Journal of Information Systems Engineering and Management

A Framework for Implementing an Education Management Information System in Tanzanian Secondary Schools to Improve Delivery of Quality Education and Students’ Academic Achievement
Anold Seleman Nkata 1 * , Mussa Ally Dida 2
More Detail
1 ICT-Instructor, Arusha Technical College, TANZANIA
2 Lecturer, The Nelson Mandela African Institution of Science and Technology, TANZANIA
* Corresponding Author
Research Article

Journal of Information Systems Engineering and Management, 2020 - Volume 5 Issue 2, Article No: em0113
https://doi.org/10.29333/jisem/7858

Published Online: 27 Mar 2020

Views: 846 | Downloads: 505

How to cite this article
APA 6th edition
In-text citation: (Nkata & Dida, 2020)
Reference: Nkata, A. S., & Dida, M. A. (2020). A Framework for Implementing an Education Management Information System in Tanzanian Secondary Schools to Improve Delivery of Quality Education and Students’ Academic Achievement. Journal of Information Systems Engineering and Management, 5(2), em0113. https://doi.org/10.29333/jisem/7858
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Nkata AS, Dida MA. A Framework for Implementing an Education Management Information System in Tanzanian Secondary Schools to Improve Delivery of Quality Education and Students’ Academic Achievement. J INFORM SYSTEMS ENG. 2020;5(2):em0113. https://doi.org/10.29333/jisem/7858
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Nkata AS, Dida MA. A Framework for Implementing an Education Management Information System in Tanzanian Secondary Schools to Improve Delivery of Quality Education and Students’ Academic Achievement. J INFORM SYSTEMS ENG. 2020;5(2), em0113. https://doi.org/10.29333/jisem/7858
Chicago
In-text citation: (Nkata and Dida, 2020)
Reference: Nkata, Anold Seleman, and Mussa Ally Dida. "A Framework for Implementing an Education Management Information System in Tanzanian Secondary Schools to Improve Delivery of Quality Education and Students’ Academic Achievement". Journal of Information Systems Engineering and Management 2020 5 no. 2 (2020): em0113. https://doi.org/10.29333/jisem/7858
Harvard
In-text citation: (Nkata and Dida, 2020)
Reference: Nkata, A. S., and Dida, M. A. (2020). A Framework for Implementing an Education Management Information System in Tanzanian Secondary Schools to Improve Delivery of Quality Education and Students’ Academic Achievement. Journal of Information Systems Engineering and Management, 5(2), em0113. https://doi.org/10.29333/jisem/7858
MLA
In-text citation: (Nkata and Dida, 2020)
Reference: Nkata, Anold Seleman et al. "A Framework for Implementing an Education Management Information System in Tanzanian Secondary Schools to Improve Delivery of Quality Education and Students’ Academic Achievement". Journal of Information Systems Engineering and Management, vol. 5, no. 2, 2020, em0113. https://doi.org/10.29333/jisem/7858
ABSTRACT
Globally, access to quality education is being recognized by educational scholars as a significant process of poverty eradication. In developing countries including Tanzania, access to quality education is a national goal supposed to be achieved by Tanzania Development Vision 2025. However, the practice is being hindered by the use of manual systems in administering academic activities in secondary schools. The manual systems lead to loss of data integrity, work productivity of teachers, inefficiency and ineffective collection, and dissemination of educational information required to support education policymakers in planning, monitoring, and evaluation of quality educational activities. This study used structured interviews and questionnaires to collect data from educational stakeholders of the Arusha region to investigate a cost-effective digital solution required to improve the delivery of quality education for sustainable development. After data analysis, findings revealed that Tanzanian secondary schools required to use a centralized education management information system in administering schools’ academic activities. The study concluded by formulating a cost-effective digital framework that can enhance the accurate and timely collection and dissemination of quality educational information for supporting planning, monitoring, and evaluation of the academic activities. Due to the tremendous change of technology, this study recommended all schools to adapt to the use of digital tools rather than manual systems in administering schools’ academic activities.
KEYWORDS
REFERENCES
  • Becta (2015) Exploiting ICT to improve parental engagement, moving towards online reporting (British Educational Communications and Technology Agency Report). Retrieved from http://www.becta.org.uk
  • Brown, P. (2016). Involving Parents in the Education of Their Children. Ossc Bulletin, pp. 1-5.
  • Crallet, V. (2016). Support of ICT use in Tanzania Secondary Schools: The Case of Dodoma Municipality, 134(16), 12-16. https://doi.org/10.5120/ijca2016908171
  • David, et al. (2012). Exploring the use of new technologies in education. EduTech, 1-28.
  • Francis, T. (2018). Parents, their Children and schools. Edited by B. Schneider and J. S. Coleman. New York: Routledge.
  • Gabrielle, A. (2006). Using Data to Support Learning in Schools: Students, teachers, systems. Australian education review.
  • Garcia, C., & Gaurav, J. (2015). The ultimate guide to effective Data Collection. Edited by W. E. Deming. Socialcops. Retrieved from http://socialcops.com/ebooks/data-collection/
  • Georgiev, V. (2014). Software Development Methodologies for Reducing Project Risks, (2).
  • Harris, A., & Goodall, J. (2017). Engaging Parents in Raising Achievement- Do They Know They Matter? University of Warwick, (July), pp. 1-93. https://doi.org/10.1080/00131880802309424
  • Hogenhout, A. M. (2017). Parental Involvement in Indian Education, (201600407).
  • Joseph, C. (2016). Factors hindering Parents’ Participation in School Activities in Tanzania (Unpublished Thesis). The Open University of Tanzania. Retrieved from http://repository.out.ac.tz/587/1/DSERTATION_-_CARLOS.pdf
  • Kayombo, C. (2017). The role of parents involvement towards students academic performance among public school in Tanzania.
  • Kitila, M. (2013) Does School Environment Affect Students’ Achievement? A Investigation into the Relationship Between Secondary Schools Characteristics and Academic Performance in Tanzania. Retrieved from http://hakielimu.org/files/publications/Does SchoolEnvironmentAffectStudentAchievement.pdf
  • Lewin (2018). Computers & Education Technology to support parental engagement in elementary education: Lessons learned from the UK. Journal of Computers & Education, 54(3), 749-758. https://doi.org/10.1016/j.compedu.2009.08.010
  • Limbe, B. D. (2017). Factors affecting student performance in secondary school examination (Unpublished Master’ Thesis). The Open Univeristy of Tanzania. Retrieved from http://repository.out.ac.tz/1748/1/LIMBE-DISSERTATION_-18-01-2017
  • Luena, A. M. (2015). Strengthening the Education Management Information System (EMIS). Retrieved from https://scholarworks.umass.edu/cie_capstones/21
  • Masabo, S. L. P. (2017). Parental Involvement in School Activities in Kibondo District, Tanzania: Challenges and Remedies. International Journal of Education and Research, 5(10), 89-96.
  • MoEVT (2014). Proposed secondary education developement program II (SEDP II) 2010 - 2014. Retrieved from http://www.unesco.org/education/edurights/media/docs/3e1b3c4a9ac660e5c3528470d366bc316b1591c9.pdf
  • Ngeze, L. V (2017). ICT Integration in Teaching and Learning in Secondary Schools in Tanzania: Readiness and Way Forward. International Journal of Information and Education Technology, 7(6). https://doi.org/10.18178/ijiet.2017.7.6.905
  • Nghambi (2014). Factors Contributing to Poor Academic Performance in Certificate of Secondary Education Examination for Community Secondary Schools in Urambo District, Tabora, Tanzania (Unpublished Thesis). The Open University of Tanzania.
  • Olmstead (2013). Using technology to increase parental involvement in schools. TechTrends, 57(6). https://doi.org/10.1007/s11528-013-0699-0
  • Saxena, N. (2017). The role and impact of ICT in improving the quality of education. http://doi.org/10.5281/zenodo.439205
  • Sedoyeka, E., & Gafufen, G. (2016). Computers in Tanzania Secondary Schools - Challenges and Opportunities. International Journal of Computing and ICT Research, 7(1), 22-32.
  • Sommerville, I. (2011). Software Engineering. 9th editio. Edited by M. Hirsch. Addison-Wesley.
  • Stevens, P. (2006) Using UML Software Engineering with Objects and Components. 2nd Edition. British Library Cataloguing-in-Publication Data. Retrieved from www.pearson.co.uk
  • Swarts, P., & Wachira, M. E. (2010). Tanzania: ICT in education situational analysis. Global e-Schools and Communities Initiative, (July), 1-67.
  • Todd, R., & Attfield, I. (2017). Big Results Now! in Tanzanian education: Has the Delivery Approach delivered? (March).
  • UNDP (2016). Global Sustainable Development Report: 2016 Edition. Retrieved from https://sustainabledevelopment.un.org/content/documents/2328GlobalSustainabledevelopmentreport2016(final).pdf
  • URT (2010). The United Republic of Tanzania.Ministry of Finance and Planning Tanzania Development Plan, Vision and Priorities to Achieve Middle Income Status by 2025 Contents from Ministry of Finance & Planning and distribute, pp. 1-35. Retrieved from https://www.mcci.org/media/154357/tanzania-developemnt-plan-booklet.pdf
  • URT (2015). Secondary Education Development Programme II (July 2010-June 2015), Final Draft. Retrieved from https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/tanzania_sedp_2010_2015.pdf
  • URT (2018). Education Sector Development Plan:, Ministry of Education, Science and Technology. Retrieved from https://www.globalpartnership.org/sites/default/files/2019-04-gpe-tanzania-esp.pdf
LICENSE
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.