Guidelines for Mapping Education Data in Sub-Saharan Africa

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The blogpost was written by Taskeen Adam and Irene Selwaness and published on the EdTech Hub blog on June 14, 2022. The blogpost is available at https://edtechhub.org/2022/06/14/guidelines-for-mapping-education-data-in-sub-saharan-africa/ under Creative Commons Attribution 4.0 International. It is reposted here without any modifications.


Are you a government official, NGO or researcher looking to understand what education data is available locally? Our new guidance note shares practical lessons learnt from mapping the availability of education data in Kenya, Malawi, and Sierra Leone.

Last year, we posted about the Unlocking Data initiative and its goal to support access, use, and sharing of education data to effectively tell the story of education in Africa. In 2020,  we hosted a series of workshops that aimed to unpack the biggest barriers in data sharing. At these workshops, the community of practice realised that before we can truly discuss (re)using education data effectively, we need to understand what data exists, where the data gaps are, and what data indicators are needed for decision-making. To delve into the topic further, we hosted an event to showcase early ‘Lessons Learnt from Education Data Mapping in Africa’ and created a working methodology for education data mapping.

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Using ‘building blocks’ to develop digital education platforms cheaper and faster

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Earlier this year, our team at EdTech Hub and partners at the Bill & Melinda Gates Foundation noticed a recurring pattern: we saw colleagues around the world — in government, the private sector, civil society — working to develop various digital platforms for learning. We also noticed that most of them tended to need similar platform components — and they either developed them from scratch or used off-the-shelf solutions that weren’t quite tailored to their needs. 

We found ourselves wondering … if we, as a global EdTech community, can understand which platform components or ‘building blocks’, are needed and how they can be used most effectively, we could reduce duplication, increase quality, and conserve resources — ultimately lowering the cost of digital education opportunities and giving access to more children. 

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The Story of ‘Unlocking Data’

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Photo Credit: Image by ESSA

Imagine you are working in the Ugandan Ministry of Education and you want to understand how barriers to girls’ education at secondary level are changing. You can find a few academic articles that look relevant but sit behind a paywall, and a high-level report from a consulting firm, none of which answer the exact question you want to ask. You know the data that was used to write these articles and reports could provide crucial insights if analysed with your priorities in mind. However, tracking down the data is fruitless  —  the data was not deposited, catalogued, or indeed ethically cleared for future use.

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