THESIS TITLE: Selected Factors and Implementation of Education Management Information Systems in Technical and Vocational Educational Training Institutions in Trans-Nzoia County, Kenya.

SUTUDENTS NAME: Mark Kipngetich Tum

SUPERVISORS

1. Jane Barasa
2. Prof Julius Kiprop Maiyo

ABSTRACT

Education Management Information Systems (EMIS) have gained prominence as tools for enhancing decision-making and institutional performance in educational settings. Despite the potential benefits, implementing EMIS in Technical and Vocational Educational Training (TVET) institutions, especially in resource-constrained areas like Trans Nzoia County still faces challenges. The purpose of the study was to investigate the selected factors influencing the implementation of Education Management Information Systems in TVET institutions in Trans-Nzoia County. The specific objectives were to examine the influence of administrative factors on the implementation of EMIS in TVET institutions in Trans-Nzoia County, to determine the influence of social-economic factors on the implementation of EMIS in TVET institutions in Trans-Nzoia County, to establish the influence of strategic factors on the implementation of EMIS in TVET institutions in Trans-Nzoia County and to evaluate the influence of the legal and regulatory framework on the implementation of Education Management Information System in TVET institutions in Trans-Nzoia County.  The theory applied in the study was the Concerns-Based Adoption Model (CBAM) that allows the researcher to assess faculty response to the innovation. Using a mixed-methods approach, data was collected through administering questionnaires to the principals and trainers across various TVET institutions in the county. Additionally, qualitative interviews were conducted with principals to provide nuanced insights into the local dynamics of EMIS implementation. The scope of the study was 36 TVET institutions with a target population of 260 respondents comprising 36 principals and 224 trainers. The study applied stratified sampling where 14 TVET institutions were sampled. The sample size was 158 respondents; 14 principals and 144 trainers. Purposive sampling was used to sample out the principals while simple random sampling was used to sample out the trainers. Piloting was carried out in the neighboring Bungoma North sub-county to test the validity and reliability of the data collection instrument. Validity was based on expert judgment while reliability was tested using Cranach’s alpha. A reliability constant of 0.927 was obtained which was considered acceptable. Data was analyzed using a statistical package of social sciences (SPSS) Version 27.0. The multiple regression analysis models were developed to establish the relationship between dependent and independent variables while correlation was used to determine the strength of the relationship. The analysis of variance (ANOVA) was used to test significance of variance of one variable over the other. The findings reveal a multifaceted landscape of factors influencing EMIS implementation. Administratively, institution stewardship, organizational structure, and decision-making processes emerged as critical determinants. Socioeconomic factors highlighted the importance of aligning EMIS with the region’s demographics and economic conditions. Strategic considerations encompassed the need for integration into broader educational goals long-term planning and training. The legal and regulatory framework underscored the necessity of compliance with data privacy laws and governmental policies. The study contributes to the literature by offering a comprehensive understanding of the contextual factors that impact EMIS implementation in TVET institutions. The findings hold practical implications for policymakers, educational leaders, and stakeholders seeking to enhance the effective use of EMIS. By addressing the identified factors, TVET institutions can strategically navigate challenges and leverage opportunities to optimize their data-driven decision-making processes. The study identified strategies that can enhance the implementation of EMIS in TVET institutions, such as investing in robust technological infrastructure, providing continuous training opportunities, fostering collaboration among stakeholders, allocating adequate financial resources, and establishing supportive policies and leadership structures.