The role of education management information system (emis) in enhancing non-formal education programs in mfoundi division

Abstract

This study investigates the role of the Education Management Information System (EMIS) in enhancing the effectiveness of non-formal education programs in Mfoundi Division, Centre Region of Cameroon. Using a convergent parallel mixed-methods design, the research integrated quantitative data from structured questionnaires with qualitative insights from semistructured interviews. The study sampled 50 respondents across government, NGO, and private non-formal education centers, complemented by 10 key informant interviews. Findings revealed that while general awareness of EMIS was moderately high, actual utilization remained limited, especially for data-driven decision-making, learner assessment, and resource planning. Major barriers identified included insufficient infrastructure, limited training, weak institutional support, and a fragmented policy framework. However, centers with stronger leadership engagement and donor-funded support demonstrated relatively higher levels of adoption. The study highlights the need for strategic investments in digital infrastructure, tailored capacity-building programs, and inclusive policies to ensure equitable EMIS access across all types of non-formal centers. By triangulating diverse stakeholder perspectives, the research offers actionable recommendations to improve EMIS implementation and support national education reforms aligned with SDG 4. The findings contribute to the broader discourse on education technology and evidence-based planning in sub-Saharan Africa’s nonformal education landscape.