A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of
Master’s in Information Communication Science and Engineering of The Nelson
Mandela African Institution of Science and Technology
Worldwide, the application of the Education Management Information System in schools for
administering academic activities is termed as a fundamental practice of delivering quality
education. In developing countries including Tanzania, most secondary schools use manual
systems for administering academic activities. The manual system leads to ineffective
collection and dissemination of information required to support the formulation of
educational sound policies of enhancing the practice of delivering quality education and
parental involvement in monitoring students’ academic progress. This study investigated the
strength and weaknesses of the use of manual systems in administering schools’ academic
activities. Structured interviews and questionnaires were used to collect data from teachers,
students, parents and education officers in the Arusha region. Data were analyzed and
findings revealed that the manual system leads to poor parental involvement for students’
academic achievement, poor delivery of quality education and low productivity of teachers.
The study concluded by implementing an Education Management Information System that
can effectively enhance the accurate and timely collection and dissemination of quality data
required to support policymakers in planning and monitoring of academic activities of
enhancing the practice of delivering quality education for sustainable development.
Moreover, the study recommends further research on investigating the feasibility of
integrating the Learning Management Information System into a digital system to improve
the work productivity of teachers for students’ academic achievement.