Implementer Perspective on Supporting Effective Use of Data in Rural Schools in Uganda

• In Event: From Data to Decisions: Empowering Schools and Policy Makers Through Digital Information Systems

Proposal

Technology has the potential to increase access to data, improve transparency and enable data-driven school support. When school leaders have timely, accurate and relevant data on school performance, they can provide support where it’s needed most. However, unlocking this potential a requires a nuanced understanding of the context, and knowing when and how to use (or not use) technology.

This paper discusses the work of a nonprofit organization that operates in low-resource communities, where challenges such as limited digital experience, unreliable power, poor internet connectivity, and high equipment maintenance costs hinder equitable access to data. For the past 15 years, the organization has developed digital solutions tailored to these constraints, starting with no-tech or low-tech options before gradually transitioning to digital tools to assess potential impact. The organization focuses on creating cost-effective, sustainable technologies that function without continuous internet or power, while also building technology literacy for long-term use.

In this presentation, the organization will share insights from two digital interventions: (i) an electronic school management system, and (ii) a digitized School Improvement Planning (SIP) tool developed in collaboration with Uganda’s Ministry of Education and Sports.

The school management tool equips school leaders and teachers with accurate data for informed decision-making. It provides offline data collection and real-time insights into key metrics like attendance, retention, performance and classroom capacity. Teachers, school leaders and staff were involved in the design of the tool, providing feedback to strengthen its relevance and accessibility.

Feedback has been positive, with users highlighting the tool’s ease of use and its impact on simplifying their work and improving their technological skills. Evidence shows that teachers feel better equipped to provide remedial learning, individualize instruction, and identify students at risk of dropping out. School leaders appreciate how the tool helps them track attendance, monitor academic progress, and set school-wide improvement targets.

The digitized School Improvement Plan (SIP) tool was co-designed and co-piloted with Uganda’s Ministry of Education and Sports and is part of a program to enhance school inspection and improvement. The program embeds a cycle of continuous improvement, starting with inspections, followed by support to school leaders to design evidence-based SIPs.

The non-digitized SIP was highlighted as the most effective form of support during the pilot, and early evidence suggests the digitized tool will strengthen this further. The tool helps school leaders use accurate data to monitor progress, and it enables education authorities to prioritize school visits based on need. Having accurate, up-to-date data results in more efficient and targeted school visits. Early feedback has been positive, with school leaders appreciating the user-friendly interface and alignment with the previous SIP.

In this panel, we will learn from the organization’s implementer experience on what works (and what doesn’t) to ensure that data and technology can lead to significant cost savings, efficiency improvements, and better-targeted support for schools.

Author

• Amosi Chipasi