CONTRIBUTORS
Charity Chao Shete
Communications Officer
Mchungwani Saad Rashid
Research Officer
“I use data to promote learners, advocate for more teachers, and lobby for desks, latrines, and
classroom blocks,” explained a headteacher from Mayuge District, Uganda, in response to APHRC’s
education data ecosystem survey. The survey was part of a recent Headteachers’ Data Use Training
in Gulu and Mayuge, Uganda, organized by APHRC’s implementing partner, HISP, Uganda. HISP has
since 2019 been implementing an education data use innovations project in four districts in Uganda
in collaboration with the Ugandan Ministry of Education and Sports, Save the Children, and the
University of Oslo with funding support from NORAD and GPE/KIX. This project aimed at
empowering district-level managers with data for evidence-based planning and decision-making.
APHRC’s Knowledge Innovation Exchange-Strengthening and Enhancing Education Data System
(KIX-SEEDS) project is building on this potential, working in Uganda, Burkina Faso, and Senegal by
leveraging key outcomes in knowledge mobilization, knowledge production, and capacity building. It
facilitates the sharing of local data collection and uses innovations, which support the ultimate goal
of scaling successful approaches to transform education decision-making. In each country, the
project has picked out subnational units with exemplary data practices that could serve as models
for wider implementation. In Uganda, the project team focuses on scaling the education exemplar
data system beyond the district to the school level.
The sentiment of the headteacher was re-echoed by a District Education Officer present during the
training, who emphasized how data availability guides the District education council in multiple
ways. These include allocating funds for infrastructure (classrooms and latrines), planning new
school construction, procuring furniture and textbooks, deploying staff effectively, building capacity
to improve learning outcomes in lower primary, and conducting focused school supervision and
inspection.
While these local officials’ experiences highlight the practical value of data at school and district
levels, their insights point to an even more fundamental truth about education data systems: The
power of data extends far beyond individual schools. When it is systematically collected and
analyzed, data illuminates patterns that would otherwise remain hidden. From gender disparities in
school completion rates to geographic variations in teacher qualifications; this information is
important for African education data systems grappling with complex challenges of access, quality,
and equity.
The Role of Data in Advancing Gender Equity and Social Inclusion (GESI) in Education
In an effort to monitor Gender Equality and Social Inclusion (GESI) in our research, the KIX-SEEDS
project recently conducted a survey among education stakeholders in Senegal, Burkina Faso and
Uganda’s participating districts. Based on the data collected, stakeholders have identified several key
themes. For example, some sub-national education officials noted that their data systems partially
integrate GESI indicators, with a lack of knowledge, skills, and tools being the main challenges in
effectively managing and utilizing education data systems. The results revealed concerning gaps in
data collection. Most respondents indicated their education data systems lack comprehensive
tracking of crucial indicators including gender, geographic location, disability status, socio-economic
status, educational attainment, age, ethnicity, sexual orientation and race.
But why should the integration of Gender Equity and Social Inclusion (GESI) indicators into education
data systems matter?
The role of data in achieving gender equality and social inclusion in the education ecosystem cannot
be downplayed. It helps policymakers, educators, and advocates identify and address disparities that
limit access to quality education for marginalized groups. For instance, data can reveal gender gaps
in enrolment and completion rates, uncover barriers faced by students with disabilities, or highlight
geographic and socioeconomic disparities in access to resources. This information enables
stakeholders to design targeted interventions—such as scholarships for girls, accessible learning
materials for children with disabilities, or infrastructure improvements in underserved regions—that
directly address these inequalities. Without reliable data, efforts to promote inclusive education risk
being inefficient, misinformed, or unsustainable.
Additionally, data encourages accountability and progress tracking in gender equality and social
inclusion. Regularly collected and analyzed data allows education systems to measure the impact of
policies and programs, ensuring that commitments to equity translate into tangible outcomes. For
example, tracking indicators such as teacher gender balance or the representation of diverse voices
in curriculum development ensures that systemic biases are addressed. In addition,
disaggregated data amplifies the voices of marginalized populations, bringing their needs to the
forefront of decision-making processes. Ultimately, a comprehensive data ecosystem empowers
education stakeholders to identify challenges and scale effective solutions, paving the
way for a more equitable and inclusive future for all learners.
Challenges in Data Accessibility and Management
While data can be a powerful tool for educational improvement, it comes with its own
challenges. This became evident for the KIX-SEEDS project implementing partners HISP Uganda while
hosting the Headteachers Training workshops in Jinja, Uganda. Through discussions with
stakeholders, several key obstacles emerged in the effective management and utilization of
education data.
First, many schools face significant infrastructure constraints. Limited access to technology, including
basic digital tools like laptops and desktops, hinders efficient data entry and analysis. In Gulu district,
where the majority of schools do not have reliable computer access, a headteacher noted, “The
main challenges in managing and using education data systems are limited technology connectivity,
tools, and computer literacy.” This technological gap exacerbates training challenges, as staff
members struggle to develop and maintain digital skills—interpret data or navigate dashboard tools
effectively— without regular access to equipment. “We face challenges in implementing education
data systems due to a lack of technical support, inadequate software for analyzing test results at the
school level, and the absence of an ICT support center,” said another headteacher from Mayuge
district. System fragmentation presents another challenge: inconsistencies between different data
systems can compromise reliability and create confusion. For instance, when student attendance
data is recorded differently in the district’s digital system versus individual school records, it
becomes difficult to track and address absenteeism effectively.
To address these challenges, stakeholders identified several priority actions. Schools need increased
investment in digital infrastructure to enable seamless data management, paired with ongoing
capacity building to ensure educators can effectively analyze and interpret the data they collect.
Additionally, promoting timely data submission and fostering collaboration between different data
systems, such as the Education Management Information System (EMIS), Teacher Effectiveness and
Learner Attendance (TELA), and the Decentralized Education Management Information System
based on the District Health Information System 2 (DHIS2-DEMIS), will also enhance data quality and
consistency.
The research team recognizes that a project of this magnitude requires strong partnerships. We are
therefore working with local implementing partners in the three countries to ensure solutions are
locally owned and sustainable in the long term. This collaborative approach, rooted in
local expertise and context is fundamental to creating lasting change in education data systems.
Looking ahead, the KIX-SEEDS project will continue its work through 2026, focusing on achieving
specific outcomes in partnership with country stakeholders:
- Developing education sector data that directly responds to local community needs
- Building enhanced education data systems that capture both child-level and school-level
information
- Creating comprehensive school and sub-national report cards to facilitate cross-country
learning and experience sharing
- Strengthening education data systems with robust indicators for gender, equity, and social
inclusion.
Conclusion
The path to improved data management in education systems presents challenges however, the
potential benefits make it worth pursuing. As we progress with the KIX-SEEDS project, our
commitment remains firm: building stronger, more responsive education systems through better
data. The journey toward data-driven decision-making in education may be complex, but it is
essential for building education systems that truly serve all learners.
This article includes insights from our partners at HISP Uganda, supported by the Global Partnership for Education Knowledge and Innovation Exchange, in collaboration with IDRC Canada. The views expressed do not necessarily reflect those of IDRC or its Board of Governors.