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Abstract

This assessment was on monitoring and evaluating issues in education management information system and the way forward. An education management information system (EMIS) provides systematic, quality data in a well‐structured enabling environment that facilitates utilization of the information produced in planning and policy dialogue. The educational sector in Nigeria needs quality data and information in order to enhance monitoring and evaluation of the education sectors’ performance and ensure the right direction for achieving the intended goals and objectives. The way forward towards monitoring and evaluating issues in Education Management Information System (EMIS) in Nigeria is an important task, as the present government needs quality data and information to support the creation of sound policies, making plans and managing educational resources within the states. A well-managed EMIS can ensure achievement of national goals to provide quality education, which is the basis for facilitating economic growth and sustainable development. This assessment discussed the challenges of Educational Management Information System (EMIS) in Nigeria and the way forward

                                                          Introduction

Education Management Information System (EMIS) is an essential tool for providing quality data and statistics enabling formulation of sound policies and decisions, creating evidence based plans for improvement, and conducting sector monitoring and evaluation. Achieving international and national educational goals depends upon the use of an efficient Education Management Information System (EMIS), which provides educational data and information for the purpose of measuring and guiding the performance of education systems. Education Management Information System (EMIS) is a system for the collection, integration, processing, maintenance and dissemination of data and information to support decision making, planning, policy-analysis, monitoring and evaluation of all levels of education system.

In Nigeria, Educational Management Information System (EMIS) acts as a catalyst of promotion at either the federal, state or local government levels. However, it would be unaccepted to predict that EMIS is not used in the planning process since it is beginning to play a vital role in facilitating the preparation of strategic plans at the state level (Stephen and Cummings, 2009). EMIS comprises of a system of people, technology, models, methods, processes, procedures, rules and regulations that function together to provide comprehensive, integrated set of relevant and timely education Data to planners, decision makers and managers of education at all levels. It is a global concept for educational management that encompasses the application of modern information and communication technology in collection, collation, storage and analysis of education data. It is also an education database that aims at ensuring timely, accurate and appropriate education data and information are available for decision making.

Understanding how the education management information system operates will pose some challenges to an outsider due to the different layers of government involved in the collection and collation of education data. For example, the Federal Ministry of Education, the state Ministries of Education and the various local government education administrations are all involved in the collection and collation of data. The nexus between the different layers of government are defined in legislation but in practice this often becomes blurred. All of these relationships impact on how data are collected, collated and analyzed, including who is responsible for each of these activities. In reforming its EMIS Nigeria also faces similar challenges to those experienced by other countries, including a lack of capacity, limited commitment from stakeholders and difficulties associated with the collection of survey data.

Problem Statement

Lack of efficiency, accurate and timely data has long been the bane of policy formulation and planning in all sectors of the Nigerian economy. The ILO Mission to Nigeria in 1981 noted that “policy making in Nigeria, given the present state of statistics, is like trying to run through the forest in dark without a torch light”. It was in an attempt to redress this ugly situation that led to the establishment of the National Data Bank (NDB) in 1986 now NBS and later the sectoral data banks in 1988, including Education data Bank (EDB) now known as Nigeria Education Management Information System (NEMIS). Efforts to improve the quality of the data and information available to describe education systems and support decision-making have been in place since 1987 through UNESCO/UNDP project: ‘Computerizing Education Data in Nigeria’. More efforts were put in place in 2003 with the creation of comprehensive, integrated computer based education management information systems (EMIS) known as NEMIS at National to server as central Data base to support the monitoring and evaluation of education system performance and the crafting of effective education policies. The above strategies has not still been able to achieve the core objective of EMIS which is, to produce more relevant, reliable and timely data needed at every tier of government for strategic planning, policy formulation and decision support initiative in education in Nigeria. This necessitated the need for an assessment on monitoring and evaluating issues in Education Management Information System in Nigeria.

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