Unlocking Foundational Learning Data in Africa: Bridging Data Silos for Equity and Peace

Group Submission Type: Formal Panel Session

Proposal

The foundation learning crisis in developing countries needs urgent attention. It not only calls for a critical examination of the root causes and requisite interventions, but also an examination of the implications of the current trends to global peace and justice in the medium and long term. The implications of channelling ill-equipped graduates, who lack the foundations and skills to fit the world of work are far-reaching and can potentially disrupt the world order. The use of evidence and data to inform practices is a potential solution to addressing learning poverty.

Education data and evidence are crucial for improving education quality and informing education policies and practices from early childhood through to higher education. At the foundational level, particularly, education data and evidence provide the basis for understanding where learning gaps begin and how these gaps evolve. Education data are also essential for diagnosing the scale of learning poverty, identifying which interventions work in different contexts, and allocating resources effectively.

Yet, in Africa, where poor learning outcomes persist, with sub-Saharan African children at least five times less likely to acquire fundamental skills compared to their peers in other regions, the foundational learning data and evidence space is still fragmented. Moreover, the field of foundational learning research in Africa is characterised by data accessibility issues and a lack of trust among stakeholders. This raises questions about the interconnections between the various silos of data producers, researchers and decision-makers. These gaps not only limit the effective use of existing data but also hamper the development of coordinated strategies at both sub-national and national levels to improve learning outcomes. Without efforts towards a more integrated system, the potential of data to inform foundational learning policies and practices will remain largely untapped.

These observations drive the current work of the Unlocking Data Initiative, which aims to enhance the flow of foundational learning evidence use. Specifically, our research examines the state of foundational learning evidence and data systems in sub-Saharan Africa, using Cameroon, Kenya, and Malawi as case studies. In addition, the Strengthening Education Data Ecosystems in Africa seeks to identify working data systems beyond education that can be tapped by the sector. In doing so, we identified key challenges that impede evidence-based decision-making and undermine the ability of African education systems to deliver quality foundational learning outcomes. This panel will present the approach and new findings from the two complementary initiatives, building on initial situational analyses from the different contexts. Alongside our assessment of challenges, we propose innovative and inclusive approaches to address the observed disconnect between silos of data producers, researchers and decision-makers, and enhance uses and users of foundational learning data.

The proposed panel consists of four main presentations and a discussion, contrasting the particularities of the foundational learning landscape in three countries and cross-cutting issues on data and data systems. Although the study contexts considered by differ in various ways – including language of instruction, education systems, institutional capacities and data systems, and approaches to foundational learning – the presentations are guided by a set of common questions designed to bring out both the distinctiveness of each case and the broader lessons that emerge from them, but also identify possible cases with potential of replication.
First, each presentation will explore the unique characteristics of its country's foundational learning (FL) data and evidence landscape. This will involve reflecting on how data are generated, how accessible they are, and how they are currently used (or not) to inform decision-making at different levels of the system. Secondly, striking lessons emerging from the country-level evidence gap maps will be discussed to allow us to examine where gaps persist, and how this mapping can shape future research priorities and investments in foundational learning. Finally, all three presentations will address solutions and innovations by probing and sharing country-level strategies developed to address the identified challenges and, in particular, how approaches such as Design-Based Implementation Research (DBIR) and learnings from the health sector are being concretely contextualised to provide concrete responses.

By addressing these guiding questions, this panel aims to highlight not only the diversity of national experiences but also common opportunities for strengthening the role of data and evidence to enhance foundational learning in sub-Saharan Africa. Hence, the overall assessment will synthesise common experiences, lessons and opportunities emerging from these different contexts. This shared knowledge is intended to serve as a global public good, contributing to collective learning and informing regional and international efforts to improve fundamental learning outcomes in contexts of fragmented systems and fragile peace.

Alignment to the CIES theme
Education has and remains a powerful tool for empowerment and self-reliance. Existing evidence highlights that children who are exposed to poor foundations are less likely tocomplete basic education. Cognising that a child can only be 7 years old underscores the importance of deriving the full value of being in school. Anything below that becomes an injustice to the child. Without foundations and requisite skills through the education system implies channelling out individuals who do not fit the labour market. This has a ripple effect, with intergenerational consequences. Building masses of young and energetic individuals who have been deprived of quality education opportunities by the system is a recipe for divisions, increased incidences of insecurity, and slowed economic growth, including illegal cross-border migration in pursuit of opportunities.

Sub Unit

• General Pool

Chair

• Maurice Mutisya, Zizi Afrique Foundation

Individual Presentations

• Breaking the Cycle of Learning Poverty and Conflict: Unlocking Data for Foundational Learning in Cameroon - Rigobert Hanny Pambe Miong, eBASE Africa; Patrick Okwen, Effective Basic Services (eBASE) Africa

• Data for Development: Enhancing Foundational Learning in Kenya Amidst Divisions – Accessibility, Evidence Gaps, and Strategic Interventions - Charles Munene Gachoki, Zizi Afrique Foundation; Maurice Mutisya, Zizi Afrique Foundation

• Advancing Equity Through Data: Strengthening Malawi’s Foundational Learning Evidence Ecosystem - Esme Chipo Kadzamira, University of Malawi

• Strengthening Education Data Ecosystems in Africa: Insights from a Scoping Review - Francis Maina Kiroro, African Population And Health Research Center