Education Management Information Systems in High Schools of Balochistan: A Case Study of District KECH


  • ASGAHAR ALI Ph.D. Scholar, Department of Education Greenwich University Karachi, Pakistan
  • VICTORIA JOSEPH Greenwich University, Karachi, Pakistan
  • ZIA UL HAQ KAKAR Research Scholar, Department of Education Greenwich University Karachi, Pakistan



EMIS, Management Information, Educational Paradigm, Data Entry Operator, Collecting, Processing, Storing, Utilizing


The utilization and advancement of information and communication technologies (ICTs) have made significant contributions to the improvement and innovation of educational institutions such as schools, colleges, and universities in Balochistan. The Management Information System (MIS) has played a vital role in accelerating managerial functions, leading to effective and result-oriented decision-making in the educational paradigm. This research aimed to explore the issues and challenges related to the Education Management Information System (EMIS) in Balochistan.. The study had two main objectives: firstly, to evaluate the internal dynamics of EMIS in Balochistan, including data collection, installation, storage, and distribution processes, and secondly, to propose a plan of action for the establishment of a comprehensive and functional EMIS in Balochistan that meets the information requirements of decision-makers at different levels. Explanatory sequential mixed methods were employed as the research design, with a population of 31 EMIS cell data entry operators in District Kech, Balochistan. Cluster random sampling was used to select a sample size of 100% (09) data entry operators from the primary EMIS cell of District Kech. Data collection was conducted through a five-point Likert scale questionnaire and an interview guide. Quantitative data were analyzed using descriptive statistics (percentage, frequency, mean score), while qualitative data were analyzed using thematic analysis. The study findings revealed that 67% of the respondents agreed that the need for data was determined during meetings with stakeholders, while 100% of the respondents believed that the annual school census was the primary source of data collection. Additionally, all respondents reported collecting data from primary, middle, and secondary schools. Respondents also stated that the district's EMIS cell was the main source of data entry and that data verification was done at the district level. Furthermore, respondents cited wrong entries as the main issue related to data entry, and data dissemination was primarily done at the district level. The study recommends the establishment of well-furnished EMIS cells in each district, the systematic training of data entry operators and concerned officers and staff, and the streamlining of EMIS data to support policy-making and service delivery in institutions.