Decentralization of Electronic Record Systems for Improved School Record Management in Nigeria

Abstract

In Nigeria, particularly in Katsina State, implementing electronic record-keeping systems (ERKS) has been slow and uneven. While these systems offer benefits for information management and data retrieval, public schools face challenges including limited technology, inadequate training, and resistance to change. This study employed a mixed-methods approach combining qualitative interviews and quantitative surveys. The evaluation assessed ERKS decentralization's impact on record-keeping, while the survey collected data from 364 participants using stratified random sampling across 34 Local Government Areas. Questionnaires were administered online as well the interviews were conducted online to maximize response rates and data quality. Quantitative data were analyzed using descriptive statistics and inferential tests (Chi-square and log-likelihood ratio). Both tests showed statistical significance (p < 0.001), confirming that decentralized e-record management and improved information sharing significantly enhance record management efficiency. The Likert scale ranged from 1 (Strongly Disagree) to 5 (Strongly Agree). Findings revealed respondents occasionally use computers for work (mean = 2.77), but rarely use smartphones (2.07) or tablets (2.38), primarily due to limited device availability and infrastructure constraints. Despite these limitations, most respondents who had exposure to or training in electronic systems strongly agreed ERKS would improve work efficiency (4.35), accuracy (4.39), and time savings (4.45). Qualitative interviews with 19 stakeholders confirmed electronic records improve efficiency, accuracy, and productivity. The study concludes that ERKS decentralization and enhanced information sharing significantly improve school record management, enabling faster data access, better decision-making, and improved administrative outcomes. However, successful implementation requires substantial investment in infrastructure (electricity, internet connectivity) and capacity building. It is recommended that the Ministry of Education and State Universal Basic Education Board encourage phased ERKS adoption in all schools, prioritizing infrastructure development, and develop clear policies on data privacy, security, and compliance.