Strengthening Education Data Ecosystems in Africa: Insights from a Scoping Review

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

Proposal

Background
Timely and accurate education data at national and sub-national levels are essential for making informed policy decisions that can propel Africa’s data revolution and support the achievement of Agenda 2063 and the 2030 Sustainable Development Goals. Sub-national data systems are critical for achieving development targets, especially as local governance units oversee service delivery. However, these systems face challenges such as inadequate data capacities, weak data value chains, and issues with coordination and sustainability. These challenges are particularly concerning given that many children in sub-Saharan Africa are not reaching expected proficiency levels, and there are persistent data gaps in gender, equity, and social inclusion (GESI). Substantial investments in infrastructure, human resources, and partnerships are needed to address these issues. Our scoping review sought to identify existing gaps in education data ecosystems (EDEs) across African countries, assess the extent to which their indicators capture GESI dimensions, examine barriers and enablers to implementing informative and interoperable interventions, and document successful exemplar interventions and their contexts.
Methods
The review was guided by the Arksey and O'Malley framework and we registered the protocol with the Open Science Framework. We searched both English and French databases, including ERIC, JSTOR, and Google Scholar, as well as relevant government and development partner websites for grey literature. We reviewed publications from 2004 to September 2024. We identified a total of 5800 publications and included 84 after screening for eligibility and duplicates. Screening was done using the Rayyan web-based tool, and data were extracted into a spreadsheet for thematic analysis.
Results
Several African countries, including Burkina Faso, Kenya, Sierra Leone, and Uganda, have prioritized gender-disaggregated data systems using tools like EMIS, DHIS2, and geospatial mapping. These tools help track disparities in enrollment, completion rates, and learning outcomes. However, data quality is often inconsistent and lacks the necessary disaggregation for marginalized groups, such as refugees and learners with disabilities, consequently limiting its utility.
Outdated technology and poor connectivity are widespread. For instance, 81% of sub-Saharan countries still use offline, paper-based systems due to lack of electricity and internet access. A shortage of skilled data analysts and fragmented governance at national and sub-national levels further contribute to data quality problems, undermining its credibility.
Despite these challenges, some countries report successful EDE implementation due to investments in locally customized EMIS tools. The Gambia's DHIS2 platform allows for real-time teacher attendance analysis, while its school report cards merge various data points to encourage community engagement. Key enablers of effective EDEs include fostering a culture of data use through capacity-building, strong government commitment, and decentralized data collection.
Implications
Countries should adopt harmonized indicators for regional benchmarking. They also need to expand data collection to include marginalized groups. Scalable, open-source EMIS platforms tailored to national contexts can prevent them from being permanently tied to a single, costly vendor leading to sustained data consistency. Investments in ICT infrastructure are crucial to bridge the digital divide and enable real-time monitoring. Decentralizing data governance, as seen in Uganda's EMIS model, and enforcing inclusive policy frameworks can enhance accountability.

Author

• Francis Maina Kiroro, African Population And Health Research Center