Evidence mapping for improved Foundational Learning

• In Event: Unlocking data initiative: Increasing the use and users of data in Kenya, Malawi and Cameroon.

Proposal

Foundational learning, a crucial aspect of education, encompasses the acquisition of fundamental skills and knowledge that serve as the bedrock for more advanced academic and cognitive development. However, traditional assessment methods often fail to capture the full scope of learners' progress, leaving crucial learning achievements unrecognized. To address this challenge, evidence mapping, a comprehensive approach to evaluating and documenting learning in the ecosystem, has emerged as a promising solution. Through the Unlocking Data Initiative, the mapping of data and data systems, stakeholders and the political economy in the three countries- Kenya, Cameroon, and Malawi was carried out between May and August 2024. The goal of the mapping exercise was to identify gaps, challenges and needs, similar data initiatives, and existing policies and guidelines on data access and sharing in the foundational learning ecosystem.

The mapping exercise provided a holistic picture of the state of education data management, sharing, and utilization in the three countries, considering stakeholders at national and sub-national levels and within the ministry agencies. The mapping exercise covered policies, data systems, stakeholders, evidence flows and knowledge in the ecosystem. Under policies, the exercise involved filtering the policies based on the Foundational Learning measures of quality, access, equity and relevance (indicators of foundational learning based on SDG goal 4). In Kenya for instance, the policies were found to be heavy on equity and lacking in relevance/inclusion. Data systems were evaluated based on accessibility (whether data in these systems is accessible or not).

Stakeholders were mapped into funders, generators and users. Funders were grouped on the same side as users since they require data/evidence to focus their funding objectives. While there is some evidence available its direction and strength of flow were mapped and confirmed the mainly one-way flow of evidence especially to the Ministry of Education and a weak or no flow from it. This was a critical observation since the Ministry holds crucial and high-quality data and evidence. A systematic review of available knowledge showed that there is more knowledge in Kenya than in the other two countries. Except in Cameroon, there is more knowledge produced by women than men. While Cameroon is a francophone country, there is more knowledge of English than French.

Authors

• Charles Gachoki, Ziziz Afrique Foundation

• John Mugo, Zizi Afrique Foundation