The Interplay of Institutional Logics in the Decentralization of an Education Management Information System: A Case of Uganda

Abstract

Education Management Information Systems (EMIS) provide systematic and quality data for policy formulation, planning and monitoring of educational outcomes, especially in contexts of resource scarcity. While the relevance of EMIS to the pursuit of educational outcomes has been largely recognized, limited research exists on efforts to improve the effectiveness of EMIS in resource-constrained contexts, such as decentralization. Against this backdrop, this paper traces the evolution of the decentralization of the EMIS in Uganda, where education data had for a long time been managed centrally at the ministry headquarters. Through qualitative data collected through an action research project at national and district levels, the study uses an institutional logics perspective to understand how the interplay of logics centered on development project impact, political influence, and professionalism shaped outcomes of EMIS decentralization. By doing so, the paper contributes to the emerging literature on strengthening EMIS in resource-constrained settings, presenting ways in which data-supported decentralization can support the pursuit of education-related development goals.