EDUCATION MANAGEMENT IN INFORMAL SCHOOLS: A CASE OF BRIDGE INTERNATIONAL SCHOOLS NAIROBI

Abstract

ABSTRACT Learning management and education management information systems (EMIS) in informal schools: a case study of bridge international schools in Nairobi is the focus of this study. This research set out to answer three main questions: (1) how effective is EMIS at boosting teacher management efficiency in NFS; (2) what role does EMIS play in reducing or eliminating NFS learning challenges; and (3) where exactly in Nairobi County's Kibera slums do NFS exist? The study was broken down into sections, the first of which introduced the problem, stated the research's aims, emphasized the study's significance, outlined its boundaries, outlined its underlying assumptions, and defined its essential words. The literature review was discussed in Chapter 2. Research and methodology were covered in Chapter 3, along with sample and sampling procedures, instruments, data collection, and analysis in Chapter 4, along with a discussion of the play and novel, a thematic perspective, and character styles and traits. In the final chapter, we reviewed our findings and made some suggestions before listing our sources. The continuous use of dynamic and disruptive ICT as energizing elements of the educational process is a reality of current days, where millennials are the center of an education paradigm in which students are much more inclined to use technologies than enrolling in a traditional nondigital course. Considering education management information systems (EMIS) capacities to collect, analyse, process and publish information and data, it is easy to perceive their relevance to both education organizations and students. Nevertheless, and despite EMIS complexity and inherent possibilities, the existing literature does not provide for a detailed characterization on the impact these systems might have on students‟ success. Thus, this research focuses on understanding the use of EMIS by students and the arising of net benefits; it introduces an EMIS success model which posits that to ensure net benefits for students, education institutions must safeguard that their education management information systems are of high quality, while at the same time students are maintained satisfied with the system and engage in continuous use. The study's theoretical framework was constructivism. The researcher employed a Convergent parallel design mixed-methods strategy and zeroed in on a select group of respondents. 15 principals, 45 instructors, and 240 students (one focus group discussion with eight students per grade level) were randomly selected. Questionnaires and in-person interviews were used to compile the data. Descriptive statistics and SPSS for Windows version 21 were used to handle and analyze the collected data. Tables, frequencies, and percentages were used to display quantitative data, while questionnaires and interviews were used to display and analyze qualitative data. Schools should embrace the incorporation of education management information system (EMIS) and learning in informal settings, according to the study's findings, because school leadership and management play a crucial role in mitigating the negative impact EMIS has on Bridge International Academies' pedagogical approach. Kenya's Ministry of Education, Science, and Technology (MoEST) benefited greatly from the study's findings on the impact of EMIS on student learning and its suggestions for the ministry's future policymaking and ICT implementation. Researchers are encouraged to use the study's findings to further their own knowledge of EMIS in non-formal education systems, to test hypotheses, or as background reading for future investigations.