The Educational Management Information System (EMIS) at MENFP in Haiti: between usefulness and misuse
These days, information technology is becoming ubiquitous in organizational functioning (Reix, Fallery, Kalika & Rowe, 2016). Used in private institutions as well as in public administration, information systems invade people's daily lives (Proulx, 1987; Mbang, 2012; Carton, De Vaujany, Perez & Romeyer, 2006). The pervasiveness of the information system in public administration shows just how important its role is in the organization. Consequently, mastering information systems is becoming a considerable challenge for institutions (Reix & al, 2016). Today, the issue of effective and efficient use of technology has become strategic (Reix & al, 2016). Technology impacts not only organizations, but also the individual. Indeed, this issue goes beyond the technological aspect alone, as its impact on organizational processes, individual behaviors and strategic choices is manifold (Reix & al, 2016). Today, involving users in an information system is a major political concern. As a result, information systems can be found in many fields such as public health, human resources, finance and education (Bessire, Brillet, Grimand & Méric, 2012 ; Mequanint & Lemma, 2014) and affects all organizational functions such as accounting, human resources management, management (Bédé, Bédé, Fiorello & Maumon, 2012; Carton, De Vaujany, Perez & Romeyer, 2006; Chalayer Rouchon, Perez & Teyssier, 2006; Mequanint & Lemma, 2014).
The introduction of ICT into education is becoming more and more of a priority for every state (Ayebi-Arthur, 2013). This is because ICTs are seen as powerful tools that enhance educational performance, improve the quality of teaching and enhance students' knowledge acquisition (OECD, 2004; Debande & Kazamaki Ottesrten, 2004). The Educational Management Information System (EMIS) is one of the tools used in education systems to provide relevant information for planning quality education (Ayebi-Arthur, 2013).
In Haiti, information problems about the education system prevent the Haitian state from governing this system (MENFP, 2012). For this reason, the Haitian state has set up its education management information system to alleviate this problem. However, despite the existence of the EMIS within the Ministry of Education since 2010, the problems faced by the Ministry persist. Problems such as the exclusion of children with disabilities, school dropouts, rural and urban inequality in school provision, to name but a few.
These facts seem to us to point to several possible causes. The first is the ineffective use of EMIS by Haitian actors within the MENFP. Secondly, the information provided by SIGE is unreliable. The third reason is that educational players do not use EMIS information as a basis for educational planning. The fourth is that EMIS is not appropriated by public policy to counteract rural and urban inequality, the exclusion of the vulnerable, gender equity issues, etc. This shows that the problem with the management information system in education lies in its use and appropriation.
