Realities of National EMIS harmonization, capacity sustainability and fostering of Ownership in the Gambia

• In Event: Strengthening Education Sector Capacities for Resilient Education Management Information Systems in Africa: Experiences from Five KIX Africa 19 Hub Countries

Proposal

At the CIES Conference, our focus on Education Management Information Systems (EMIS) brings to light The Gambia's experience in transforming educational landscapes through data-driven strategies. The theme of this discussion emphasizes the importance of empowering local actors, particularly those involved in data production and utilization at the school and community levels.
In The Gambia, EMIS is changing from a top-down initiative to a grassroots movement. School leaders in rural areas play a crucial role in data collection and analysis, enabling them to make informed decisions tailored to their specific contexts. This localized approach is vital for monitoring and evaluating educational interventions, ensuring their relevance and effectiveness. For example, in regions with high dropout rates, data-driven initiatives like community engagement programs and after-school support have been implemented, resulting in improved retention rates and academic outcomes.

The structure of The Gambia's EMIS is supported by regional and cluster education officers who act as intermediaries between schools and the Ministry of Basic and Secondary Education (MoBSE). These officers are essential in ensuring accurate data capture and reporting and fostering a culture of data literacy and accountability among school leaders. Their role is critical in maintaining the integrity of EMIS data, ensuring that it flows seamlessly from schools to the national database, where it informs policy and strategic planning.

The Knowledge and Innovation Exchange (KIX) through the Global Partnership for Education (GPE) has been instrumental in enhancing The Gambia’s EMIS capacity. The GPE data roundtable, facilitated by KIX, has fostered collaboration and knowledge sharing among key stakeholders. These initiatives have connected The Gambia with a broader community of practice, allowing the country to learn from the experiences and best practices of other nations. The continuous exchange of knowledge through KIX symposiums, thematic webinars, and virtual calls has strengthened The Gambia’s ability to address its unique challenges in a sustainable manner.
A key factor in the success of EMIS in The Gambia is the sense of ownership that is fostered with data. When local actors, such as school principals and community members, see the tangible benefits of data-driven decisions, they become more invested in the process. This ownership is fundamental to sustainable EMIS capacity. For instance, when EMIS data highlighted the need for infrastructural improvements in schools, communities came together to support renovations. This collective action not only improved school facilities but also strengthened community bonds and trust in the education system.

The Gambia's experience demonstrates that data use is a key driver of ownership and sustainability in EMIS. By placing local actors at the forefront of data production and utilization, the country has created a more responsive and effective education system. The support of UNESCO KIX and the GPE data roundtable has been pivotal in this journey. As we share these insights at the conference, we hope to encourage other nations to adopt similar approaches, enhancing the capacity of EMIS to support SDG4 monitoring and achieve the goal of quality education for all.

Author

• Seedy Ahmed Jallow, Ministry of Basic and Secondary Education, the Gambia