A Journey Toward Excellence: Strengthening African Education Systems Through TMIS
As the Sustainable Development Goals (SDGs) enter their final phase, global attention is shifting to what comes next. Against the backdrop of the growing role of big data in decision-making, the importance of robust education data systems is more evident than ever. Data systems in education are central to both SDG monitoring and KIX priority areas and are critical for shaping policy, tracking progress and identifying gaps. Over the years, such data systems have not only deepened our insights into the strengths and shortcomings of education systems but also exposed areas that need more attention. Limited investment in national statistical capacities has constrained many countries' ability to fully realize the potential of data, prompting urgent discussions about how education data systems should evolve in the post-SDG landscape.
In light of this challenge, we presented a session on the teacher management information systems (TMIS) used in Uganda and Zambia at a side panel on data systems organized by the KIX Africa 19 Hub (KIX A19 Hub) at the 69th Comparative and International Education Society (CIES) Conference in Chicago. We draw on that presentation in this blog post to examine how our respective countries have used a TMIS to strengthen the education sectors, enhance data-driven decision-making and improve teacher management processes. We also highlight how regional platforms, in this case the KIX A19 hub, play an important role in continuing progress toward transformative TMIS across the continent.
Uganda’s TMIS journey: From fragmented records to centralized data
In 2014, the Teacher Issues in Uganda report by UNESCO exposed major deficiencies in both teacher quantity and quality and data management in Uganda. In 2019, the Ministry of Education and Sports, with support from UNESCO, developed and launched a TMIS in 2019 to address the issues identified in the report.
The TMIS is a centralized digital platform that allows teachers to input their personal and professional data, which Ministry officials then verify. It has enabled faster teacher information verification and deployment, with over 270,000 teachers from both public and private institutions registered to date. It is now integrated with Uganda’s human capital management (HCM) system, streamlining salary processing and ensuring transparency in education service delivery.
Despite these achievements, challenges remain. Teachers struggled initially because of low digital literacy levels, and inconsistent Internet access, particularly in rural areas, limited the system's reach. The ministry responded to these challenges by rolling out nationwide digital skills training and is actively working to enhance the TMIS functionality, strengthen Internet infrastructure and improve interoperability with other systems such as education management information systems (EMISs).
Zambia’s TMIS journey: From manual systems to a digital TMIS
Zambia’s move to a digital TMIS is rooted in long-term efforts to professionalize and regulate the teaching sector. Before 2013, the country lacked a formal regulatory body to govern educators. As a result, unqualified individuals were able to work in schools, especially in the private sector. Public concern led to the creation of the Teaching Council of Zambia (TCZ) through the Teaching Profession Act No. 5 of 2013.
The TCZ began registering teachers manually in 2016. However, the process was slow, costly and inefficient. Recognizing the need for a more scalable solution, the TCZ’s information and communications technology (ICT) department developed a home-grown TMIS in 2018.
The new TMIS was an automated, online system for teacher registration, licensing, tracking and professional development, and it has significantly transformed Zambia’s education landscape. It now serves as the national reference point for all registered teachers, supporting government efforts to recruit more than 40,000 educators across all education levels in the past three years. The system also ensures compliance with legal requirements, as it is now mandatory for all teachers to be registered and licensed by the TCZ.
With only 76 staff members, the TCZ now manages the entire teacher registry efficiently. The TMIS has enhanced collaboration among stakeholders across local, district and national levels, offering a “one-stop shop” for teacher data and services.
The road ahead: Scaling and sustaining the TMIS across Africa
The KIX A19 Hub has provided us with excellent opportunities to share our experiences and insights with other countries and demonstrate good practices for using TMIS. The Hub enables participants to share experiences, insights and practical solutions. For example, the Ministry of Education in The Gambia shared how it uses EMIS data to inform high-level policy decisions. The ministry explained that, while it is important to build robust data systems, the true value lies in their use. Uganda’s and Zambia’s TMIS have generated a wealth of teacher data; the next step is to ensure this information is strategically employed to influence policy, planning and resource allocation.
Moving forward, through exchanges facilitated by the KIX A19 Hub, our countries can work with other countries to ensure that data informs policy and practice. More specifically, we have identified four priorities: enhancing TMIS functionality and user experience, providing regular training to maximize system effectiveness, ensuring interoperability with broader education management systems and leveraging data for evidence-based policymaking.
Our countries’ progress offers valuable lessons for our peers who are aiming to improve their teacher data systems. The KIX A19 Hub built on our success to date by organizing a Regional Competence Enhancement Workshop that focused on continuous professional development (CPD) for teachers, including the roles of teaching councils and TMIS.
During the workshop, which took place from June 16 to 20 in Lusaka, Zambia, the TCZ offered more detail about their experience with a TMIS, sharing insights on its development and use, and the challenges encountered, so that delegates from seven other countries at the workshop could better understand the process and strengthen their own systems.
Our TMIS journeys mark the beginning of a longer process — one that not only strengthens teacher management but also contributes to improved educational outcomes. By continuing to invest in and refine these systems, African nations can lay a stronger foundation for the post-SDG era and drive meaningful, data-informed educational transformation.
