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Research/Technical Note
An Empirical Research on the Practices of Education Management Information System (EMIS) in South West Showa Education Sectors
Muleta Kebebe,
Tadesse Regassa*
Issue:
Volume 8, Issue 2, December 2024
Pages:
69-72
Received:
31 January 2024
Accepted:
5 March 2024
Published:
11 September 2024
Abstract: This study focused on the implementation of Educational Management Information System (EMIS) in South West Showa education sectors. An Education Management Information System (EMIS) is a system that collects, manages, and shares educational data within a national ministry or department of education. EMIS, as defined by UNESCO in 2018, is a system of operational processes utilizing digital technology to gather, analyze, and utilize data and information in education for various purposes such as management, planning, policy-making, and monitoring. A mixed research approach was used, with data collected through questionnaires, interviews, and document analysis. Data analysis was done using SPSS version 24. The study involved the South West Showa education office management body and 6 Woredas education sectors. Challenges identified included lack of education indicators manual, qualified personnel, EMIS software user manual, relevant training, computer and printer shortages, high turnover in EMIS positions, and issues with data accuracy and reliability. Respondents highlighted problems such as insufficient ICT infrastructure, lack of IT competency, shortage of qualified staff, and poor coordination. The study concluded that EMIS faced various obstacles affecting its management, and recommendations were made to address these issues.
Abstract: This study focused on the implementation of Educational Management Information System (EMIS) in South West Showa education sectors. An Education Management Information System (EMIS) is a system that collects, manages, and shares educational data within a national ministry or department of education. EMIS, as defined by UNESCO in 2018, is a system o...
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Research Article
An Investigation of the Variables Influencing Online Education: A Study Conducted in Varanasi, India
Issue:
Volume 8, Issue 2, December 2024
Pages:
73-84
Received:
1 June 2024
Accepted:
3 July 2024
Published:
26 September 2024
Abstract: Following the COVID-19 epidemic, which forced the closure of educational institutions, the government has backed online learning systems in an attempt to preserve academic continuity. The bulk of elite private and public institutions have moved to online platforms like Zoom, Google Classrooms, Microsoft Teams, etc. with ease, while many still consider it to be an enormous undertaking. A number of benefits and drawbacks have come with adjusting to an online learning environment. It's time for us Indians as a people to realize the opportunities that online education offers—for India, within India. Determining the advantages and disadvantages from the user's perspective was, thus, one of the main goals of this investigation. Based on a report on the topic, one may conclude that online education in India is anticipated to grow extremely quickly. Until 2024 and beyond, this trend will continue. All stakeholders in Indian education, especially in the Post-Covid Era, have chosen online learning as an ingrained, imposed system rather than a conscious strategy. This has been underlined by the benefits for all parties involved in the education industry. This study uses a poll to try to find and highlight the components that are particularly helpful to teachers and students. But this survey also reveals some interesting trends. The results of the study can be applied in different settings by carefully selecting the samples and altering the underlying conditions in an effective and sufficient manner. Online learning offers a plethora of opportunities for educators and learners alike. It could, however, further exacerbate India's socioeconomic divide. In all of our policies and activities pertaining to online education, inclusion should be our goal. India will be guided towards progress via perseverance, sincere endeavors, and a well-defined vision. One of the study's conclusions is that, while online learning has numerous advantages for students, traditional classroom instruction will not soon be replaced by it. As a next step the future studies could be conducted to further test this.
Abstract: Following the COVID-19 epidemic, which forced the closure of educational institutions, the government has backed online learning systems in an attempt to preserve academic continuity. The bulk of elite private and public institutions have moved to online platforms like Zoom, Google Classrooms, Microsoft Teams, etc. with ease, while many still consi...
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Research Article
Latin Challenges: Perceptions, Policy and Curriculum for Excellence. Barriers to Teaching Latin in Scottish Schools
Mary O’Reilly*
Issue:
Volume 8, Issue 2, December 2024
Pages:
85-94
Received:
9 September 2024
Accepted:
25 September 2024
Published:
18 October 2024
DOI:
10.11648/j.ajeit.20240802.13
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Abstract: Over the last decade, the number of Scottish learners presented for National Qualification exams in Latin has declined. There are a number of factors contributing to this decline. Some of these relate to the study of Classics generally, such as perceptions around the subject being socially and academically elitist, while others are specific to the study of Latin and the challenges arising from it being a language. Some factors are relevant to the situation of Latin internationally, for example the desire for education which is more explicitly relevant to the demands of modern societies, while others relate to specific features of the Scottish education system. Examination of the impact of Scotland’s Curriculum for Excellence (CfE) and of the Scottish Language Learning policy on education will give context to the current position of Latin within primary and secondary schools. Significant institutional support for the learning of Gaelic and Mandarin and the challenges currently facing all language learning in Scotland in the senior phase of formal schooling must also be considered in any discussion of the barriers to the provision of Latin. The decision of the Scottish Qualifications Authority (SQA), the body responsible for the accreditation of educational awards in Scotland, to cease offering a National Qualification in Ancient Greek in 2015 was based on low uptake of the subject, making the provision of external assessment no longer viable. It is, therefore, crucial to examine the current status of Latin within Scottish education and to determine the reasons for its decline in order to better understand how to address those issues, where possible, so as to secure the sustainability of the subject in the curriculum as well as its accreditation through National Qualifications.
Abstract: Over the last decade, the number of Scottish learners presented for National Qualification exams in Latin has declined. There are a number of factors contributing to this decline. Some of these relate to the study of Classics generally, such as perceptions around the subject being socially and academically elitist, while others are specific to the ...
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