Oumer, Jeilu (PhD)G/Medhin, Berihun2018-06-272023-11-052018-06-272023-11-052011-07http://etd.aau.edu.et/handle/123456789/3830The main purpose of thi tudy wa to asse s the practice (?f EMIS' at different echelons qf Ti~,.ay region education y tem and to identify the problems encountered in EMf functions and finally to forwarded nece sary recommendations. To effectuate thi intention, pertinent issues related to design of data collection format, utilization of educational information, data availability, quality of EMIS data/information, educational data users, degree of EMIS functions, organizational development and capacity building and problems encountered were discussed at length. The tudy wa carried out on REB, 15 WEO, 30 primary and 15 secondary schools. The REB and the chools were elected on pur po ive ampling and simple random 'ampling method respectively: howel'er. the woredas were selected through stratified via random sampling technique. The ubjecfs (~r this ,tudy )'\ ere jive TEB EMf, taff and one TEB head. 30 WEO sLatisticians and developmental planning coordinators and ten WED head ', 90 school prinCipals and Record officers, one TFEDB head, ix WFEDO and one REST and one BESO project education coordinators. Questionnaire, interview, FGD and document analysis were employed as data gathering instruments. The data gathered were analyzed and interpreted using percentage and frequency distribution, mean, grand mean, standard deviation, and chi-square test as well as qualitative analysis. Findings from the data analysis showed that EMIS output were notfully acce . ible and there was also a de,ficiency in collecting qualitatil e datalinformation in the region especially at school level. The sllIdy also revealed that the que tionnaire was not fulfilling the necessary requirement · of a format used to collect educational datalinformation. Regarding to EMIS functions, the finding indicated that educational datalinformation has not lead to improved educational practice at levels where it matters. The existing study has also shown that education datalinformation lacks accuracy and timeliness and this leads for the production of low quality data. Moreover, the assignment of personnel in EMIS unit does not consider the subject of specialization: hence, EMIS of the region was uffered primarily from major capacity con ·tmints and there were no adequate human and material resources. Furthermore, the region has experienced /undamental problems related \I'ith provision of relevant training, incentive. allocation of adequate resources, and maximum utili:atiol1 of information technology. The conclusion is thus, EMIS of the region is not effective to sen e the functions it intends to serve. To alleviate the problems and improve the practice of EA1IS the /ollowing recommendations were suggested. Among those organize and give wide-ranging package of capacity building activities and organizational development practices at all levels of the education ystem in order to have effiCient EMf, y tem. matching educational lel el and qualification with the task requirement. making u ·er. /. ·takeholder· aware 0/ the u eJitfnes. of' in/ormation, applied principle ' of data quality at all stage. of the dC/fa management process, lIml provide various types of datalinformation by con. idering the interest of the stakeholder. Moreover, develop clear poliCies and clear operational guidelines and mechanisms, allocate suffiCient .financial and material resource, give aLtention for expansion of leT infrastructure, and stipulation of incentive structure for EMIS are also important to improve the practice of EMISenInformation SystemThesis