Reform in Progress: Current Trends and Concerns in Developing ...

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The role of the information system in education is therefore crucial. It serves all levels of education, it is needed by all actors in the system, and it is essential for education policy planning, implementation and monitoring processes. The sources of information and data in the large, complex, and dynamic systems such as the education sector are various and numerous. Research Methods With regard to a general approach in examining EMIS issues, this study is categorized as education action research. The main researcher’s intention is to systematically examine educational practice in the area of EMIS, based on official documents, and to analyze the main project accomplishments and its determinants. Furthermore, the researchers reflect on how the results of current EMIS educational practice can be used to positively influence and improve future endeavors. This study also may be labeled as explorative qualitative research because it aims to provide an indepth understanding of the ongoing process of development and implementation of the EMIS in SEE. This study utilizes document analysis as its main research method. According to Bowen, (2009) document analysis implies a systematic procedure for reviewing or evaluating both printed and electronic documents. In other words, “document analysis requires that data be examined and interpreted in order to elicit meaning, gain understanding, and develop empirical knowledge” (Bowen, 2009, p.28). Furthermore, considering the purpose of this study, a document analysis seems to be the most adequate 8
esearch method because it provides a means for tracking changes, trends, and developments (Stemler, 2001). With regard to specific type of document analysis, the researchers performed primarily interpretative analysis and, when applicable, a content analysis of data. However, document analysis was not used as a stand-alone research method but it was combined with unstructured interviews conducted with decision makers, MoE employees, policy analysts, researchers, school representatives, and representatives of the National Statistics Office. A convenience sample was used to gather 18 participants. Data collection was conducted during a three month period from April 2008 to June 2008 at the Republic of Serbia Ministry of Education and at other relevant institutions. To gain an overall insight into the process of EMIS development and implementation, both primary and secondary data sources were used. An investigation of the primary sources included internal reports and the EMIS website, while secondary sources were expert reports, strategic papers, etc. Finally, validity of the obtained data, that is the extent to which the information is accurate, was assessed by using triangulation and member checking. Per Creswell and Plano Clark (2007), the accuracy of used data is the main prerequisite for ensuring the quality of generated conclusions and study recommendations. This is even more important in the case of educational action research due to implications that study results can have on the future implementation of EMIS in SEE. There is a gap in current research and practice regarding the implementation of education management information systems in European countries. Although still unexplored to its full extent, many donors and creditors were willing to invest funds in 9
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Page 3 and 4: emphasizes some of the obstacles en
Page 5 and 6: according to data produced by this
Page 7: Grundtvig for adult education. EMIS
Page 11 and 12: higher degree of data and informati
Page 13 and 14: country, the advancement of pupils
Page 15 and 16: serve for regular national assessme
Page 17 and 18: f) The EMIS should be designed in a
Page 19 and 20: or local network (within the Minist
Page 21 and 22: databases into one Integrated Educa
Page 23 and 24: complexity of EMIS development agai

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