the major challenges that affect the effective utilization of EMIS at Addis Ababa
City Administration?
4. To what extent EMIS satisfied internal and external customers?
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1.3 Objectives of the Study
1.3.1 General Objective
The general objective of the study is to assess the current EMIS practices and major challenges
of Addis Ababa City Administration education system and to suggest proposed solution.
1.3.2 Specific Objectives
• To assess the status of EMIS in the process of data collection, organization, verification,
analysis, publication and dissemination of data for planning and managing education sector.
• To identify the challenges of education sector in organizing and providing quality and
timely educational data for the stakeholders and their customers.
• To explain the attitude and efforts of educational management and stakeholders towards the
EMIS at different levels of Addis Ababa City Administration.
• To describe the problems relating to the skill and knowledge gap of the personnel working
in EMIS and forward valuable solutions.
• To assess the root causes of EMIS problems on proper utilization in Addis Ababa City
Administration and proposes alternative solutions.
1.4 Significance of the Study
The study could be of important to policy makers for planning, policy formulation and
implementation in the line of EMIS. The study may benefit the AACEB, Subcity, Worada and
Schools policy makers in designing and maintaining a well established information management
system focusing on the major source of educational data. The findings of the study are expected
to have practical utility in the use of EMIS as a tool at all education management levels of
AACEB. It may help the administration of education and stakeholders become aware of key
challenges to implementation of EMIS. As a result the management of AACEB at various levels
may rethink to strengthen their EMIS. Other concerned stakeholders and practitioners who use
outputs of EMIS can plan to alleviate the problems of the system so as to enable a system strong
enough to produce quality, timely and comprehensive data. Researchers can use this study as a
basis for further investigation of the EMIS in Addis Ababa City Administration and other region.
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1.5 Delimitation of the Study
The objective of this study is to investigate An Assessment of EMIS in Addis Ababa Education
Sector: Practices, Challenges and Opportunities particularly in three Sub City, Worada, primary
and Secondary government Schools in Selected Woredas, But not include privet Schools. The
study is assess the training given to EMIS personnel, schools principals, the implementation
status of EMIS in schools, satisfaction, perceptions, low attitudes and beliefs of educational
leaders and EMIS personnel on the system, the support and follow up mechanism used during
implementation, evaluating the effectiveness and the status of current EMIS practice in Sub city,
Woreda & primary and Secondary government schools in selected Woredas, and providing
possible recommendations for Addis Ababa education department, woreda education office and
schools.
1.6 Definition of Key Terms

Information: Information is an additional "knowledge" users employ to enhance planning,
programming, monitoring, evaluation, review, research for overall management and decision
making of educational development. However, information has value only when there is a use for
it. The value of information depends on demand; the higher the demand for information, the more
value it has (Tegegn, 2003).
EMIS: An EMIS is an "organized group of information", a centre or a unit that collects, stores,
integrates, processes, organizes, analyses, manages and distributes 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 provides timely, cost
effective and user appropriate information to support educational planning and management
(Connal and Sauvageot, 2005, Tegegn, 2003, Hua and Nerstein, 2003).
Data: is raw, unanalyzed number and facts about events
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1.7 Organization of the Study
This study was organized in a way it comprises five chapters. The first chapter is an introduction
which consists of background of the study, statement of the problem, objectives of the study,
significance of the study, delimitation of the study, limitation of the study and definition of
terms. The second chapter discusses about the review of related literature. The third chapter deals
with the research design and methodology. The fourth chapter presents about presentation,
analysis and interpretation of the data. The fifth chapter deals with the summary conclusions and
recommendations of the study. Finally, references and a set of appendices are included with the
assumption that contains the questionnaires that used to collect primary data for this work and
other supplementary documents of the study.
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Chapter Two Literature Review
This chapter looks at earlier studies that have been conducted on the concept of EMIS in
education and related sectors. The emphasis is on collection and processing of reliable data and
the role it plays to enhance planning and management of education. The review takes a
perspective derived from the objectives of the study.
2.1 Information System
Information is a necessary resource produced by information systems and is a key building block
to the management and decision making in any organization. O’Brien(1994) defines an
information system “as a set of people ,procedures ,and resources that collects, transforms,
and disseminates information in an organization”. ‘information system’ as a system that “can
include several integrated information technologies as well as organizational use and
maintenance that collectively comprise a socio- technical phenomenon’’ . Therefore , an
information system in the context of this study includes the technology ,the people ,
processes and information. Clearly, information systems development is more than just a
rational representation of reality beyond the measurable, the visible the world of reason. An
information system is one that accepts data resources as input, and processes them into
information products as output. It refers to “the collection of computer programs, hardware,
people, procedures, documentation, forms, inputs and outputs used to support on organization”.
All information systems use people, hardware and software to perform inputs, processing outputs
storage and control activities that transform data resources into information products.
Information system specialists are people who develop and operate information systems. These
include systems analysts, programmers, computer operators and other managerial, technical and
clerical users. System analysts design information systems based on information requirements of
end users, and programmers develop computer programs based on the on specifications of
systems analysts.
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2.2 Management Information System and Decision Making
Management Information System (MIS) is basically concerned with the process of collecting,
Processing, Staring and transmitting relevant information to support the management operations’
in any Organizations. Thus, the success of decision making which is the heart of administrates
process, is highly dependent partly an available information, and partly on the functions that are
the components of the process. It is pertinent to note that existence of alternatives, based on
relevant information, is a necessary condition for making a decision. This view was buttressed by
Ogunsaju (1990), when he pointed out that education decision must be based upon sound and
well informed evidence that are highly intelligent, rather than those that are weak and baseless
For effect ice decisions to evolve in any organization, therefore, receiving information from, and
supplying information to, people within the system are a necessity. The information so
communicated must be accurate and up-to-date to cope with uncertainty. Uncertainty is the
conidian in which the manager has little information relevant to a decision and there is no way to
predict the outcome of the decision. In corroborating the important role of information in
decision making, Sisodia (1992) advanced the notion of decision making as total process
involving discernible and separate activities.
The first of such activities is information gathering, which is followed by evaluation of

alternatives and finally a choice. The first task of manager is to design and manage the flow of
information in an organization, in ways that would improve productivity and decision making
information must be collected, stored, and synthesized in such a way that it will answer
important operatives and strategic questions. corroborated this by elucidating that the amount of
information available to a decision making group affects the product of that group. Hence, an
administrator must be concerned with facilitating the free flow of information upward,
downward and laterally within the organization. To do this successfully, the decisions should be
based on accurate information obtainable with the operation of an effective management
information system.
According to Obi (2003), MIS is useful in the area of decision making as it can monitor by itself
disturbances in a system, determine a course of action and take action to get the system in
control. It is also relevant in non-programmed decisions as it provides support by supplying
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information for the search, the analysis, the evaluation and the choice and implementation
process of decision making. Fabunmi (2003) also maintains that MIS is useful in making
decisions to solve Mary of the problems facing educational institutions. Such problems include
poor program scheduling, poor estimate of staff requirements, lack of accurate information on
students, personnel, and facilities, piling up of administrative matters, wastage of spaces, and
lack of flexible budget estimates among others.
Adebayo (2007) stressed the need for MIS in decision making as it provides information that is
needed for better decision making on the issues affecting the organization regarding human and
material resources. Successful management of today’s education systems requires effective
policy-making and system monitoring through data and information. To this end, countries
around the world have invested significant resources into collecting, processing, and managing
more and better data through education management information systems (EMIS). However, all
too often EMIS design and development has been limited to information technology
enhancements, and/or data storage and maintenance, with insufficient attention paid to the
management environment in which EMIS operates and data utilization for policy decisions. This
paper will examine the technical, organizational, and institutional conditions that must be met in
order to enable information-based decision-making for effective system management. It will
highlight the fact that technical capacity building must be accompanied by the creation of the
demand for information and the nurturing of a culture of open communication, information
sharing, and information use. EMIS means Education Management Information System, an
information system with the main purpose of providing information which is used for improving
the management of education at all levels. In order for EMIS to be useful, it has to lay the
foundations for generating and accumulating additional knowledge for decision-makers at all
levels of policy formulation and administration to base their decisions on. In addition, the EMIS
also has to provide information to external users (donor and international agencies, researchers,
private sector organizations, etc.), and the Central Statistics Office. The EMIS is not the only
source of information, but it provides concrete, quantified information to the pool of information.
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2.3 Concept of Education Management Information Systems (EMIS)
This section discusses the concept and overview of education management information system
(EMIS). The term information management was first used in 1980s. It covers subjects ranging
from library services to data based management. It is thus the economic, efficient and effective
coordination of the production, control, storage, retrieval and dissemination of information from
external and internal sources in order to improve the performance of an organization. The
essence of effective management revolves around acquisition and protection of sound, vital
information and knowledge. This is what makes it possible to staff, direct, coordinate, report and
budget or, in other words to manage (Ouma, 1997).
Information is the basis of management, planning and evaluation of an education system. During
the education management process, the education management information system (EMIS)
should inform the different actors and partners on the state of the sector, its internal and external
efficiency, its pedagogical and institutional operation, its performance, shortcomings and
needs. A solid information system should not only aim to collect, store data and process
information but help in the formulation of education policies, their management and their
evaluation. Like any therapy, a plan should be based on a precise and exact diagnosis if it is to be
effective. Problems should be identified through a detailed and critical analysis in order to be
able to propose solutions. EMIS is set of formalized and integrated operational processes,
procedures and cooperative agreements by which data and information about schools and
schooling are regularly shared, integrated, analyzed, and disseminated for educational use. The
information includes facilities, teachers, students, learning activities and evaluative outputs
(Tucano, 2006). EMIS aims at establishing efficient systems and infrastructure that support
collection, processing and dissemination of educational data for planning and management. The
study provided the challenges that hinder data management and made recommendations to
address them.
The definition of objectives, the choice of strategies and policy decisions should be based on
objective data. Many countries have an education database based on school censuses and/or ad
hoc surveys. However, the relevance and quality of data are yet to be improved in most cases.
Often, even in countries where EMISs are available, they are hardly used to guide education
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policies. This is partly a problem of presentation: the data are published in raw form in statistical
yearbooks without any accompanying analysis. Policy and decision-makers and other planning
managers need clear, easy to interpret comprehensible documents, accompanied by relevant
analyses on which to base their policies.
According to the World Bank Under current practice, Education Management Information
Systems (EMIS) are typically limited to centralized databases containing basic, school level data:
• Pupil data (enrollment, age, repetition)

• Teacher data (experience, placement)
• School inventory data (location, number of classrooms, equipment etc.)
EMIS typically does not formally include:
• Performance Data
• School finance information (often managed by another Ministry – Finance or
Planning)
• Cost accounting
• Provisioning of materials (textbooks etc.)
• Monitoring of internal management initiatives (e.g. special projects).
The definitions and scope of EMIS vary from country to country. There is no ideal “model.”
However, it is important to develop a clear working definition among clients, consultants and
donors as to what EMIS will actually include given their policy priorities. This will optimize the
deployment of resources and clarify downstream monitoring and evaluation. (See
www.TechKnowLogia.org ).
As cited on A Guide to Education Project Design, Evaluation, and Implementation Based on

Experiences from EQUIP2 Projects in Malawi, Uganda, and Zambia, An Education Management
Information System (EMIS) can be defined as a comprehensive system that brings together
people, practices, and technology to provide quality education statistics in a timely, cost-
effective, and sustainable manner, at every administrative level, and to support selected
operational functions.
14
Although many EMIS issues remain as they were almost 10 years ago, donors’ and the world’s
attention recently has refocused from access to quality in education and the advent of newer
technologies. Their rapid and thorough adoption in the second and third world was hardly
foreseen ten years ago and has had an impact on the direction of EMIS. The key lessons in the
next section center on some fundamentals about EMIS, including:
• EMIS data need to be accurate.

• EMIS data need to be timely.
• EMIS data need to be reliable.
• EMIS data need to be understandable.
Most existing systems are some compromise of the above four factors. Accuracy can require
more time than is allowed. Timeliness may require some relaxation of complete accuracy.
Reliability is affected by external factors like funding, manpower, and political events. Turning
data into information creating meaning from “facts” is a constant challenge of making data, then
information, then knowledge useful for decision making.
According to Bernbaum and Moses (2011) the repeated lesson is that creating a sustainable,
workable EMIS depends on three factors:
i. The right PEOPLE, motivated to perform and skilled in their work

ii. The right PROCESSES that reduce duplication and reinforce accuracy and
accountability
iii. The right TECHNOLOGY, appropriate to the state of the country, and the
reliability of its infrastructure.
People are frequently the slowest to change and the hardest to affect directly. Both technology
and processes can be altered quicker, but people can delay reinstituting new value structures and
working methods. People-related issues typically are resolved through:
• Modeling “good behavior” in terms of skills use, work habits, and approaches to
learning new skills
15
• Making appropriate technical assistance available when needed to keep a small
problem from “festering” and becoming bigger.
• Training repeatedly and sufficiently until concepts and practices are reinforced.
2.4 Meaning and Definition of EMIS
An Education Management Information System (EMIS) is an institutional service unit

producing, managing, and disseminating educational data and information, usually with national
ministry or department of education (Hua and Herstein, 2003). EMIS is further defined by Hua
and Herstein (2003) as a set of formalized and integrated operational process, procedures, and
cooperative agreements by which data and information about schools and schooling, such as
facilities, teachers, students, learning activates, and evaluative outputs, are regularly shared,
integrated, analyzed EMIS is a system of people, technology, models, methods, processes,
procedures, rules and regulations that function together to provide education leaders, decision
makers and managers at all levels with a comprehensive, integrated set of relevant, reliable,
unambiguous, and timely data and information to support them in completion of their
responsibilities . It is an institutional service unit which produces, and manages educational data
and information. It is normally established within a national Ministry or department responsible
for education.
An Educational management information system (EMIS), according to Tegegne (2003), is a

comprehensive system that brings together people, process, and technology to provide timely,
cost effective, and user appropriate information to support educational management at whatever
level is needed.
16
2.5 The Objectives EMIS
The focal functions of EMIS are the collection, processing, utilizing and dissemination of
educational data and information and avail it to educational stakeholders on a timely, routine,
reliable and predictable basis via uncomplicated and user friendly interfaces. In its normal
operation it employs both manual and ICT through computerized systems. EMIS also includes a
set of formalized and integrated operational processes, procedures, and cooperative agreements
by which data and information about schools; educational resources and infrastructure; other
learning activities, and evaluative outputs are regularly shared, integrated, analyzed, and
disseminated for educational decision making at each level of the educational hierarchy (Bodo,
2006).
Educational goals and objectives in many countries have shifted from focusing on access,
expansion, maintenance and control to quality, development, efficiency, effectiveness, equity
and performance; this shift offers a more complex collection of policy choices. Understanding
these choices requires data which come from multiple sources and from multiple levels.
Collecting, organizing, integrating and analyzing these data will require more cooperation across
directorate levels within the MOE and between the MOE and other private schools and agencies
(Hua and Nerstein, 2003, Cassidy, 2006).
An emphasis on quality, equality, equity, performance and development requires significant

changes to the functioning of education systems, how they are managed, and the kinds of data
and information that education leaders and mangers need to fulfill their responsibilities.
Therefore, monitoring a system's progress against this set of goals, and adjusting education
policies to assure successful attainment of goals and objectives, requires access to much more
detailed data and information. These data and information need a comprehensive system that can
analyses and process the data for decision making purposes (Cassidy, 2006).The objective of an
EMIS, however, is not only to collect, store, process, analyses, manage and disseminate
information but also to help education policy making by providing relevant and accessible
information. The EMIS is gradually being recognized as an indispensable tool and support for
the formulation of policies, management and evaluation in the education system (Carrizo et al.,
2003).
17
2.6 The Management of Data Collection and Analysis
If you don’t have good system of records management at school level, don’t expect desired result
out of the data collection system. The school remains the core source of most of the required data
items often not recorded in the manner desired. It is the responsibility of the EMIS manage to
see to it that the records at school level be maintained properly.
Most often data is collected through questionnaires. These are prepared at the center in a
centralized system or regional offices in a decentralized system. Whichever method is followed,
questionnaires are used to collect school data annually. Therefore, in practice, an assessment of
what is required is needed. Knowledge of what planners, decision makers, researchers and other
users need is required. What we collect should satisfy their needs, as much as possible.
Therefore, we need to closely attend to their needs. Their need is our need, and our need is their
need. It is a symbiotic business. The way to assess the need of the users is to take notes when
attending meeting with them, causal discussions, and by having them comment on the instrument
of data collection by listening to their presentations and by reading policy and plan papers etc.
Tegene (2003).
The education system in many developing countries is highly centralized. Data are a tool to help
the MOE to make resource allocation and planning decisions (Chapman, 1991a). Consequently,
education highlights the need for disaggregated and integrated data and information; however,
collecting, managing and processing disaggregated data requires more systematic operational
procedures and practices than has been the norm in the past (Cassidy, 2006).
Therefore, the emphasis on improved data for decision making has arisen from the explosive
growth in the size of the education system in the MOE, from the increased demand of society for
quantitative data due to pressures of accountability and from the increased complexity of
education systems as the MOE undertakes more complex programs and pursues multiple
objectives (Chapman, 1991a).
Furthermore, there are several reasons why the quality of data is overlooked. The analyses are
not the data collectors, and therefore they are not aware of the problems encountered in data
collection phases, and because the data is operated and analysed through a computer, it lacks the
18
social interaction analysis. Moreover, as the demand for quantitative information in support of
policy decisions increases, there is a greater emphasis on the collection of more data over the
collection of better data (Chapman and Boothroyd, 1988). Therefore, a practical means of
enhancing the EMIS is to find ways of strengthening both the practice of record keeping at
schools and the processes and tools involved in collecting those records from schools.
In addition, those who generate the data, the teachers and staff of schools themselves, may have
little idea whether their reported information has been of use, has been retained, or in fact has
even reached the decision makers. In many countries, it is likely that the MOE is one of them;
the flow of information is only one way, upwards to the centre (Moses, 2000). Moreover,
headmasters have little use for the data largely because they do not receive any feedback from
the MOE after the data are analysed (Chapman, 1991a).
In order to respond to changing information demands, managers must have the appropriate
systems and procedures to ensure that valid data is collected and analyzed in a timely manner to
support decision making (Wako, 2003). However, even if these systems are put in place, one of
the other challenges facing government departments is how to develop a culture of informed
decision-making based on the information provided by sound EMIS rather than for political
reasons or hunches. The relationship between the various institutions and structures involved in
data collection and analysis, including the information flows and the organizations which are
assumed to utilize EMIS.
The threats to the quality of data are many and varied. Assuring a supply of relevant and reliable
data and information from all schools requires the careful management of a set of challenges that
begins with the definition of data elements and the development of good data collection
instruments. It also includes the development and delivery of effective training for data
providers, the development of effective procedures for data verifications, data entry, data
merging, effective mechanisms for data maintenance and security, the development of useful
reporting formats, and effective strategies for data dissemination. Careful management of the
data supply chain is essential to the collection and dissemination of the quality of data (Cassidy,
2006, McDonald et al., 2007).
19
However, it is believed that the greatest threats to data quality are the head masters’ failure to
keep accurate records and/or to report accurately the data they do have. The problem seems to be
based in the schools. The MOE generally does not believe that its procedures for collecting data
from the schools are much of a contributing factor (Chapman, 1991a).Accuracy, timeliness, and
availability of education data have also been identified as key constraints to education data use in
the MOE. They are characterized by duplication of information gathering activities, lack of
coordination among those efforts, and a failure of data managers to anticipate how data from one
directorate can be of interest to decision makers in another. It has been frequently shown that
more data are collected than are ever analyzed or used (Chapman and Dhungana, 1991).
In addition, the MOE publishes the results of the school census and education in general in the
statistical year books, often raw, fragmented and without accompanying analysis. Yet, policy-
makers and planning managers need easily and clearly understandable, comprehensible and
interpretable data on which to base their policies (Carrizo et al., 2003, Chapman and Dhungana,
1991).
20
2.7 Utilization and Dissemination of EMIS Outputs
Another important management question facing those managing EMIS is the degree to which
data is disseminated and utilized in the policy process. Dissemination refers to the action of
distributing information using a variety of media, ranging from the traditional annual abstract of
statistics to the use of the world-wide-web. Whereas utilization refers to how data is used in the
policy process. Normally, the policy process consists of four inter-connected phases, including:
the formulation of policies or targets, the monitoring of progress towards targets and the
measuring of impact, and the formulation of adjusted or new policies.
In many ways dissemination and utilization are closely linked, but the former is more concerned
with the information needs of external users and the later with the information needs of internal
users. Obviously, dissemination and utilization activities must fit into the data production cycle
outlined previously. One of the best means of supporting dissemination is to develop a
dissemination strategy, which should identify the information requirements of the target
audience, the medium in which the document needs to be produced (paper or electronic) and the
time period in which circulation occurs. The development of a comprehensive dissemination
strategy is only part of the solution. Parents and external stakeholders should also be provided
with EMIS data in a format that they can understand and be given training to act on this
information. Trade unions and other civil society groups can play an important role in this
process, especially with regard to using data to improve accountability and transparency in
relation to how education resources are utilized. Only through supporting such activities is it
possible to encourage an external demand for EMIS outputs. Within the education system it is
equally important to ensure the demand for EMIS outputs are translated into utilization.
There is little point in having a demand for information unless it is used in the policy process.
One of the most important mechanisms for translating demand into utilization is to support
institutional development and ensure that neighboring units within the ministry have the capacity
to utilize EMIS outputs. For instance, planning units should understand how to use EMIS data in
order to monitor the progress of policies towards defined objectives.
Demand can also be translated into utilization lower down the education hierarchy through
providing decentralized offices with the capacity to develop operational plans and by linking
21
these plans to the disbursement of funds. Utilization of information will also depend on whether
end users have confidence in the data and do not resort to using other information sources to
make decisions.
2.8 Importance and Use of Education Management Information Systems
Education Management Information Systems provides management and other personnel within
an organization with up to date information regarding the organizations performance. It is
usually linked to computer network, which is created by joining different computers together in
order to share date. It is designed to capture, transmit, store, retrieve, manipulate, and or display
information used in one or more processes.
Management Information Systems performs three main functions. One, to generate reports such
as, financial statements, inventory status reports or performance reports for routine and non
routine purposes, two, to answer what if questions from management and to support decision
making by integrating the decision maker, the data base and the quantative model being used
(Wendy,2000).
Contribution of information systems to schools include among others; support to the school
manager and other staff in doing their duties, developing their performances, effectiveness and
efficiencies by saving time (Vissher and Wild, 1997). Information supports strategic planning for
education and acts as a diagnostic tool to assess the existing capacity and characteristics of the
education system. These assist in identifying and setting priorities for future development and
areas that need greater resource allocation (Vissher and Wild, 1997).
EMIS is an early warning and learning system for Education leaders that provides a framework
for Education Policy and Planning. It provides the basis for monitoring and evaluation, policy
development, planning and budgeting. It facilitates the identification of particularly well
performing units, so that good practice can be transferred to the poorly performing for
intervention (Cassidy, 2006).
Education Management Information Systems is potentially a powerful tool that can contribute to
the improvement of education performance. This is because it enables decision makers to
22
identify challenging areas, reduce operation costs and provide a systematic way of addressing
challenges. If well implemented EMIS possesses the ability to raise educational awareness and
monitor resource distribution by providing information to decision makers (Soh, 2000).
Statistical information especially in the poor countries of the African region is important for the
optimal allocation of scarce resource. However, in most of these countries the capacity for
providing requisite information is low, limiting the ability of decision makers less ability to make
informed decisions. This is a major obstacle to effective planning and management of education
in Africa. In twenty one African countries available statistics revealed serious information gaps
in terms of coverage, reliability, and timeliness in pupil enrollment, teachers, facilities, teaching
and learning materials and finance among others (UNESCO, 2006).
Tucano (2006), in a short case study of Nigeria found that EMIS assists the Federal Ministry of
Education towards progress of set targets and is regarded as a planning tool to measure
Millennium Development Goal indicators. EMIS in Nigeria is faced by challenges similar to
those of other countries, including lack of capacity, limited commitment from stakeholders and
difficulties in collection of data. At the school level visits revealed that record keeping was ad
hoc and there were no records on repeaters, deaths, transfers and details about teachers. The
failure of schools to provide accurate data affected the capacity of State Ministry to achieve
dispersal of recruitment and per capita expenditures for many primary schools.
The government of Kenya recognizes the crucial importance of good statistics for evidence
based decision making in planning and policy formulation. It also recognizes the central role
played by statistics in supporting implementation of polices, in particular monitoring and
evaluation. This in turn aids transparency and accountability. In addition, an effective EMIS
provides the necessary conditions for monitoring and evaluation. It facilitates the measurement
of achievements made towards international commitments mainly Millennium Development
Goals (MDGs) in education and for All (EFA).
Information supports strategic planning for education and acts as a diagnostic tool to assess the
existing capacity and characteristics of the education system. These attributes assist with setting
priorities for future development and identifying areas of greater need for resource allocation.
23
Information also acts as a monitoring and evaluation mechanism that enables planners and policy
makers to assess if the Education Strategic Plan (ESP) is achieving its stated goals .
A distinguishing feature of the EMIS is its emphasis on the flow of information within the MOE
because information is the common link binding the MOE and schools. As the MOE grows in
size and complexity, the need for efficient information and for improved decision-making
techniques becomes critical. Recent advances in computer and communications technology mean
it is practical to integrate planning and control with data and information .Moreover, there is
evidence that the EMIS can potentially provide a powerful management tool capable of
contributing to the improvement of educational performance. It enables decision makers to
identify problem areas, reduce operational costs and provides a systematic way of addressing
educational challenges. If effectively implemented, the EMIS is capable of raising educational
awareness, motivating employees to search for innovative solutions and increasing educational
efficiency (Gunningham, 2007). Furthermore, the EMIS makes efforts to assess the performance
of the MOE system. It monitors the distribution of resources, and plays an active role in
providing information to the decision makers (Wako, 2003b).In addition, another major function
of the EMIS, other than collecting, storing and processing information, is to facilitate detailed
analysis and synthesis of data in order to draw upon the most relevant information to help in
educational planning and policy decision-making (Carrizo et al., 2003). The EMIS causes a shift
from how to measure and analyse, to what to measure and how to present the information to
management (Chapman and Boothroyd, 1988).
However, the assumption that if better information were available, better management and
resource allocation decisions would follow is not necessarily correct. The introduction of an
EMIS has not necessarily led to increased or more effective use of quantitative data in planning
and program evaluation (Chapman, 1991a). The main purpose of an EMIS is to integrate
information related to the management of educational activities, and to make it available for the
decision makers, as well as the other parties, to use in helping them to make the correct decision
(Connal, 2005). In other words, the purpose of an EMIS is to provide the necessary information
to the right person, at the right time, for use in management decisions (Yuen and Duo, 1989).
This study find out the capacity of Addis Ababa Education Sector to collect, process, analyze,
disseminate and utilize available data using EMIS.
24
2.9 Perceptions about Educations Management Information Systems
Bissher, (1999) in a study carried out in 63 Dutch high schools, found out that school
Management Information System were mostly used in routine work. In addition managers and
teachers and teachers did not have sufficient education on the use of the system. They also
indicated that while school management had positive effects on the evaluation of efficiency of
the school development, quality of educational programming and communication within the
school, it increased their workload and caused stress.
In Ghana head teachers have perceived little benefit from school census activity, and in general
have seen the policy of continuous assessment and the consequent need for records as an
additional burden tempting some to misreport (Tucano, 2006).
Wright (2000), states that there are many reasons for inaccurate data collected in schools, and
attributed it to lack of motivation for proper collection and handling of management information.
He lays blame on the failure in instilling in education managers (teachers and principals) a
positive perception of the benefit that accrues from accurate data. As a result, principal generally
collect data at school as a matter of routing and out of a sense of duty rather than for intrinsic
professional reasons. In highly centralized education systems teachers who collect data at the
source do not have a stake in the use of much of the information they are expected to collect.
They view data collection as a burden since they do not use the data for decision making and
management process in the schools but simply transfer it to the higher levels beyond the school
(Soh, 2000).
In decentralized systems such as Australia Canada, Nigeria and Britain where many decisions are
taken locally, teachers and principals tend to understand the strong ling between the information
collected and the management process they are expected to perform and tend provide accurate
data (Wright, 2000).
Ethiopia has a decentralized education system. This study intends to find out the perception of
educational administrators on the benefits that accrue from using EMIS. The findings may assist
in the development of strategies that will improve perceptions and thus data Management.
25
2.10 EMIS for Educational Planning and Management
Educational Planning, like all planning branches can be described as a process of preparing a set
of decisions about the educational system in such a way that goals and purposes of education will
be sufficiently realized in future with the available resources. The focus of educational planning
is the application of rational and systematic analysis of the education production function with a
view to suggesting what actions or measures would make the production education more
efficient and effective. This is based on the nature of goals of the society and the students.
The need to gather data, to undertake sector research and thematic studies, to assess and evaluate
the efficiency of current programs, to explore the future in order to facilitate a wider debate on
these issues is more than ever a determining factor in guiding decision-making and elaborating
education policies6. The preparation of an education plan is an exercise, which requires not only
specific skills, but also the availability of reliable and relevant information, which reflects the
exact situation of education in the country. In this way, EMIS can feed reliable data to different
simulation models allowing reflection on objectives defined for the medium and long term.
To analyze the situation or set up a diagnostic is a necessary and fundamental step in the
planning process. In fact, how could one defines objectives; formulate policies and strategies
without knowing the present and past situations? In other words, for a plan to be effective, it
should be based on a detailed and critical analysis of the situation, identifying the problems and
causes, on which new policies and programs to be implemented are supposed to act.
Consequently, the choice in matters of education policy and planning should imperatively be
made in the light of a solid information system which makes precise, relevant, reliable and
updated information available to education managers and planners, and more conclusively for
decision makers. Because of a weak IS, most education planning efforts still have little impact
and do not always guide the fulfillment of their objectives in an efficient way. One of the reasons
often put forward is the absence of a link between the established diagnostic and the defined
strategic policies and choices. But more frequently the explanation could be found in the
inadequacy, indeed in the lack of relevant data and information on which decision-makers can
base their policies.
26
In fact, if statistics, documentation or information services exist in almost all education
ministries with a quasi-systematic collection of school statistical data, the decision makers often
have to content themselves with fragmented and obsolete data.
Moreover, with some exceptions, the education data are not published except in the form of
bulky reports with raw data and incomprehensible statistical tables which lack qualitative
analysis. A large portion of collected information remains untapped.
For example, when the information system includes, other than the education data, contextual
information coming from other sources, these data are rarely used because of the lack of
analytical and research capacities. So, how can one formulate targeted and efficient actions and
appropriately satisfy educational needs without any knowledge and understanding of the
problems and their causes? Therefore, other than the collection of information, its storage, and
processing, one other major function of EMIS is to facilitate the detailed analysis and synthesis
of data in order to draw the most salient and relevant information to help in educational planning
and policy decision-making.
2.11 Education Management Information System Infrastructure
To support Education Management Information System, Computers are a basic requirement.

Computer consists of hardware and Software. The hardware refers to the parts that one can
touch, hold and move. These include the monitor, keyboard, mouse and peripheral devices such
as printers, disc drivers and scanners. A computer is useless unless it is given instructions that
come inform of software. Software is the programme that instructs a computer to process data
and how the programme should be used. There are three main types of computer software
utilized by administrators. These are; word processing and communication, data base
management and spread sheet systems. (Bennet, 1996) in addition, he noted that the ability to
connect computers through networks provides a data sharing platform between principals and
teachers. Networking allows for an elaborate system of technology such as using email instead of
mail box. Email is enabled by the Internet which is an information gathering tool utilizing the
world –wide web using search engines and http address Electronic mail or e-mail refers to the
procedure of sending messages from one person to another using internet facilities. A personal
computer can be connected to the network through internet to send and receive messages and
27
other bulk mail electronically. Network infrastructure connects the access devices in school to
the required tools, services and digital resources. It comprises of; internal computers and
associate computer storage devices, environmental management equipment, operating software
for server computers and related hardware (Http://www.deewr,go.ke20/9/2011).
Tucano (2006), states that lack of adequate electricity was a barrier to the operation of EMIS in
Nigeria. Most states had Generators but usage was limited because fuel was not always available.
Most countries of the Caribbean have technical issues on EMIS that are based on what
infrastructure is available. The issues include available power, computer soft and ware and their
maintenance, security of equipment and air conditioning facilities in areas of high temperatures
and humidity (Cassidy, 2006).
In East Africa, a country such as Tanzania has limited use of computers in data management due
to inadequate supporting infrastructure such as electricity and telecommunication in rural areas
and insufficient funding to ensure maintenance of Information Communication Technology
equipment (http://ww.moe.go.tz 6th June 2011).
A large scale study in Kenya by school Net in which 69 secondary schools responded found that
only 46 percent of the sampled schools had computers, with availability of Internet and facsimile
rare in these schools. The findings also indicated that email was yet to be recognized as a tool for
collaboration among students and teachers. Only one school had a website while another two
reported having networked all their computers to the Internet. It went on to affirm that in these
schools, access to the Internet was severely limited and that only a third of schools studied had
dedicated computer laboratories. The study also found that some schools were making use of
very old equipment and there was dependency on donations of computers as opposed to sourcing
locally.
Kiptalam and Rodriques, (2010) in a case study on internet utilization in secondary schools in
Kenya, found out that schools with access to the Internet for more than 40 hours in a month were
82 while another 18 reported less than 20 hours in a month of Internet access and this was
attributed to non-networked computers in the school laboratories. indentified lack of electricity
connection from the mains power supply as a major challenge to ICT use in school
28
administration in Western Kenya. This forces schools resort to the use of generators for the
provision of electricity needed to power computers. This power is mainly used at night and
therefore, few administrators are able to use it. Nowadays all mobile operators provide a 3G
mobile internet which in theory can give an opportunity of the Internet access in the whole
region which is under the mobile coverage. But even in the developed south and center parts of
the country there are a great number of villages without electricity where it is completely
impossible to use personal computers.
That is why we can conclude that the problem of the electricity where it is completely impossible
to use personal computers. That is why we can conclude that the problem of the electrification of
African villages still remains one of the most serious obstacles to the use of ICT in rural areas.
This study intends to find out what infrastructure is available to support Education Management
Information Systems in Addis Ababa Education Sector.
2.12 Challenges facing Education Managers in use of EMIS
In many developing countries schools do not always send the required information in time as
envisaged. The problem of timeliness of data is evidence of lack of administrative capacity
(Camilleri, 2002).
Limited access to modern computing and communication technology in developing countries is a

great challenge. This is due to prohibitive costs of modern ICT to schools and other educational
institutions. Use of manual methods in data management is still widely used and which
according to Wright (2000), is slow, labor intensive, inefficient and prone to increasing chances
of error. He adds that manual data management possess the problem of transfer of data from
schools to the districts and then to the headquarters. Often data is transferred physically by head
teachers to guarantee safe delivery and the same is replicated from the district officer to the
central ministry.
In his studies in Malta, Camilleri (2002) shows the success of electronic data management after
the Education Division in the country provided computers to all state schools to facilitate
administration and management function. With all schools equipped, information systems in
schools were improved. Today, all schools have access to e-mail facilities making
29
communication between schools and the head office more efficient. The project has facilitated
management and decision making because information can be accessed quickly. Many
developing countries lack adequate and appropriately trained staff in modern computing and
communication technology. Despite efforts made to step up supply of computers and training
personnel in practical management of information systems in Africa and Asia other debilitating
challenges have emerged.
The best example is the tendency of training personnel that leave the public sector for more
lucrative jobs in private agencies as critical. This leads to assignment of untrained personnel to
handle data management at regional and school levels (Camilleri, 2002).
Large quantities of data are collected which appear to be rarely if ever used. Often large amounts
of time are spent at various levels on collecting and processing data which can provide some
useful information regarding the workload and priorities for action particularly if presented in a
clear way. In an efficient and well organized system the information from schools may be
complied for the entire country and published within the year to aid in national planning. More
commonly in many developing countries this mountain of data from all corners of the country
gathers dust in files at all levels (Ouma, 1997).
Data is generated by teachers in schools and they may have little or no idea whether the
information has been used, retained in the school or reached the decision makers. In many
countries the flow of information is only one way from school, to the national level (Moses,
2006). Head teachers have little use of the data largely because they do not receive feedback
after data is analyzed (Champman, 1991a).
A study in Ghana revealed that one of the significant problems with the process of data
collection was related to the completion of census forms by head teachers. They did not see the
benefits of completing the forms or how they could use the information contained in the forms.
This led to delays in collecting the census forms from the schools .
In Ethiopia there are a limited number of personnel with skills and competencies to support the
electronic base based system. Manual processing and analysis of data is prevalent. This leads to
limited sharing of data among departments and agencies of the ministries and lack of feedback to
30
the districts and schools. The schools record data manually and forward to the zonal office
(MoE, 2005).
Educational Management Information System have a technical element, but they are primarily
about the use of information. Using information is a highly specific, often personal activity that
affects work habits, work style, and work flows. Since information use tends to be specific,
training and reengineering are big parts of making EMIS effective. Many old style information
systems have ceased to work not because they become obsolete, but because the people
supporting them failed to maintain them properly.
EMIS will involve several things that are critical to success: Set standards for information,
information will vary simply by being gathered at a different time, define the level of possible
accuracy, Reports should be the result of daily activities not special purpose efforts. Define
formats early, Ensure that providers of information quickly see the result of their work. and
Measure the cost of producing information. Most ministries produce more information than they
need or can use, and no one really measures the cost. Tegene(2003)
31
Chapter Three:- Research Design and Methodology
This section will discuss the research methodology that was employed to achieve the objectives
of the study. It contains the setting where the research was conducted, research design, source of
data, population and sampling techniques, data gathering instruments and methods of data
analysis.
3.1 Design and Method
The method of the study was mixed. The research design is mainly descriptive research method.
This method is selected for it is an appropriate methodology to describe the current status of a
given situation. Accordingly, the study is mainly undertaken using on both qualitative and
quantitative data pertaining to the problems and objectives. This is because it is important to
explain what is causing the problems relating to EMIS to happen and how people perceive the
importance of EMIS as a key tool to efficiently manage the activities of the education sector. By
using this type of research method, the researcher will attempt to gather data about the past
experience, resent status, and other internal and external factors that contributed to the existing
problem.
The quantitative method supported by qualitative approach and the research design was
descriptive in nature. Descriptive research design has been employed. The method is selected as
an appropriate method to carry out the study as a whole (Best and Kahn, 1998). Accordingly,
quantitative and qualitative approach was employed throughout the study. In line with this,
Bryman (1984) describes that the problem under investigation properly dictates the method of
investigation.
The advantage of descriptive survey research method, defined by Cohan (1994) and Grey (2004),
are; it generate large amount of data from relatively wide area; it allows high degree of
interaction by respondents; it may be adapted to collect generalize able information, it provides
relatively simple and straight forward approach to the study of attitude, values and beliefs, it
helps to measure particular phenomena at fixed point in time and systematic.
32
3.2 Sources of Data
In order to achieve the objective of this study, both primary and secondary data were collected
from various sources. Primary data obtained from Addis Ababa education bureau, sampled sub-
cities and weredas education head, primary and secondary government schools statisticians and
record keeping officers through interview guiding questions. In addition to these, primary data
was collected from AAEB and sub-city, wereda education statisticians and school principals
through questionnaires.
Secondary data source the researcher were use as a source from report of research studies
reported in books or journals or from available report and document from annual educational
statistical abstracts, annual education census questionnaire reports, policy documents, web sites
and other related sources.
3.3 Sample Size and Sampling Techniques
Based on statistical information obtained from Addis Ababa education Bureau there are ten sub-
cities, one hundred and seventeen weradas and 285 primary and secondary government schools
in Addis Ababa administrative region.
From AAEB 7 (100 percent) EMIS staff and Bureau heads were selected as a respondents group
by using purposive sampling technique. Cohen and Manion (1994) suggested that, a sample size
of 30% from the population is appropriate if the number of population is known. Based on this,
Out of ten sub-cities 3 sub-cities were selected on the basis of simple random sampling
technique. This is because simple random sampling technique gives each unit of population
equal opportunity to be selected (Seyoume and Ayalew, 1989).
From each selected Sub- Cities Werdas 38 (100 percent) were selected as a sample area by
using purposive sampling technique.85 primary and secondary government schools (100%)
from each Werdas were selected as a sample area by using purposive sampling technique.
33
Similarly Education Bureau heads, sub-cities heads, wordas heads, school principals, statisticians
and record keeping officers were selected by using purposive sampling technique, because they
are directly concerned individuals to provide relevant data regarding to EMIS practice and
problems of their organization. Education Bureau heads, EMIS staffs, data analysts/statisticians,
school principals and record officers were selected using purposive sampling technique. In
support of this technique, Gall, Meredith, D. (1996) stated that, the goal of purposeful sampling
is to select cases that are likely to be “information rich” for purpose of the study.
Table 1: Sample Population of Respondents
populatio Sample % Technique

S.N Types of Respondents n size size Sampling
1 AAEB EMIS experts 4 4 100% Purposive sampling
2 AAEB leaders 3 3 100% Purposive sampling
3 Sub-city education 20 6 30% Simple random
EMIS experts sampling
4 Sub-city education Head 10 3 30% Simple random
office sampling
5 Woreda education EMIS 117 38 32% Purposive sampling
experts
6 Woreda education Head 117 38 32% Purposive sampling
office
7 School statistician 285 85 30% Purposive sampling
experts/record keeping
8 School principals 285 85 30% Purposive sampling
Total 841 263 31.27%
34
3.4 Instrument of Data Collection
The main data gathering instrument was Questionnaire. The reason why the questionnaire was
employed is that it helps to secure relevant information on opinion and attitude in structured
frame work from respondents. Essentially, three sets of questionnaire has been prepared and
dispatched to the four groups of respondents, (i.e. one type for each group of school principals,
Woreda, Sub city and Bureau EMIS experts, Woreda, Sub city and Bureau Management
members). Afterwards, each questionnaire was checked and approved by the thesis advisor; then
the questionnaire was pilot tested for reliability in non sampled woreda or office or school.
Interview was the other instrument for gathering information from management member. To
ensure effective communication between the interviewer and the interviewees, the interview was
conducted in Amharic and then translated in to English for analysis. Furthermore, observation
checklist were used to data collected in relation to the way schools organize their data and
similarly the functionality of EMIS at woreda, Sub city and Bureau levels.
The data were collected from primary sources through Questionnaire, Interview and observation
checklist which enable the researcher to gain first hand and genuine information. The checklist
and the researcher note book was used during observation on site (within the school compound).
This is therefore; Questionnaire, Interview and Observation Checklist was the major data
gathering tools.
3.5 Methods of Data Analysis
To analyze the data both qualitative and quantitative methods was employed. In quantitative
method, data was coded, tabulated, and analyzed by descriptive statistics such as frequency,
percentage and mean. To check the significance of the response differences among varying
groups T-test were employed. The responses was keyed into Statistical Package for Social
Science (SPSS) (version 20), to generate quantitative data output. Finally, The data that was
collected through interviews to triangulate and strengthen the information obtained from
questionnaire and open ended questionnaire were analyzed qualitatively, interpreted logically
and checked its significance in line with closed ended questionnaires.
35
3.6 Ethical Considerations
Above all the researcher was conducted the study based on professional as well as the basic
principles of research. The researcher was identified or presents the respondents personal details
and response without their consent and agreement. Ethical issues grouped into informed consent
procedures, dishonesty, confidentiality towards participants or sponsors and protecting the
anonymity and privacy of research participants (Sarantakos, 2005). Based on the basic
principles, the researcher was proposed a set of ethical and moral procedure and informed the
participants just before in depth interview and filling out the questionnaire. The participants
informed that information obtained from them remain confidential. Besides the respondents were
further informed that their names will not be written or exposed on report and will ever be used
in connection with any of the information they revealed.
The researcher was also conveying the purpose of the study to the proposed respondents as per
standard research requirements. The researcher was avoid deceptive practices, and respect
indigenous cultures as well as discloses sensitive information. The researcher was never practice
any kind of practices that affect professional research undertakings. In sum, the researcher was
tried to be honest, genuine and free from unnecessary bias as long as problem solving and
relevant research is concerned.
3.6.1 Validity and Reliability

Checking the validity and reliability of data collecting instruments before providing to the actual
study subject is the core to assure the quality of the data (Yalew, 1998). To ensure validity of
instruments, initially the instrument was prepared by the researcher with guidance from the
advisor. The questionnaires were pilot tested at One Subcity, One werada, Two government
primary and secondary school that was from the same sub city.
36
Chapter four:- Presentation Analysis and Interpretation of Data
This chapter has two parts: the first part deals with the characteristics of the respondents and the
second part presents the analysis and interpretation of the main data. Objective of this study is to
investigate the Practice of Educational Management Information System (EMIS) in Addis Ababa
Education Sector.
To this end, both quantitative and qualitative data obtained through questionnaire, individual
interviews and focus group discussion (FGDs) were used to answer the basic research questions.
Besides, observation checklist also used in order to get insight about the whole picture of the
sample schools. For the consumption of this study, four groups of respondents were involved
such as Bureau, sub-cities, wordas and schools were approached from the sampled Sub city of
Addis Ketema ,Gulele and Yeka sub-city and all woredas and government school were
participated in selected sub city. . A total of 263 questionnaires were distributed to selected
respondents such as
• from Education Bureau:- Head ,EMIS expert ,

• From Sub City :-Education office Heads and statisticians
• From Woreda :- Education office Heads and statisticians
• From School :- School principal , statisticians or record keeping officer
The rationales behind selecting such a variety respondent were perhaps to consolidate the
reliability of information.
The respondents were provided with 263 questionnaires (both close & open ended). Accordingly,
243 (92.39%) of the Education Bureau EMIS expert, Sub City Education office Heads and
statisticians, Woreda Education office Heads and statisticians and School School principal ,
statisticians or record keeping officer properly completed and returned the questionnaire just in
time and while 20 (7.61%) of them did not returned back for various reasons.
The first or the quantitative part of the analysis was treated based on the data obtained from
education from Education Bureau EMIS expert, Sub City Education office Heads and
statisticians, Woreda Education office Heads and statisticians and School School principal ,
statisticians or record keeping officer. The closed ended questions of the questionnaire were
37
analyzed using statistical tools such as frequency count, percentage, mean value, standard
deviation, T-test and ANOVA Whereas, the second section that is the qualitative part of the
study was treated based on the data from interviews; FGD and observation checklist open-ended
questions of the questionnaires were integrated systematically. Since the objective of this study
was Practice of Educational Management Information System (EMIS) in Addis Ababa Education
Sector, the qualitative data analysis strategy employed was thematic analysis which according to
Kamar (2005) focuses on the coding of qualitative data, producing clusters of texts with similar
meanings, often searching for the central themes capturing the essences of the phenomenon
under investigation. The collected data was transcribed and verbatim from individual interviews
discussions. And then, the identified themes were categorized and thematically analyzed.
The total sample population actually involved in the study was 243. Accordingly, 107 (44%)
leaders and 136 (56%) Expert was sample respondents of the study.
38
4.1 Characteristics of Respondents
Table 2: Characteristics of Respondents

The following table presents respondent’s characteristics and deals with their sex, education level and qualification.
Characteristic
B SH Sub EMIS WH WE S SRD Total
N % N % N % N % N % N % N % N %
Male 1 0 .5 7 % 2 1 .1 4 % 5 2 .8 4 % 21 11.93% 22 12.50% 61 34.66% 64 36.36% 176 7 2 .4 %
Gender
female 1 1 .4 9 % 1 1 .4 9 % 0 0 .0 0 % 12 17.91% 8 11.94% 24 35.82% 21 31.34% 67 2 7 .6 %
Acquired
educational Bachelor 2 0 .8 4 % 2 0 .8 4 % 5 2 .1 1 % 33 13.92% 30 12.66% 80 33.76% 85 35.86% 237 9 7 .5 %
level Master 0 0 .0 0 % 1 16.67% 0 0 .0 0 % 0 0 .0 0 % 0 0 .0 0 % 5 83.33% 0 0 .0 0 % 6 2 .5 %
Statistics 0 0 .0 0 % 0 0 .0 0 % 0 0 .0 0 % 1 6 .2 5 % 8 50.00% 2 12.50% 5 31.25% 16 6 .6 %
Academic ICT 0 0 .0 0 % 0 0 .0 0 % 0 0 .0 0 % 0 0 .0 0 % 0 0 .0 0 % 1 25.00% 3 75.00% 4 1 .6 %

Subject
Ed p M 0 0 .0 0 % 0 0 .0 0 % 0 0 .0 0 % 1 14.29% 0 0 .0 0 % 3 42.86% 3 42.86% 7 2 .9 %
Other 2 0 .9 3 % 3 1 .3 9 % 5 2 .3 1 % 31 14.35% 22 10.19% 79 36.57% 74 34.26% 216 8 8 .9 %
Note: s= school principals, SRD=School Recordkeeping w= woreda statistician, wH= woreda Head, sub EMIS= sub-city EMIS
staff, sH= sub-city Head, B= AAEB EMIS staff
39
As shown in Table 2 of item 1, the majority of respondents 176 (72.43%) were males and 61
(27.57%) of them were females. This figure clearly indicated that participation of female as an
Education leaders and EMIS experts was relatively low in this sample. Therefore, an effort has to be
exerted to promote and enhance the participation of females in all positions and help them to cope
with their counterpart. The above data indicates that females, let alone occupy managerial positions,
their participation at expert level was reasonably significant comparing to the previous trend. But,
the proportion of female experts in the sample was significantly less to that of male counterparts.
This could be an indicator of less participation rate and gender inequality was also observed in
Addis Ababa Education Bureau. Furthermore, female leaders and expert themselves refuse to take
responsibilities due to various reasons. Thus, attention must be given to females in all aspects of the
positions as long as the role of women’s are concerned and their contribution to the quality of
education is vital.
Item 2 of Table 2 reveals that, the majority 135 (56.96 %) of education leaders and experts were
categorized between 30-40 years old. Besides, insignificant proportion of education leaders and
experts 12 (4.93 %) were found between 41-45 years old. The above figure clearly shows that most
of the study participants were in the age of 30-40 years. Moreover majority of leaders and experts
were relatively energetic, matured and fit to take responsibilities. Having reasonably matured age
significantly impacts on the efficiency of the employees because these people are ready and fit to
take responsibilities as per needed.
Item 3 of Table 2 depict that the qualification of the respondents. Accordingly, the majority of
education leaders and experts 237 (97.53%) had first Degree (B.A) and 6 (2.47 %) of the leaders
and experts able to obtained M.A Degree. From this result one can realize that a significant number
of education leaders and experts have had first and second degree that are the minimum requirement
of qualification needed at Addis Ababa Education Bureau as an full-fledged leaders and experts
level, at least first degree.
Item 4 of Table 2 depict that the Academic subject of the respondents. Accordingly, the majority of
education experts 101 (74.8%) had others areas of specialization, 30(21.76%) specialized in EDPM,
only 5 (3.44%) specialized statistics and IT. With regards to education level, all education experts
were hold bachelor degree at each levels of education system. This shows that qualified manpower
were placed in Addis Ababa administrative at all levels. In addition to this, from the above data one
can easily understand that most of the employees are well experienced to perform their duties and
responsibilities independently and with their colleagues smoothly. But there is a need to assign
people to where their skill and knowledge is required. Therefore, matching educational level and
qualification with the task requirement should be the priority consideration in selection and
recruitment of employee. What was observed from the findings of the study deviated from the
principle. Thus, the assignment of personnel in EMIS positions does not appear to consider fields of
study.
4.2 Status of EMIS

Status of EMIS is evaluated based on the availability of equipments, materials and necessary
documents. Additionally, the presence of Structure of EMIS and their training situation are used as
parameters of EMIS status. All items were rated by expressing the degree of availability using five
point likert scale as Strongly Agree (5), agree (4), moderate (3), disagree (2), and Strongly
Disagree available (1). For the purpose of analysis the responses were rated as 4.5 and above as "
Strongly Agree ", 3.5 to 4.49 as " agree ", 2.5 to 3.49 as " moderate ", 1.5 to 2.49 as " disagree ",
and under 1.5 as " Strongly Disagree ".
Table3. Availability of necessary materials, equipments and documents for EMIS (n=243)
Respondents Rating scale S. D

No Availability SD D M A SA M
1 Computers for EMIS F 70 116 57
2.66 1.129
available % 28.81% 47.74% 23.46%
2 Printer for EMIS F 96 147
2.21 .980
available % 39.51% 60.49%
3 Data backup flash desk F 206 37
1.30 .720
(external disk) available % 84.77% 15.23%
4 EMIS strategic plan F 37 58 52 71 25
2.95 1.247
available % 15.23% 23.87% 21.40% 29.22% 10.29%
5 Educational indicators F 70 43 71 37 22
2.58 1.294
manual available % 28.81% 17.70% 29.22% 15.23% 9.05%
6 EMIS software user F 108 6 37 64 28
manual (Amharic % 44.44% 2.58 1.536
2.47% 15.23% 26.34% 11.52%
version) available
7 Annual questionnaire F 37 107 74 25
completion guide 15.23% 44.03% 30.45% 10.29%
2.46 1.084
available %
Note: SA=strongly agree, A= agree, M=moderate, D= disagree, SD=strongly disagree. M= Mean
and S.D=Standard Devation
41
As it is indicated on item 1 of Table 3, respondents were also asked Computers for EMIS available.
Accordingly, Addis Ababa Education sector with (X=2.66, SD=1.129) replied that a significant
number of the study participant moderate and few of the study participants strongly disagree with
Computers for EMIS availability. Based on the above result one can possibly conclude that the
majority of the study participants were satisfied with the existing computer availability. Besides,
this indicates that among the opinions of the study participants is not sufficient with the availability
of compuere for EMIS purpose.
In the above Table 3 of item 2, respondents were asked Printer for EMIS available. Accordingly,
educational leader and experts with (X=2.66, SD=1.129) confirmed that a significant number of
respondents moderate and strongly disagree with Printer for EMIS available. This implies that
significant number of the study participant disagreed with the issue raised. Base on the above result
one possibly concluded that many of educational offices do not have Printer for EMIS purpose.
As presented in Table 3 of item 3, respondents were asked Data backup flash desk (external disk)
available, educational leader and experts with (X=1.30, SD=.72) confirmed their replay with the
mean value and standard deviation respectively. A significant number of the study participants
strongly disagreed that the Data backup flash desk (external disk) available. Thus, it is possible to
conclude that almost half of the educational leader and experts were strongly disagreed with the
issue raised and they do not have data backup flash desk. This impels that there is a problem with
information gathering and storage. The above figure indicates that there was no significance
difference among the opinions of experts on the issue raised above.
In Table 3 of item 4, respondents were asked to EMIS strategic plan available. Accordingly,
educational leader and experts with (X= 2.95, SD 1.294) confirmed that a significant number of
respondents were agree with their EMIS strategic plan available. And comparable number of the
study participants moderately and disagree with the issue raised. Based on the above result one can
possibly conclude that the study of participants were half of threm do not have EMIS strategic plan
available. Besides, this indicates that there was difference among the opinions of the study
participants and variation as well.
42
In Table 3 of item 5, respondents were asked to Educational indicators manual available.
Accordingly, educational leader and experts with (X= 2.58, SD 1.294) confirmed that a significant
number of respondents were disagree with their Educational indicators manual available. And only
few of the study participants moderately and agree with the issue raised. Based on the above result
one can possibly conclude that the majority of the study participants were do not have Educational
indicators manual available. Besides, this indicates that there was great difference among the
opinions of the study participants and variation as well.
As it is observed in the above Table 3 of item 6, respondents were asked about EMIS software user
manual (Amharic version) available.
Accordingly, experts with (X=2.58, SD=1.536) confirmed that the majority of the study participant
were strongly disagree with the manual (Amharic version) availability. This indicates that there is
no available manual (Amharic version) in educational office.. Based on the views of the study
participant for item 5 from the above figure there was no significant difference among the
respondents and no great variation as well.
In Table 3 of item 7, respondents were asked Annual questionnaire completion guide available.
Accordingly, experts with (X=2.46, SD=1.084) confirmed that a significant number of the study
participants were strongly disagree and disagree with the Annual questionnaire completion guide
available. This impalas that in the majority of educational office, there is no prepared Annual
questionnaire completion guide and improper way of data collection and analysis. Based on the
views of the study participant for item 7 from the above figure there were significant difference
among the respondents and no great variation among respondent on the issue raised.
43
4.3 EMIS Structure
Establishing education management information system and its structure, and in placing the
necessary resources make easy to access education data/information at the required time and places.
To have acceptable organizational environment, there must be well established structure,
organization and resource in placement in systematic way. This could be realized, if and only if the
higher officials/policy makers design the relevant policy, structure and organization. Moreover,
assigning the required human and material resource is crucial for productivity of an organization.
Table4: Availability of EMIS structure (n=243)

Yes No Total
No
1 F 39 204 243
Does the school have assigned EMIS expert?
% 16% 84% 100.0
2 F 66 177 243
Recalibrated BPR design document available % 27.2% 72.8%
3 Is there an organized EMIS unit in your F 68 175 243
organization % 27.98% 72.02%
4 Have you taken any training related to F 103 140
EMIS? % 42.38% 57.62%
In item 1 of Table 4 respondents were requested about does have assigned EMIS expert.
Accordingly, a significant number of study participants, 204 (84 %) confirmed that there is no
assigned EMIS expert in the education office and schools, 39 (16%) of respondents confirmed that
there are assigned EMIS expert in the education office and schools. Based on the above data we can
conclude that large number of Addis Ababa education office and schools they do not have EMIS
experts.
In item 2 of Table 4 respondents were requested about Recalibrated BPR design document
available. Accordingly, a significant number of study participants, 177 (72.28 %) confirmed that
there is no Recalibrated BPR design document available, 66 (27.2%) of respondents confirmed that
there are Recalibrated BPR design document available in the education office and schools. Based on
44
the above data we can conclude that large number of Addis Ababa education office and schools
they do not have Recalibrated BPR design document available.
In item 3 of Table 4 respondents were requested about Is there an organized EMIS unit in your
organization. Accordingly, a significant number of study participants, 175 (72.02 %) confirmed that
there is no an organized EMIS unit in your organization, 68 (27.98%) of respondents confirmed that
there are an organized EMIS unit in your organization in the education office and schools. Based on
the above data we can conclude that large number of Addis Ababa education office and schools
they do not have Is there an organized EMIS unit in your organization.
In item 4 of Table 4 respondents were requested about training taken directly related to EMIS.
Accordingly, a significant number of study participants, 103 (42.38%) of education leaders and
experts that they were taken short term training related to profession and conversely, more than half
of the study participants 140 (57.64%) were not taken any kind training related to their position.
……interviewed indicated that they do not have any training regarding to EMIS management. To
play managerial role in EMIS positions, managers should have basic knowledge and skills about
the management of EMIS by far….
. INT# APR 2017
One of the causes for low availability of data/ information at each respective levels of education
system was lack of training. With this respect all the EMIS levels interviewee responded that the
situation was serious. Chapman and Mahlck (1993) stated that provision of training and collection
of data requiring detailed educational indicators are crucial to improve decentralized education
management.
All items were rated by expressing the degree of EMIS structure, organization, and resources in
placement using five point likert scale as Strongly Agree (5), agree (4), moderate (3), disagree (2),
and Strongly Disagree available (1). For the purpose of analysis the responses were rated as 4.5 and
above as " Strongly Agree ", 3.5 to 4.49 as " agree ", 2.5 to 3.49 as " moderate ", 1.5 to 2.49 as "
disagree ", and under 1.5 as " Strongly Disagree ".
45
Table 5 Respondents’ view on Establishment of EMIS structure, organization, and resources
in placement (n=243)
EMIS structure, Respondents Rating scale
No organization, and
resources in SD D M A SA Total
placement M S. D
1 Systems, procedures F 67 34 88 30 24 243 2 .6 3 1.277
and structures are in % 27.57% 13.99% 36.21% 12.35% 9 .8 8 %
placed
2 Institutional reforms F 39 60 98 24 22 243 2 .7 1 1.128
are made % 16.05% 24.69% 40.33% 9 .8 8 % 9 .0 5 %
3 Qualified personnel F 63 37 110 33 243 2 .4 7 1.021

are assigned in EMIS
% 25.93% 15.23% 45.27% 13.58% 0 .0 0 %
positions
4 Material and financial F 96 147 243 2 .2 1 .9 8 0
resources are allotted % 39.51% 0 .0 0 % 60.49% 0 .0 0 % 0 .0 0 %
5 ICT infrastructures F 206 37 243 1 .3 0 .7 2 0
are in placed % 84.77% 0 .0 0 % 15.23% 0 .0 0 % 0 .0 0 %
6 Career path for EMIS F 177 66 243 1 .2 7 .4 4 6
staff is designed % 72.84% 0 .0 0 % 27.16% 0 .0 0 % 0 .0 0 %
F 71 69 37 29 37 243 2 .5 6 1 .4 1
7 Computer database
% 2 9 .2 2 8 .4 1 5 .2 1 1 .9 1 5 .2 100.0
Note: SA=strongly agree, A= agree, M=moderate, D= disagree, SD=strongly disagree. M= Mean

and S.D=Standard Deviation
Regarding Systems, procedures and structures are in placed the education sector 41.% of the leaders
and expert are strongly disagree and disagree and the rest of 22% strongly agree and agree. This
implies that Systems, procedures and structures are not pleased majority of educational office. This
shows that the majority of educational office system has no EMIS clear structures.
Institutional reforms are made, 16.05% strongly disagreed, 24.69% disagreed, 9.88% agreed and
9.05% strongly agreed respectively about Institutional reforms are made. The remaining 40.33%
could moderate on the issue. This shows that a significant proportion 40.74% of the leaders and
46
expert still need to Institutional reforms are made is not available even though 18.93% strongly
agree and agree. This implies that there are no Institutional reforms in education office.
Qualified personnel are assigned in EMIS positions .Accordingly 13.58% of the leaders and expert
are agree, 41.16% disagree or strongly disagree, and the rest 45.27% are moderate qualified
personnel are assigned in EMIS positions. This shows that there is no matching educational level
and qualification with the task requirement should be the priority consideration in selection and
recruitment of employee. Thus, the assignment of personnel in EMIS positions does not appear to
consider fields of study.
Regarding Material and financial resources are allocation in the education sector 60.49% of the
leaders and expert are moderate and the rest of 39.51% strongly disagree. This implies that there is
no usage of educational data for material and financial resource allocation.
Regarding ICT infrastructures are in placed in the education sector 84.77% of the leaders and expert
are strongly disagree and the rest of 15.23% moderate. This implies that there is no ICT
infrastructures are in placed in the education sector.
Regarding Career path for EMIS staff is designed in the education sector 72.84% of the leaders and
expert are strongly disagree and the rest of 27.16% moderate. This implies that there is no Career
path for EMIS staff is designed in the education sector.
Regarding Computer database in the education sector. Accordingly 47.8% of the leaders and expert
are disagree and strongly disagree, 27.1% agree and strongly agree and the rest 28.4% are moderate
Computer database program available. This implies that Computer database are not pleased
majority of educational office. This shows that the majority of educational office system has no
EMIS Computer database.
From table 5 above, we can infer that the presence of difficulty in ICT infrastructure in placement,
unavailability of remuneration package, unavailability of internal motivation policy, and absence of
systems, structures and procedures to EMIS management independently were degree of
seriousness. This depicts us how the region's were performing EMIS in unorganized way at all
levels of the education systems.
47
Interview guide question and observation checklist implied that there was high turnover
in EMIS positions because of low salary in comparison of the other government social
sectors and also low attention and support was given by management bodies. In addition
to this, there were high attitudinal and commitment problems both from the educational
leaders’ part and also from the EMIS personnel in implementing the activities of EMIS.
As indicated by school principals and education heads from the respondents, the problem
might be unawareness about the importance of education information at all levels.
Organizations without the necessary Structure and resources that are in placed will not
able to address its vision and mission properly.
INT# APR 2017
There must be somebody that uses the data/information generated. For the purpose of building
institutional capacity, for analyzing the data collected, for monitoring the system, and for
recommending policies, it is desirable that EMIS personnel have advanced formal training and
education to work on the positions . In addition to this idea, Scott (1986) stated that the
characteristics of the tasks for which data/information is intended, and expectations of the external
recipients of the information determine the numerous ways in which an MIS should transform data
into information. Based on this information, educational leaders should consider the experience of
EMIS personnel during recruitment and selection process and to assign at the right position for
effectiveness of education management. This implies that there is a need to establish EMIS
structure, organizing and assigning the required resources at each level of the education echelons.
Therefore, the region should consider to establishing EMIS structure organization and in place the
required resource for each level of education systems independently to improve the current practice
of EMIS.
48
4.4 Availability of Education Data/Information in Education sector
The effectiveness of education management information system (EMIS) could be exhibited by its
success in providing education data/information that is relevant, accurate, complete, comprehensive,
and timely for service seeker. In support of this, Mosses (2001) listed several things that make
EMIS successful. These are set standards for information, set timing, define the level of accuracy,
reports should be the result of daily activities, not special purpose efforts, define how information is
presented, ensure that the provision of information quickly see the result of their work, and measure
the providing information. Moreover, Hua and Herstein (2003) also identified an EMIS's success
depends up on three factors, namely: Timely and Reliable Production of Data and Information, Data
Integration and Data sharing among departments and effective use of Data and Information for
educational policy decisions. On the contrary, there are a number of factors that hinders the success
of EMIS. Increasing access to information users/stakeholders is one of the indispensible objectives
of EMIS unit. To achieve this objective, EMIS worker make available relevant and accurate
data/information in understandable manner. The following are data/information assumed to be
available in educational organizations commonly. In light of this assumption, the sampled
respondents responded as follows:
All items were rated by expressing the degree of availability using five point likert scale as fully
available (5), mostly available(4), partially available (3), rarely available (2), and not available (1).
For the purpose of analysis the responses were rated as 4.5 and above as "full available", 3.5 to 4.49
as " mostly available ", 2.5 to 3.49 as " partially available ", 1.5 to 2.49 as "rarely available ", and
under 1.5 as "not available ".
49
Table 6: Respondents View on the Availability of Data/Information in Education Sector
(n=243)
Std. Independent Samples Test
No Data/information RC Mean Deviation t df Sig. (2-tailed)
L 2.6822 1.22550
Education budget and -1.353 241 .1 7 7
1 expenditure E 2.8676 .90928
L 3.2336 .59208
Enrollments for all levels -.789 241 .4 3 1
2 of education E 3.3382 1.26620
L 3.0093 .86325
Teaching staff for all -1.126 241 .2 6 1
3 level of education E 3.1471 1.00760
L 3.2056 1.33698
School for all level of -2.367 241 .0 1 9
4 education E 3.5441 .88500
L 2.6168 .52566
Key indicators and -
241 .0 0 0
4.2132 .41111 26.569*
5 analysis E
L 3.2897 .95175
-7.784* 241 .0 0 0
6 Enrollment rate E 4.1838 .83624
L 2.7196 1.26487
-7.347* 241 .0 0 0
7 School facilities E 3.6985 .80111
L 3.9439 .40821
-5.085* 241 .0 0 0
8 Examination results E 4.2132 .41111
Sig. shows that at p <0.05, Note: SD= standard deviation, L= Leader, E= Expert, RC=respondents
category.
The views of the respondent groups differ significantly on the availability of four types of data.
These are Key indicators and analysis t[(241, .05) = 26.56, p<0.05], Enrollment rate
t[(241,.05)=7.7484, p<0.05], School facilities t[(241,.05) =7.347, p<.05] and Examination results
t[(241, .05)=5.085 , p<0.05]. Similarly, the views of the respondent groups there is not significantly
different on the availability of four types of data. These are Education budget and expenditure
t[(241, .05) = 1.353, p>0.05], Enrollments for all levels of education t[(241,.05)= .789, p>0.05],
Teaching staff for all level of education t[(241,.05) =1.126, p>0.05] and School for all level of
education t[(241, .05)= 2.367,p>0.05].
For others they are similar. As indicated in the table 6 above the availability of education
data/information regarding to Enrollments for all levels of education, Teaching staff for all level of
education and School for all level of education was mostly available (mean=3.05-3.56) as replied by
both respondents group.
50
From table 6 above, most education experts responded that, the availability of all assumed
education data /information was as partially available in an organized way (mean=2.5 - 3.49).
As depicted in table 6 above, most education leaders responded that, the availability of all assumed
education data /information was partially available (mean=3.00-4.00, Enrollments for all levels of
education, Teaching staff for all level of education, School for all level of education, Enrollment
rate and Examination results) and rarely available (mean=2.5-2.75, Key indicators and analysis,
Education budget and expenditure and School facility).
As interview held
……….with education bureau and offices heads and school record officers
representatives assured that the availability of education data/information was
partially available in an organized/computer assisted/ way in their organization.
Educational indicators are the crucial element for efficient and effective education
management. This should be done in a systematic way starting from lower level up to
the top level coherently without distortion of data/information. However, most of
educational indicators were captured and carried out manually as observed by the
researcher by the help of observation checklist. …….
INT# APR 2017
They were not documented and communicated educational indicators electronically except some of
them at region and sub-cities. One of the causes for partial availability of data/ information at each
respective levels of education system was lack of training as responded by most of the interviewees
at each level of the education systems. Regarding to this, Chapman and Mahlck (1993) stated that
provision of training and collection of data requiring detailed educational indicators are crucial to
improve decentralized education management. Therefore, training should be conducted regularly as
a main tool to have an organized data/ improve EMIS management performance.
From table 6 above, we can infer that the availability education budget and expenditure,
examination results, school facilities and key indicators and analysis were low in availability
respectively. This indicates that there was no comprehensive data/information coherently from
lower level up to the top. Therefore, the region should strive to make available relevant and accurate
educational data/information in a systematized way. To sum up, from the above presented data
/information, we can understood that there was no comprehensive data/information consistently
51
from all levels of education system in the region. It seems fragmented and not organized in
modernized way in support of information technology especially at the lower levels.
4.5 Utilization of EMIS Outputs in Education Sector

Educational organizations are the one that seek quality data/information from EMIS unit to plan and
make informed decisions at the right moment and place. Not only educational organizations are
using EMIS output but also organizations like, NGOs, associations community, other organizations
like finance, health, etc. The following assumed data were presented to be rated by the respondents
group/ for what purpose the data/information were utilized in their organization regularly.
All items were rated by expressing the degree of Challenge using five point likert scale as strongly
agree (5), agree(4), moderate (3), disagree (2), and strongly agree (1). For the purpose of analysis
the responses were rated as 4.5 and above as “strongly agree ", 3.5 to 4.49 as " agree ", 2.5 to 3.49
as " moderate ", 1.5 to 2.49 as " disagree ", and under 1.5 as " strongly agree ".
Table 7: Respondents View on Utilization of EMIS Output in Education Sector (n=243)

Leader Expert Total
Std. Std. Mean Std.
No Mean Deviation Mean Deviation Deviation
1 Goal setting and policy 2.9717 .85588 3.3650 1.22999 3.1934 1.09829
development
2 Selecting performance 3.3113 .94982 3.3650 1.22999 3.3416 1.11461
standard
3 3.3208 .94160 3.3066 1.45805 3.3128 1.25677
Coordination and regulation
4 3.3491 .92626 3.0584 1.56133 3.1852 1.32781
Financing
5 3.2925 .60106 3.1314 1.55212 3.2016 1.23167
Curriculum development
6 3.9434 .36069 3.0438 1.19354 3.4362 1.02804
Procurement
7 3.6509 .53528 3.3212 1.24814 3.4650 1.01324
Performance measurement
8 Education budget and 3.6509 .49843 3.0949 1.56658 3.3374 1.25034
expenditure allocation
Significance difference shows at P<0.05.
52
As indicated in the table above the Utilization of EMIS Output in Education Sector regarding to
Goal setting and policy development, Selecting performance standard, Coordination and regulation ,
Financing and Curriculum development was moderate (mean=2.5 to 3.49 ) as replied by both
respondents group.
From table 7 above, most education leaders responded that, the Utilization of EMIS Output in
Education Sector regarding to Procurement, Performance measurement and Education budget and
expenditure allocation was as agree in an organized way (mean=2.5 to 3.49).
According to the responses of interviewees

……………at all levels of the education system, EMIS output utilization for financing
procurement Curriculum development purpose was very low at wereda and school
level. This implies that, there was no clear awareness about the vital role of
education data/information as a base for decision making and in general for the
improvement of education……..
INT# APR 2017

In general, in most of assumed EMIS outputs presented in the table above, the respondents’
response was not positive in utilizing them in their organization. This implies that the awareness of
EMIS outputs to employ by education experts and heads was not efficient and effective mostly at
lower levels of education echelons. Therefore, the region should plan to create clear awareness in
utilizing EMIS outputs both for EMIS personnel and education data/information users to improve
the management of education system in the region.
All items were rated by expressing the degree of Utilization EMIS data using five point likert scale
as always (5), mostly (4), sometimes (3), rarely (2), and not at all (1). For the purpose of analysis
the responses were rated as 4.5 and above as “always ", 3.5 to 4.49 as " mostly ", 2.5 to 3.49 as "
sometimes ", 1.5 to 2.49 as " rarely ", and under 1.5 as " not at all".
53
Table 8: Respondents View on Utilization of EMIS Output in Education Sector (n=243)
Respondents Rating scale
No NA R S M A Tot M SD
al
1 Gross and F 74 140 29 243 3 .8 1 .6 2
Transformation
Plan(GTP) % 30.45% 57.61% 11.93%
2 Educational Sector 37 105 101 243 4 .2 6 .7 0
F
Development
Program(ESDP V) % 15.23% 43.21% 41.56%
3 School 70 90 37 15 31 243 2 .3 4 1 .3 4
Improvement F
28.80% 37.03% 15.23% 6 .1 7 % 12.75%
Plan(SIP) %
4 F 37 105 101 243 4 .2 7 .7 1
Yearly Plan % 0 .0 0 % 0 .0 0 % 15.23% 43.21% 41.56%
5 F 64 105 74 243 2 .0 6 1 .5 4
Annual budgeting % 26.34% 43.25% 30.45%
6 37 108 34 64 243 3 .5 1 1 .0 4
Woreda council F
dialogue % 0 .0 0 % 15.23% 44.44% 13.99% 26.34%
7 Sub city council F 74 71 34 64 243 3 .3 6 1 .1 7
dialogue % 0.00% 30.45% 29.22% 13.99% 26.34%
8 1 37 108 32 64 243 3 .6 6 2 .0 8
Regional council F
dialogue % 0 .4 1 % 15.23% 44.44% 13.17% 26.34%
9 Reporting F 37 108 98 243 243 4 .0 9 1 .0 0
Relationship % 15.23% 44.44% 40.33%
Note: NA= no at all, R= rarely, S= sometimes, M= mostly, A= Always, M= Mean and

S.D=Standard Deviation
As it is observed in the above Table 8 of item 1, respondents were asked about is the Gross and
Transformation Plan(GTP) prepared based on EMIS data. Accordingly, Educational leaders and
experts with (X=3.8148, SD=0.62545) confirmed that the majority of the study participant were
mostly and sometimes with the GTP) prepared based on EMIS data. This indicates that same of the
education office and EMIS experts planed there GTP plan without EMIS data. Based on the views
of the study participant for item 1 from the above figure there were significant difference among the
respondents and no great variation among respondent on the issue raised.
54
In Table 8 of item 2, respondents were asked is the Educational Sector Development Program
(ESDP V) prepared based on the EMIS data. Accordingly, Educational leader and experts with
(X=4.2634, SD=.70753) confirmed that a significant number of the study participants were mostly,
always and a few of respondents sometimes with the presence of EMIS data for the preparation
Educational Sector Development Program (ESDP V).
This shows that some of educational leaders and experts are not used EMIS data for the preparation
of Educational Sector Development Program (ESDP V). Based on the views of the study participant
for item 2 from the above table there were significant difference among the respondents and no
great variation among respondent on the issue raised.
In Table 8 of item 4, respondents were asked is the Year plan prepared based on EMIS data .
Accordingly, Educational leader and experts with (X=4.2634, SD=.70753) confirmed that a
significant number of the study participants were mostly, always and few of them responds
respondents sometimes with the presence of EMIS data for the preparation of Year plan.
In Table 8 of item 5, respondents were asked is the annual budgeting prepared based on the EMIS
data. Accordingly, Educational leader and experts with (X=2.06, SD=1.54) confirmed that a
significant number of the study participants were rarely with the presence of EMIS data for the
preparation annual budgeting.
This shows that some of educational leaders and experts are not used EMIS data for the preparation
of annual budgeting. Based on the views of the study participant for item 5 from the above table
there were significant difference among the respondents and no great variation among respondent
on the issue raised.
In Table 8 of item 6, respondents were asked to is Woreda council dialogue passed their decision
based on EMIS data. Accordingly, educational leader and experts with (X 3.6667, SD 1.04189)
confirmed that a significant number of respondents were sometimes and a few of them responds
mostly, always. . Based on the above result one can possibly conclude that most of education
leaders and experts are not used EMIS data for the decision making purpose. Besides, this indicates
that there was difference among the opinions of the study participants and variation as well.
55
In Table 8 of item 7, respondents were asked to is sub city council dialogue passed their decision
confirmed that a significant number of respondents were sometimes and rarely and a few of them
responds mostly, always. . Based on the above result one can possibly conclude that almost all of
education leaders and experts are not used EMIS data for the decision making purpose. Besides, this
indicates that there was difference among the opinions of the study participants and variation as
well.
In Table 8 of item 8, respondents were asked to is Regional council dialogue passed their decision
confirmed that a significant number of respondents were sometimes and rarely and a few of them
responds mostly, always. . Based on the above result one can possibly conclude that almost all of
education leaders and experts are not used EMIS data for the decision making purpose. Besides, this
indicates that there was difference among the opinions of the study participants and variation as
well.
In Table 8 of item 9, respondents were asked to reporting relationship. Accordingly, educational
leader and experts with (X 4.0988, SD 1.00336) confirmed that a significant number of respondents
were sometimes and rarely and few of them responds mostly, always. . Based on the above result
one can possibly conclude that same of education leaders and experts are not used EMIS data for
the decision making purpose. Besides, this indicates that there was difference among the opinions of
the study participants and variation as well.
Most education planning efforts in developing countries have little impact and do not always guide
the fulfillment of their objectives in an efficient way. Some of the reasons often put forward are the
absence of a link between the established diagnostic and the defined strategic plans/policies and
choices and the inadequacy, indeed in the lack of relevant information for planners and decision
makers (Jeilu, 2009).
56
4.6 Customer Satisfaction using EMIS data
Table 9. Measure Customer Satisfaction on EMIS Service Delivery (n=243)

No Std.
Yes No Total Mean Deviation
Does EMIS have the Frequency 106 137 243 1.5638 .49694
1 system of assessing needs
of customers before Percent 43.6 56.4 100.0
collecting data?
2 After collection & analysis Frequency 206 37 243 1.1523 .36002
of educational data, could

Percent 84.8 15.2 100.0
you make accessible to
users
In Table 9 of item 1, respondents were asked to Does EMIS have the system of assessing needs of
customers before collecting data?. Accordingly, educational leader and experts with 137(56.4%)
confirmed that a significant number of respondents were No such system or mechanism. Also
106(43.6) of the respondents said “YES” to the question asking Does EMIS have the system of
assessing needs of customers before collecting data. This shows that the system of assessing needs
of customers before collecting data have low satisfaction on service delivery of EMIS.
In Table 9 of item 2, respondents were asked to After collection & analysis of educational data,
could you make accessible to users. Accordingly, educational leader and experts with 203(84.8%)
confirmed that a significant number of respondents were Yes such system or mechanism Regarding
assessment of customers needs by EMIS After collection & analysis of educational data,, 37 (15.2%
of the management members responded that EMIS has no such system or mechanism even though
majority the respondent said “Yes” for the given question. In general internal customers seem to
have low satisfaction on service delivery of EMIS.
57
4.7 Challenges that are related to EMIS Management
An effective information flow enabled by information system is the first step in facilitating and
enacting competitive actions. Information flow allows organizational participants to connect, share
and develop a common conceptualization of specific organizational actions (Knite and McDanil,
(1979). From this basic information educational managers could grasp something vital knowledge
to manage his/her organization in handling the appropriate flow of information. Through practice,
there are problems that hinder the information flow within the organization and out of the
organization also.
The following data might indicate you some of the challenges that are related to EMIS Management
All items were rated by expressing the degree of Challenge using five point likert scale as very
serious (5), serious(4), partially (3), rarely (2), and not a problem (1). For the purpose of analysis
the responses were rated as 4.5 and above as “very serious ", 3.5 to 4.49 as " serious ", 2.5 to 3.49 as
" partially ", 1.5 to 2.49 as "rarely ", and under 1.5 as "not a problem ".
58
Table 10: Respondents' View on Challenges that are related to EMIS Management (n=243)
Respondent Std.
No Character N Mean Deviation
1 Absence of clear information policy Leader 106 4.3302 .47252
Expert 137 4.1898 .83607
2 Poor ICT infrastructure Leader 106 4.3302 .47252
Expert 137 4.5182 .50150
3 Lack of data/information integration Leader 106 4.3019 .95787
Expert 137 3.7299 .44563
4 Assigning unqualified manpower for EMIS Leader 106 3.9811 .82786
positions Expert 137 3.4599 .50021
5 Poor coordination Leader 106 3.9528 1.43681
Expert 137 3.2482 .43354
6 Lack of commitment from the information Leader 105 3.6476 .48000
professionals
Expert 136 2.4853 .86054
7 Delays in bringing data/information upward to Leader 105 2.9714 .82575
higher decision
Expert 136 3.2132 .84685
8 Lack of accountability for inaccuracy, Leader 105 2.9714 .82575
unreliable, irrelevant., incomplete and not valid
Expert 136 3.7279 1.13833
data transfer
9 Lack of skilled manpower Leader 105 3.6190 1.26629
Expert 136 2.6691 1.09582
10 High turnover rate/higher than other sectors’ Leader 105 3.6190 1.26629
average/
Expert 136 3.7279 .44667
11 Low salary/lower than other social sectors/ Leader 105 3.6190 1.26629
Expert 136 4.7279 .44667
12 Unavailability of clearly stated policy and Leader 105 3.9429 1.44001
procedures Expert 136 4.7279 .44667
13 Unavailability of clearly designed Leader 105 3.6190 1.26629
organizational structure for the EMIS unit Expert 136 4.5147 .50163
As indicated in the table 10 above the challenge of educational management information system
regarding to Absence of clear information policy, Poor ICT infrastructure, Lack of data/information
integration, High turnover rate/higher than other sectors’ average/, Unavailability of clearly stated
policy and procedures and Unavailability of clearly designed organizational structure for the EMIS
unit was seriously challenges (mean=3.5-4.49) as replied by both respondents group.
59
regarding to Assigning unqualified manpower for EMIS positions, Poor coordination, Lack of
commitment from the information professionals and Lack of skilled manpower was seriously
challenges (mean=3.5-4.49) as replied by educational leaders respondent
regarding to Lack of accountability for inaccuracy, unreliable, irrelevant., incomplete and not valid
data transfer was seriously challenges (mean=3.5-4.49) as replied by educational expert respondent
From table10 above, most education experts responded that, the partially challenged regarding to
Delays in bringing data/information upward to higher decision, Lack of skilled manpower, Lack of
commitment from the information professionals, Assigning unqualified manpower for EMIS
positions and Poor coordination was as partially challenged in an organized way (mean=2.5- 3.49).
Of the given assumed influencing factors in table 9 above, Absence of clear information policy,
Poor ICT infrastructure, Lack of data/information integration , High turnover rate/higher than other
sectors’ average/, Unavailability of clearly stated policy and procedures , Unavailability of clearly
designed organizational structure for the EMIS unit, Delays in bringing data/information upward to
higher decision, Lack of skilled manpower, Lack of commitment from the information
professionals, Assigning unqualified manpower for EMIS positions ,Poor coordination and Lack of
accountability for inaccuracy, unreliable, irrelevant., incomplete and not valid data transfer were
identified by the respondents as they were very serious problems.
This indicates that the implementation of EMIS activities were unsatisfactory in the region from top
up to lower levels/schools. Therefore, the region should assess this problem, design EMIS projects
and implement accordingly to minimize the problems and improve the education systems at all level
as an alternative solution.
………..In addition to these from the interviewed respondents, lack of accountability
for inaccuracy, irrelevant incomplete/ not valid data transfer, lack of understanding
or not having of clear attitude about the importance of data/information among
educational heads, EMIS personnel and the users by and large, unavailability of
clearly stated policy and procedures independently to EMIS unit …….
INT# APR 2017
60
Tegegn (2003) identified EMIS problems as, lack of adequate budget allocation, low level of users’
awareness, lack of self initiated learning, personnel shortage, over rating the capacity of EMIS, and
need for continuous training are problems that hampered the practice of EMIS.
This indicates that the implementation of EMIS activities were unsatisfactory in the region from top
up to lower levels/schools. Therefore, the region should assess this problem, design EMIS projects
and implement accordingly to minimize the problems and improve the education systems at all level
as an alternative solution.
61
4.8 Possible Strategies to Enhance EMIS Performance
All items were rated by expressing the degree of possible strategies using five point likert scale as
very strongly recommended (5), strongly recommended (4), undecided to recommended (3), loss
recommended (2), and not recommended (1). For the purpose of analysis the responses were rated
as 4.5 and above as " very strongly recommended", 3.5 to 4.49 as " strongly recommended", 2.5 to
3.49 as " undecided to recommended", 1.5 to 2.49 as " loss recommended ", and under 1.5 as " not
recommended".
Table 11: Possible Strategies to Enhance EMIS Performance based on Respondents View
(n=243)
Leader Expert Total
No Position Mean Mean Mean
1 Designing clearly stated information policy 3.0189 4.7299 3.9835
2 Designing clear structure up to grass root level 3.9528 4.7299 4.3909
/school/
3 Assigning qualified manpower to all education 3.9528 5.0000 4.5432
system
4 Preparing remuneration structure for EMIS staff 3.6226 4.7299 4.2469
5 Integrate with School Net program 3.9528 5.0000 4.5432
6 Expanding School Mapping 3.9528 4.7299 4.3909
7 Decentralized Database 4.3019 5.0000 4.6955
8 Ensuring system of accountability for the 4.3019 4.7299 4.5432
different levels who generate data or information
9 Conducting the AEC twice in a year using 4.3019 4.7299 4.5432
Mobile tabelate
10 Providing relevant trainings regularly 4.3019 5.0000 4.6955
As indicated in the table 11 above the possible strategy to enhance future performance of EMIS
educational management information system regarding to Designing clear structure up to grass root
level /school/, Assigning qualified manpower to all education system , Preparing remuneration
structure for EMIS staff , Integrate with School Net program ,Expanding School Mapping,
Decentralized Database ,Ensuring system of accountability for the different levels who generate
data or information, Conducting the AEC twice in a year using Mobile tabelate and Providing
relevant trainings regularly was strongly recommended (mean=3.5-4.49) as replied by both
respondents group.
62
From table 11 above, most education leaders responded that, the possible strategy to enhance future
performance of EMIS regarding to Designing clearly stated information policy was as partially
recommended in an organized way (mean=2.5- 3.49).
Forecasting an appropriate, relevant and workable strategy is one of the best mechanisms to
eradicate shortcomings occurred through practice. Some of the proposed strategies were presented
in table 11 above. This depicts that there was high demand to have clearly stated education
information policy to be designed independently for education management information system as a
unit/department. So that, higher education officials should look in to the problem and improve the
implementation of EMIS through an appropriate management strategy.
This shows that the demand of designing clear structure up to grass root level was very high.
Therefore, special attention should be given at region level to establish clear structure of EMIS
independently as a unit/department in each of the education systems up to school level, because
schools are the main source EMIS inputs.The Qualified EMIS manpower very high demand for
each level of education systems. So that, educational decision makers should strive to recruit and
select an appropriate/skilled personnel for each of EMIS positions up to school levels.The
Remuneration structure for all EMIS staff high demand at each level of education systems.
Therefore, the region should design EMIS staff remuneration structure to encourage and make
stable workers in their position for longer period of time. Integrate of EMIS with School Net
program high demand at each level of education systems. Decentralized Stata edu 2 soft ware
Database system high demand at each level of education systems. Ensuring system of accountability
for the different levels who generate data or information high demand at each level of education
systems.
Conducting the AEC twice in a year using Mobile tabelate high demand at each level of education
systems for data collection purpose. The region should pay attention to organize training program
for each level of EMIS staff and to have an improved EMIS outputs in the required place and
moment.
………..In addition to these from the interviewed respondents, decentralized soft ware
for using data collection, analysis and interpretation because now a day the data
collection using manual for the feature this change using technology like mobile app
and accountably EMIS data to be strong system….
INT# APR 2017
63
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDAATIONS

This chapter deals with the summary of findings of the study. Based on these findings, conclusions
are drawn and recommendations which can be implemented are forwarded.
5.1. Summary
The main purpose of this study was to assess The Practice of Educational Management Information
System (EMIS) in Addis Ababa Education Sector. In order to achieve this objective, the study
attempts to answer the following basic research questions.
1. What is the status of EMIS in Addis Ababa City Administration?

2. To what extent Addis Ababa City Administrative Region Education Bureau status produce
and utilization education information to plan and manage the education sector?
3. What are the major challenges that affect the effective utilization of EMIS at Addis Ababa
City Administration?
4. To what extent EMIS satisfied internal and external customers?
The study was conducted in one region, three Sub-Cities, 38 Weredas, and 285 Primary and
secondary schools. The study areas were selected based on simple random sampling, but the
individual respondents were taken purposively from each institution because all of them assumed as
they were well experienced to give the required data. The intended samples were four AAEB EMIS
staff and bureau heads, three Sub-City education heads and 12 EMIS staff, 38 Wereda education
heads, 38 Wereda statisticians, 85 primary and secondary school principals and 85 record officers
representatives. Of the total of 263 sample population five principals, four wereda statisticians and
11 school record keeping officer were not involved in the study, because they were not present for a
long time during the data was collecting in the school. To establish the theoretical roots of the study
and to integrate the findings to the body of knowledge related literatures and some countries EMIS
practices were reviewed.
64
Four sets of questionnaire covering all relevant areas were designed to collect the necessary data
/information from school principals, WEO statisticians, and Sub-City and AAEB EMIS staff. In
addition, four similar lists of semi-structured questions were designed for interview with education
heads, and record keeping officers representatives.
Moreover, observation checklist was designed to observe the current practices of EMIS
management. Finally, document analysis was made to substantiate information obtained through
other instruments.
The questionnaires were pre-tested in representative samples. The important corrections were made
after the comments obtained from EMIS experts. Then, 88 copies were distributed to the
respondents, out of which 86(97.7 percent) were properly filled and returned. The return rate, as the
researcher believed was satisfactory to make conclusions. The data obtained were analyzed using
various statistical techniques: mean grand mean, percentages, t-test,S, and ANOVA. Finally, based
on the review of literature and analyzed data, the following major findings were obtained from the
study.
5.1.1 Characteristics of the Respondents

a) The majority of respondents 176 (72.43%) were males and 61 (27.57%) of them were
females.
b) The majority 135 (56.96 %) of education leaders and experts were categorized between 30-
40 years old.
c) The majority of education leaders and experts 237 (97.53%) had first Degree (B.A).
d) The majority of education experts 101 (74.8%) had others areas of specialization,
30(21.76%) specialized in EDPM, only 5 (3.44%) specialized statistics and IT.
65
Major Findings
5.1.2 Status of EMIS in Education Sector

a) Majority of respondents (GM = 2.66) replied that Computers for EMIS available was
disagree in their organization.
b) Majority of respondents (GM = 2.21) replied that Printer for EMIS available was disagree
in their organization
c) Majority of respondents (GM = 1.30) replied that Data backup flash desk (external disk)
available was strongly disagree in their organization
d) Majority of respondents (GM = 2.9) replied that EMIS strategic plan available was
moderate in their organization.
e) Most of the respondents group were responded that as there was disagree the status of
EMIS in their organization like Educational indicators manual available, EMIS software
user manual (Amharic version ) available and Annual questionnaire completion guide
available (GM = 2.58, 2.58, and 2.46respectively).
5.1.3 Availability of EMIS Structure

a) Majority of respondents 204 (84 %) confirmed that there is no assigned EMIS expert in the
education office and schools.
b) Majority of respondents 177 (72.28 %) confirmed that there is no Recalibrated BPR design
document available
c) Majority of respondents 175 (72.02 %) confirmed that there is no an organized EMIS unit in
your organization.
d) More than half of the study participants 140 (57.64%) were not taken any kind training
related to their position.
e) Most of interviewees indicated that, as there was insufficiency of training for EMIS staff.
f) As interviewees responded that they do not have any training regarding to EMIS
management. To play managerial role in EMIS positions, managers should have basic
knowledge and skills about the management of EMIS
66
5.1.4 Establishment of EMIS structure, organization, and resources
a) Majority of respondents 41.% strongly disagree Systems, procedures and structures are in
placed the education sector
b) 40.74% of the leaders and expert still need to Institutional reforms are made is not
available
c) Majority of respondents 41.16% strongly disagree Qualified personnel are assigned in
EMIS positions education sector
d) Majority of respondents 60.49% moderate and the rest of 39.51% strongly disagree Material
and financial resources are allocation in the education sector.
e) Majority of respondents 84.77% strongly disagree ICT infrastructures are in placed in the
education sector.
f) Majority of respondents 72.84% strongly disagree Career path for EMIS staff is designed in
the education sector.
g) Majority of respondents 47.8% disagree Computer database in the education sector.
5.1.5 Availability of Education Data/Information in Education sector

a) Majority of the respondents group (GM = 3.7) responded that an enrollment rate of education
data/information was available in their organization.
b) Majority of the respondents group (GM = 4.09) responded that an examination results of
education data/information was most available in their organization
c) Most of the respondents group were responded that as there was available the
data/information in their organization like School facilities, Enrollments for all levels of
education, Teaching staff for all level of education and School for all level of education (GM
= 3.2, 3.29, and 3.08 respectively).
d) Majority of respondents (GM = 2.78) replied that education budget and expenditure
data/information was available in their organization.
e) The availability of education data/information like education budget and expenditure, key
indicators and analysis was relatively low.
67
5.1.6 Utilization of EMIS Outputs in Education Sector
a) Majority of the respondents group Utilization of EMIS Outputs for Goal setting and policy
development, Selecting performance standard, Coordination and regulation , Financing and
Curriculum development was moderate (mean=2.5 to 3.49 ) in their organization.
b) Majority of the respondents group the Utilization of EMIS Output in Education Sector
regarding to Procurement, Performance measurement and Education budget and expenditure
allocation was as agree (mean=2.5 to 3.49) in their organization.
c) Majority of the respondents group (X=3.8148) confirmed that the majority of the study
participant were mostly and sometimes with the Gross and Transformation Plan (GTP)
prepared based on EMIS data.
d) Majority of the respondents group (X=4.2634) confirmed were mostly utilized of EMIS data
for the preparation of Year plan.
e) Majority of the respondents group (X=3.9588) confirmed were mostly utilized of EMIS data
for the preparation of Annual budgeting.
f) Most of the respondents group was responded that as there was sometimes utilized of EMIS
data for Woreda council dialogue, subcity council dialogue and Regional council dialogue
passed their decision based on EMIS data. (GM = 3.66, 3.36, and 3.67respectively).
5.1.7 Customer Satisfaction using EMIS data

a) Majority of respondents 137(56.4%) confirmed that there is dose not EMIS have the system
of assessing needs of customers before collecting data.
b) Majority of respondents 203(84.8%) confirmed that there is such system or mechanism.
respondents were asked to after collection & analysis of educational data, could you make
accessible to users.
68
5.1.8 Challenges that are related to EMIS Management
a) Majority of respondents group Absence of clear information policy, Poor ICT
infrastructure, Lack of data/information integration , High turnover rate/higher than other
sectors’ average/, Unavailability of clearly stated policy and procedures and Unavailability
of clearly designed organizational structure for the EMIS unit was seriously challenges (GM
= 4.25, 4.43, 3.97,4.2,4.25and 4.39) respectively
b) Majority of the respondents expert (X=3.73) to Lack of accountability for inaccuracy,
unreliable, irrelevant., incomplete and not valid data transfer was seriously challenges
c) As interviewees responded that lack of accountability for inaccuracy, irrelevant incomplete/
not valid data transfer, lack of understanding or not having of clear attitude about the
importance of data/information among educational heads, EMIS personnel and the users by
and large, unavailability of clearly stated policy and procedures independently to EMIS unit.
5.1.9 Possible Strategies to Enhance EMIS Performance

a) Majority of respondents group Designing clear structure up to grass root level /school/,
Assigning qualified manpower to all education system , Preparing remuneration structure for
EMIS staff , Integrate with School Net program ,Expanding School Mapping, Decentralized
Database ,Ensuring system of accountability for the different levels who generate data or
information, Conducting the AEC twice in a year using Mobile tabelate and Providing
relevant trainings regularly was strongly recommended(GM = 3.98, 4.54,
4.2,4.54,4.39,4.69,4.5,4.54 and 4.69) respectively
b) As interviewees responded decentralized soft ware for using data collection, analysis and
interpretation because now a day the data collection using manual for the feature this
change using technology like mobile app and accountably EMIS data to be strong system.
69
5.2. Conclusion
Based on the basic question and the major findings of the study the following conclusions were
drawn:
1. The status of EMIS on EMIS structure, organization and resource allotment revealed that,
there was difficulty in ICT infrastructure in placement, unavailability of remuneration
package, absence of independent systems, structures, and procedures to EMIS management
as a unit/department to each levels of education system of AAEB according to their degree
of seriousness. This indicates that, high insufficiency of the necessary resources and
unavailability of proper organization and an autonomous EMIS structure for all levels of the
education systems of AAEB that profoundly influences the performance of EMIS and by
large the quality of education in the region. Additional lack Educational indicators manual
available, EMIS software user manual (Amharic version) available and Annual
questionnaire completion guide available on how to do EMIS related jobs, frequent EMIS
personnel transfer and lack of EMIS related training were rated as major contributing factor
to poor availability of data/information on education issues. EMIS is more of a technical
work that requires training on how to do the job. Manuals are needed for educational
analysis, to know policy concerns and the sector’s development plans. EMIS personnel
transfer will bring claims of ignorance by those who are newly assigned. This problem is
exacerbated by assignment of improper staff, in the sense that staff assignment doesn’t
consider area of qualification.
2. The study revealed that, there was an utilization education information to plan and manage
the education sector as the respondents’ group responses in AAEB. The education
data/information like education budget and expenditure, enrollment rates, and examination
results were available respondents’ group responses in AAEB. Whereas, the availability of
education data/information regarding school facilities, key indicators and analysis, was low.
On the other hand, the analysis of interview and observation data revealed that, there was no
proper organization of education data at Sub-Cities, Weredas and schools and there was
shortage of skilled manpower to process EMIS activities. This implies that, the
documentation process was still carried out manually, the consistency/coherence of
education data/information and the utilization of EMIS outputs were not properly
implemented and employed in all level of education systems of AAEB. In general, the
70
implementation of EMIS was not organized as per its objective. EMIS positions were not
filled by the right personnel and infrastructures were insufficient to carry out EMIS
activities. The documentation and utilization of education data/ information was low in
decision making and planning purposes of education systems of AAEB.
3. Regarding the challenge of EMIS; the study depicts that, lack of accountability for
inaccuracy, irrelevant, incomplete/not valid data transfer, lack of clear understanding about
the value of education data/information, low salary payment for EMIS staff, lack of
commitment both from the professional and education leaders side, lack of data integration
across the different levels of education systems and within the organization/among
departments/, assigning personnel that are unrelated to EMIS activities and users were
identified as the most serious factors that profoundly influence the performance of EMIS at
all levels of education systems of AAEB. This implies that the EMIS functions were
entangled by a number of problems in structures of education system of AAEB. In addition
insufficiency of ICT infrastructure, shortage of qualified Manpower, lack of IT competency
among staff and poor coordination system according to their degree of seriousness
respectively as respondents group replied through questionnaire. Moreover, the findings
obtained from interviewees depicted that lack of accountability for irrelevant and inaccurate
data/information transfer and lack of clear understanding about the value of educational
data/information were the identified of EMIS problems. This implies that, the performance
of identifying the felt problems and finding feasible strategies to overcome the problem of
EMIS was low in all levels AAEB education system.
4. Regarding the Customer Satisfaction using EMIS data; the study depicts that, does not have
the system of assessing needs of customers before collecting EMIS data. This shows that the
current and potential EMIS user are not aware of EMIS and its output .this implies that the
customer satisfaction on EMIS data the customer are not satisfied.
71
5.3 Recommendations
In light of the findings and the conclusions drawn, the following recommendations were forwarded
to strengthen EMIS practice and its positive impact in the study area:
1. EMIS is a backbone for high quality decision and better planning for Education sector. For
these reason the involvement of the management is crucial for the successes of EMIS. That
means if the management bodies have know how about the EMIS capacitate the processes and
used EIMS data effectively for educational decisions and planning. To bring this environment
it is necessary to do some awareness creations and make brief about the work of EMIS for the
management bodies at all level (AACEB, SubCity and Worada Education office) though
workshops, seminars, written materials and other related methods.
2. AACEB Should provide incentive and continues training for EMIS experts on basic computer,
educational indicators, on education statistics software and other related topics.
3. The establishment of EMIS structure, its organization and resource in placement was not
proper as per its objective in all education systems of AACEB. Therefore, AACEB in
collaboration with relevant stakeholders should establish an autonomous EMIS structure up to
Schools level, organize and put in place the required amount of resources in order to improve
the performance of EMIS and the quality of education at large.
4. Lack of accountability for inaccuracy, irrelevant, incomplete/not valid data transfer, lack of
understanding about the value of education data/information, low salary payment for EMIS
staff, lack of commitment both from the professional and education leaders side and lack of
data integration, were the most serious factors that affect the effectiveness of EMIS.
Therefore, AAEB in collaboration with the relevant stakeholders should design education
information policy, motivate EMIS personnel based on their performance, improve data
integration School net program and decentralized EMIS soft ware up to schools level
,Established data auditing system and create awareness through relevant training programs to
overcome the problem that were identified by respondents.
5. Insufficiency of ICT infrastructure, shortage of qualified manpower, lack of IT competency
and poor coordination system were the felt problems that should be tackled by strong effort.
Hence, AAEB, Sub-City and Wereda education offices, and schools should try to design
feasible EMIS improvement projects and exert their effort to implement these projects in
collaboration with relevant stakeholders
72
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Annex
Questionnaire to be filled by AAEB EMIS Staff, Sub City EMIS Staff, Woreda
Statistician, school Principals and school Statistician / record keeping officers Staff
Dear respondents I would like to express my heart-felt appreciation and respect or your precious
time and sincere cooperation, in advance, to fill this questionnaire. The purpose of this study is
aimed at improving the education management information system practice in Addis Ababa
administrative region. The findings could be used for planning and improving the system of
education in the city. Hence, the success of the study will depend on the quality of your responses.
Therefore, you are kindly requested to give accurate and honest information timely to the items
presented. Your response will be kept confidential and used only for academic purpose.
General Direction:
Please be aware that the following points are important to consider in completing this questionnaire.
Abbreviations used:
AAEB -Addis Ababa Education Bureau
AEC- Annual Education Census
EMIS- Educational Management Information System
NGO-Non Governmental Organization
WEO- Woreda Education Office
Notice:
• There is no need to write your name.
• Mark your response after reading carefully the instructions given for each question.
• Most questions need only putting a “” and few questions need to write short and precise
comment.
Thank you very much for your cooperation.
79
Part I. Biographic Information
Place/put a tick mark “” on the boxes or write in the spaces provided.
1. Sub city Woreda School
2. Gender: Male Female
3. Age: 25-30 30-40 41-45 above Age 45
4. Acquired educational level
Diploma Bachelor Master PhD
5. Academic Subject Statistics ICT EdpM Other
6. Position Leader Expert
7. Work experience
Over all service year 0-5 5-10 10-15 15-20 above 20
In current position experience year 0-5 5-10 10-15 15-20 above 20
Part II. Status of EMIS
1. Availability of necessary materials, document for EMIS Give your answer by using agree or
disagree response in the box provided.
5= strongly agree; 4= Agree 3= moderate; 2= Disagree;1= strongly disagree
No Form of Availability Degree of Availability
5 4 3 2 1
1.1 Schools send data without any delay?
1.2 Computers for EMIS available?
1.3 Fax machine for EMIS available?
1.4 Office phone for EMIS available?
1.5 Copier for EMIS available?
1.6 Printer for EMIS available?
1.7 Data backup flash desk (external disk) available?
1.8 Recalibrated BPR design document available?
1.9 EMIS strategic plan available?
1.10 Educational indicators manual available?
1.11 EMIS software user manual (Amharic version ) available?
1.12 Annual questionnaire completion guide available?
1.13 Have you taken any training related to EMIS?
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2. Under the current practice, is there an organized/computer assisted data base in your
organization? Give your response in the degree of availability using numbers:
5= full availability; 4= most availability; 3= partial availability; 2= rare availability;
and 1= not availability
No Form of Availability Degree of Availability
5 4 3 2 1
2.1 Education budget and expenditure
2.2 Enrollments for all levels of education
2.3 Teaching staff for all level of education
2.4 School for all level of education
2.5 Key indicators and analysis
2.6 Enrollment rate
2.7 Pupil teacher ratio
2.8 Pupil section ratio
2.9 Repetition and dropout rate
2.10 School facilities
2.11 Examination results
3. Does the school have assigned EMIS expert?

Yes No
4. Who is responsible for school data administration?
Principal as extra duty
Vice principle extra duty
Other administrative staff
No one
5. How is data administration done in your school?
Computer assisted
Well established hand
Unorganized format
No any data administration system
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6. Is there an organized EMIS unit in your organization?
Yes No
7. If your answer is “Yes” for question number ‘21’ above how is planned organized and
managed? Give your answer by using agree or disagree response in the box provided.
5= strongly agree; 4= Agree 3= moderate; 2= Disagree;1= strongly disagree
Degree of agreement
No Statements 5 4 3 2 1
7.1 Systems, procedures and structures are in placed
7.2 Institutional reforms are made
7.3 Qualified personnel are assigned in EMIS
positions
7.4 Clear working relationships exist
7.5 Relevant trainings are provided
7.6 Check and balance points are prepared
7.7 Data audit are available
7.8 Material and financial resources are allotted
7.9 ICT infrastructures are in placed
7.10 Career path for EMIS staff is designed
7.11 If others, please specify
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
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8. In what form are the data and information stored/documented in your organization? Put your
answer in its degree of availability using numbers:
5= full availability; 4= most availability; 3= partial availability;
2= rare availability; and 1= not availability
Degree of Availability
No Form of Availability 5 4 3 2 1
8.1 Computer database
8.2 Removable disks (floppy, flash, CD-Rom)
8.3 Type written paper files
8.4 Hand written paper files
8.5 Unorganized/unarranged
9. Listed below are activities related to EMIS structure, organization and resource in placement
show your degree of agreement by the numbers to indicate:
5= strongly agree; 4 = agree; 3= moderate;
2 = disagree; 1= strongly disagree
Degree of seriousness
9.1 Systems, structures and procedure in place
9.2 Adequate personnel are assigned in all EMIS positions
9.3 Institutional reforms are made
9.4 Relevant trainings are provided
9.5 ICT infrastructure are in place
9.6 Remuneration packages are in practice
9.7 Structured feed-back mechanism is available
9.8 Internal policy for motivation purpose is made
9.9 If others, please specify:
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10. Listed below are activities that are related to education. For what purpose does your
organization utilize EMIS out puts/information/ in order to implement these activities? Show
your response using degree of agreement by using numbers:
5= strongly agree; 4= agree; 3= moderate;

2= disagree; 1= strongly disagree
Degree of agreement
No Activities 5 4 3 2 1
10.1 Goal setting and policy development
10.2 Selecting performance standard
10.3 Coordination and regulation
10.4 Financing
10.5 Budgeting and planning
10.6 Curriculum development
10.7 Personnel policy
10.8 Procurement
10.9 Maintenance
10.10 Performance measurement
10.11 Performance analysis
10.12 Performance communication
10.13 Education budget and expenditure allocation
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Part III: Utilization of EMIS
1. Who use the data/information generated from EMIS unit? Listed below are expected
stakeholders that may use school data/information. Put them according to their degree or
utilization using number: 5= always; 4= mostly; 3= sometimes; 2= rarely; 1= no at all
Degree of Usage
No Stakeholders 5 4 3 2 1
1.1 Sub city education and training office
1.2 Woreda education and training office
1.3 Woreda cabinet
1.4 Woreda council
1.5 Woreda associations
1.6 Researchers
1.7 NGOs
1.8 Other Woreda offices
2. For what purpose is the data and information generated by EMIS used? Put in degree of its
usage by 5= always; 4= mostly; 3= sometimes; 2= rarely; 1= no at all
Usage How Often
No 5 4 3 2 1
2.1 Gross and Transformation Plan(GTP)
2.2 Educational Sector Development Program(ESDP V)
2.3 School Improvement Plan(SIP)
2.4 Yearly Plan
2.5 Annual budgeting
2.6 Controlling day to day operational plan
2.7 Mobilizing the community
2.8 Woreda council dialogue
2.9 Sub city council dialogue
2.10 Regional council dialogue
2.11 Parent follow up
85
2.12 Evaluating whether the school is going as per the
regional policy/strategy
2.13 Reporting Relationship
Part IV: Challenge of EMIS

1. Listed below are factors affecting the flow of education data/information? Indicate the extent of
seriousness as they occur in your school by the number:
5 = very serious; 4 = Serious; 3 = partially; 2= rarely; 1= Not a problem
Degree of Seriousness
1.1 Absence of clear information policy
1.2 Poor ICT infrastructure
1.3 Unavailability of remuneration packages for EMIS workers
1.4 Lack of data/information integration
1.5 Assigning unqualified manpower for EMIS positions
1.6 Poor coordination
1.7 Information illiteracy/lack of awareness/
1.8 Lack of commitment from the information professionals
1.9 Lack of shared vision for EMIS
1.10 Lack of a culture of communication and information exchange
1.11 Delays in bringing data/information upward to higher decision
1.12 Lack of accountability for inaccuracy, unreliable, irrelevant.,
incomplete and not valid data transfer
1.13 Lack of skilled manpower
1.14 High turnover rate/higher than other sectors’ average/
1.15 Low salary/lower than other social sectors/
1.16 Unavailability of clearly stated policy and procedures
1.17 Unavailability of clearly designed organizational structure for the
EMIS unit.
86
Part V. Customer satisfaction on EMIS service delivery0936993337
1. Does EMIS have the system of assessing needs of customers before collecting data?
Yes No
2. After collection & analysis of educational data, could you make accessible to users
Yes No
Part VI: possible strategies to enhance the future performance of EMIS.
1. The following are the possible strategies to enhance the future performance of EMIS in Addis
Ababa Administrative Region. Use numbers to indicate possibilities:
5= for very strong recommendation; 4= for strong recommendation; 3= for
undecided to recommended; 2= for loss recommendation; 1= for not recommended
response.
Degree of agreement
No Activities 5 4 3 2 1
1.1 Designing clearly stated information policy
1.2 Designing clear structure up to grass root level /school/
1.3 Assigning qualified manpower to all education system
1.4 Preparing remuneration structure for EMIS staff
1.5 Integrate with School Net program
1.6 Expanding School Mapping
1.7 Decentralized Database
1.8 Ensuring system of accountability for the different levels who
generate data or information
1.9 Conducting the AEC twice in a year using Mobile tabelate
1.10 Providing relevant trainings regularly
Part VII. General comment
If you have other additional comments regarding EMIS, pleased specify in the space provided.
87
Interview Guide
The following questions are prepared for WEO, sub city education and training office and AAEB heads.
Part I. Opening
1. Your current position, tasks, responsibilities?
2. Did you have experience regarding EMIS management? How long have you had experience
working with this area?
Part II. The Practices of EMIS
1. Are there clear EMIS structure, organization and resource in placement in your organization?
2. What are the key factors that hinder EMIS management?
3. What are the root causes of EMIS problems?
4. What are the Challenge of EMIS?
5. How Utilization education information using for plan and management purpose?
6. In what form EMIS outputs are available in your organization?
7. Who are stakeholders that use your organization data/information?
8. Do you have satisfies EMIS using internal and external customer?
Part III. Conclusions
If you have any other additional comment to enhance the future performance of EMIS in AAEB,
sub city education and training office, woreda education office, please specify
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Thank you very much for your cooperation!!
88
Interview Guide
The following questions are prepared for school record keeping officers.
Part I. Opening
1. Your current position, tasks, responsibilities?
2. Did you have experience regarding EMIS management? How long have you had experience
working with this area?
Part II. EMIS practices and problems
1. Are there clear EMIS structure, organization and resource in placement in your school?
2. What are the key factors that hinder EMIS management?
3. What are the root causes of EMIS problems?
4. What are the Challenge of EMIS?
5. How Utilization education information using for plan and management purpose?
6. In what form EMIS outputs are available in your organization?
7. Who are stakeholders that use your organization data/information?
8. Do you have satisfies EMIS using internal and external customer?
Part III. Conclusions
If you have any other additional comment to enhance the future performance of EMIS in your
school, please specify
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Thank you very much for your cooperation!!
89
Observation checklist
Name of Region/sub city/woreda/school__________________________________
Date_____________________________________
No Items Degree of Availability
5 4 3 2 1
1 Publication
1.1 Annual Abstract
1.2 Year Booklet
1.3 Formats/standards
1.4 Questionnaire
2 Facilities and Equipment
2.1 Computer for EMIS unit
independently
2.2 Independent Staff room for EMIS
unit
2.3 Office furniture
2.4 Printer
2.5 Internet Connection
2.6 Network /from region up to School
3 File Management
4 Record keeping Directory
90
I, the under signed, declare that this thesis is my original work and that all sources used for the
thesis have been duly acknowledged.
Name: Beteglu Gizaw
Signature: __________
Date: ______________
This thesis has been submitted for examination with my approval as an academic advisor.
Name: Jeilu Oumer (Ph.D)
Signature: __________
Date: ______________
91

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Addis Ababa University

College of Education and Behavioral Studies

The Practice of Educational Management Information System

Beteglu Gizaw Teferedgne

A Thesis Submitted to the Department of Educational Planning and

Advisor: Jeilu Oumer (Ph.D)

College of Education and Behavioral Studies

Department of Educational Planning and Management

Addis Ababa University

The Practice of Educational Management Information System

Approved by Board of Examiners

AACEB: Addis Ababa City Education Bureau.

BOFED: Bureau of Finance and Economy Development.

ESDP IV: Educational Sector Development Program Four.

EMIS: Education Management Information System

ICT: Information Communication Technology

MOE: Ministry of Education.

MIS: Management Information System

NGOs: Non Governmental Organizations

OOSVC: Out of School Vulnerable Children

REB: Regional Education Bureau.

SPSS: Statistical Package for Social Science

UNESCO: United Nations Education Science and Culture Organization

UNSD: United Nations Statistics Division

WEO: Woreda Education Office.

Abstract ........................................................................................................................................................ iii

Chapter One .................................................................................................................................................. 1

1.1 Back ground of the Study ......................................................................................................................... 1

Chapter: Two Literature Review ................................................................................................................ 10

2.1 Information System................................................................................................................................. 10

Chapter Three:- Research Design and Methodology .................................................................................. 32

3.1 Design and Method ................................................................................................................................. 32

Chapter four:- Presentation Analysis and Interpretation of Data .......................................... ……………..37

4.1 Characteristics of Respondents ............................................................................................................... 39

Chapter Five:Summary, Concusion and Recommendaations……………………………………. ............ 64

5.1. Summary ................................................................................................................................................ 64

5.1.2 Status of EMIS in Education Sector .................................................................................................... 66

5.1.3 Availability of EMIS Structure ............................................................................................................ 66

5.1.4 Establishment of EMIS structure, organization, and resources ........................................................... 67

5.1.5 Availability of Education Data/Information in Education sector ........................................................ 67

5.1.6 Utilization of EMIS Outputs in Education Sector ............................................................................... 68

5.1.7 Customer Satisfaction using EMIS data .............................................................................................. 68

5.1.8 Challenges that are related to EMIS Management............................................................................... 69

5.1.9 Possible Strategies to Enhance EMIS Performance ............................................................................. 69

5.2. Conclusion ............................................................................................................................................. 70

1.1 Background of the Study

Information can be used to improve educational quality for administration, management,

The Educational Management Information System (EMIS) is an information system utilized to

An emphasis on quality, equity, performance and development requires significant changes to

As UNESCO (2006), stated in indicators of educational planning: A practical guide An indicator

1.2 Statement of the Problem

As mentioned in Addis Ababa Finance and Economic Development Bureau (BOFED)

1. What is the status of EMIS in Addis Ababa City Administration?

1.3.1 General Objective

1.3.2 Specific Objectives

1.4 Significance of the Study

1.6 Definition of Key Terms

2.1 Information System

The first of such activities is information gathering, which is followed by evaluation of

• Pupil data (enrollment, age, repetition)

As cited on A Guide to Education Project Design, Evaluation, and Implementation Based on

• EMIS data need to be accurate.

i. The right PEOPLE, motivated to perform and skilled in their work

2.4 Meaning and Definition of EMIS