Analysis of Education Management Information Systems of the Ministry of National Education in Terms of Interoperability

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  • Mehmet BOZ
  • Irfan SIMSEK



interoperability, education management information system, e-school, mebbis


This research, which aims to reveal the current state of the Ministry of National Education (MoNE) information systems in terms of interoperability, was carried out with the basic qualitative research design under the scope of qualitative research. The data that constituted the source of the research were collected from teachers, vice-principals and school principals working in public schools at high school level. Semi-structured interview forms were used as data collection tool. The obtained data were analyzed by content analysis method. As a result of the analysis, the findings were gathered under two themes as intra organizational and interorganizational interoperability. The results of the research showed that the Ministry of National Education has some features in terms of both intraorganizational and inter-organizational interoperability, but it cannot fully use the opportunities arising from the use of the central Education Management Information System (EMIS), and accordingly, there are areas that need to be developed in both dimensions in terms of interoperability. In terms of in-house interoperability, suggestions have been made such as transferring the data in the Education Information Network (EBA) to eschool, moving more student data between education levels, and transferring the data expected from the management levels through information systems by making it pre-defined. In terms of interorganizational interoperability, it is recommended that the MoNE information systems be made interoperable with the Ministry of Health, Higher Education Institution and Social Security Institution.


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How to Cite

BOZ, M. ., & SIMSEK, I. . (2022). Analysis of Education Management Information Systems of the Ministry of National Education in Terms of Interoperability. Journal of Qualitative Research in Education, (32).