How is data influencing Zambia’s education management and learning interventions?

• In Event: Using technology and/or data to improve literacy

Abstract

This paper will describe Zambia’s education sector’s response to the latest international and national test results in reading and math. Zambia is at a historic crossroads with respect to improving learning in its schools. The introduction of a revamped curriculum that has increased focus early grade literacy based on use of local languages for instruction and technical career paths in upper grades should lead to noticeable improvements in learning at all levels. Based on SACMEQ 2010 results, Zambia was at the bottom of the rankings, together with Malawi. This survey plus internal testing from USAID-funded programs have underscored the urgency of addressing literacy issues. However, the challenge remains as to how this data collected at the national level makes its way to the districts and schools where changes are needed to improve learning. This presentation will describe how local data management committees are taking advantage of the new wealth of information on learning in schools and transforming it into policies and guidelines that have an impact in schools. In order for accountability to improve, local system actors need to be informed and their “feet held to the fire” with respect to student performance. This paper will present general lessons learned from Zambia that can be shared and replicated in most developing countries focused on raising the quality of education. The audience will be encouraged to reflect on their own country’s experiences and share their own understanding on how data is used effectively to help school principals, teachers and local authorities to improve accountability and tracking of learning.

Author

• Sergio Ramirez Mena, Chemonics International