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Highlighted Session: INEE Data and Evidence Collaborative: Using Technology for Improving Data Collection, Analysis, and Use in Education in Emergencies

Wed, April 28, 11:45am to 1:15pm PDT (11:45am to 1:15pm PDT), Zoom Room, 105

Group Submission Type: Highlighted Paper Session

Proposal

The past decade has seen an explosion of growth in the use of technology to collect, analyze, and visualize data for education development and humanitarian projects. Open-source tools like ODK and Kobo have provided methods to collect high-quality data through smartphone applications, without the need for a continuous connection to the internet. Similarly, new developments in dynamic visualization technology (such as Power BI or Tableau) have provided methods to localize and democratize data use and analysis. Traditional techniques are buttressed with emerging technologies, such as using machine learning for analysis or distributed ledger technology. However, specific barriers (such as mobile populations, safety and security issues, and the intersection of humanitarian and development work) impede the application and continued use of certain technologies.

Organized under the umbrella of the Inter-agency Network for Education in Emergencies (INEE) Data and Evidence Collaborative, this panel will begin with a short introduction by the chair describing the 2019 Education in Emergencies (EiE)Data Summit co-hosted in Geneva by USAID, the Middle East Education Research, Training, and Support (MEERS) Initiative, NORRAG, and INEE, and situating this research in the context of the new INEE EiE Data Reference Group and the EiE Data Action Agenda. The introduction will lay out the main questions we seek to address in the panel:

1. What technologies are available in the EiE field
2. What are the advantages and challenges that come with adopting these tools
3. What best practices can we identify from the successful deployment of technologies
4. Where should the field be moving?

The first panelist will present research funded under USAID’s MEERS Initiative. FHI 360 will present an overview of the current practices of using technology for data collection, storage, sharing, and use in the context of education in emergencies as evidenced by interviews with 35 education in emergency and technology experts and accompanying mapping. The goal of the mapping is to develop typologies and highlight good practices that can assist those working in the sector to improve the use of technology.

The second panelist will present on World Vision’s digital coaching and monitoring tool called Measuring Evidence of Quality Achieved (MEQA). It uses global standards to determine minimum and quality benchmarks for education programs. Its three features are: (1) digitized observation tools for schools and learning centers; (2) provision of instant feedback for coaching; and (3) online, real time dashboards that analyze, aggregate, and visualize the data collected. The presentation will focus on how the instant feedback and real time data analysis has been used for coaching and programme improvement in post-earthquake Nepal.

The third panelist will present on a joint initiative by the South Sudan Ministry of General Education and Instruction (MoGEI) and Charlie Goldsmith Associates to provide real time monitoring of enrollment and attendance in schools. South Sudan Schools’ Attendance Monitoring System (SSSAMS) provides publicly available data, disaggregated by gender and school grade. This is in the context of a country affected by multiple crises, particularly forced displacement.

The final panelist, from FHI 360, will highlight the experience of working with donor and recipient governments to capture student performance, conduct classroom observations, and digitize EMIS systems in Northeast Nigeria. This discussion will highlight the specific challenges to implementing wide-scale data collection in a fragile state and present cases where technology use has resulted in measurable change.

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