Towards Inclusive Education Data Systems: Integration of Disability Indicators into Eswatini’s National EMIS

Sustainable Development Goal 4 (SDG 4) emphasizes inclusive and equitable quality education and the promotion of lifelong learning opportunities for all. In line with this goal, the Ministry of Education and Training (MoET) in Eswatini is actively working to ensure that learners with disabilities are included in routine monitoring and data collection processes. This effort aims to guarantee that no learner is left behind, especially in education planning and resource allocation.

In December 2024, a technical working group (TWG) for the early identification and intervention on disability was formed. This TWG had representation from key departments and ministries within the Eswatini government. With support from UNICEF, the TWG developed guidelines for incorporating disability indicators into the national Education Management Information System (EMIS). These guidelines aim to ensure reliable and timely data to improve disability-related services and interventions across EMIS and the health MIS.

Following the development of these guidelines, school administrators from 960 public and private schools were oriented on their use. Thereafter, the EMIS Unit of MoET began updating the EMIS data collection instruments to include variables related to disability. This was followed by training of focal teachers on the revised tool and sensitization training of disability data needs.

In February 2025, the MoET EMIS Unit, in partnership with HISP Uganda, convened a stakeholder engagement meeting with representatives from primary and secondary schools specializing in serving learners who are deaf or hard of hearing. The objective was to discuss how data regarding learners with disabilities could be effectively captured in key routine data collection exercises, namely:

• The 16th Day Survey: a rapid survey conducted on the 16th school day of the year to capture key enrollment and attendance data
• The Annual Education Census: a comprehensive yearly data collection exercise covering all schools to gather detailed information on learners, teachers, and school resources
• Individual-level data collection: detailed information capture on each learner and teacher, such as demographics and performance, to inform planning

This engagement enhanced understanding of the instructional approach used by inclusive education schools, which was crucial for integration into the EMIS. Given that the instructional approach of the specialised schools in Eswatini differs, it was vital to revise the data collection forms to ensure they accurately reflect their structure, enabling them to capture their data correctly. For example, unlike the usual progression from Form 1 to Form 6, within specialised schools, learners have the option to study through either the academic stream or the vocational stream. 

It was noted that these specialized schools in Eswatini operate two distinct educational streams. This was key to know and reflect on the data collection tools, as it allows inclusive education schools to clearly distinguish the number of learners in the vocational stream from those in the academic stream. With this, schools will be able to plan more effectively and monitor enrollment trends within these streams.

1. Academic Stream
   • Follows the formal national education curriculum.
   • Selection into this stream is based on the learner’s competencies, capabilities, and type of disability.
2. Vocational Stream
   • Aims to equip learners with practical skills for self-reliance and future employment.
   • At the secondary level, learners transitioning to this stream first attend a bridging class to orient them before progressing to the next appropriate level. 

Following the engagement, key revisions were made to the 16th Day Survey, Annual Education Census, and individual-level data collection tools to accommodate the unique context of inclusive education. These updates were informed by stakeholder recommendations and guided by the Washington Group Short Set on Functioning (WG-SS).

The integration of WG-SS was particularly significant, as it enables the system to capture not only the presence of functional difficulties, but also their severity or functional impact.

For instance, among learners with visual impairments, the system now distinguishes between those who are completely blind, requiring assistive devices such as braille machines, and those with partial visual impairments, who may only need corrective spectacles. Additionally, the section on learner enrollment in the Annual Education Census was updated to capture the number of learners disaggregated by age and sex in each grade.

Such granular data is critical for effective planning, budgeting, and targeted resource allocation.

Additionally:

• The subjects covered under the vocational stream of inclusive education were included in the Annual Education Census to support monitoring the availability of textbooks and learning materials for these learners.
• The data capture tools collecting individual-level data at the school level were revised to include both the unique education grade structure and inclusive education-specific subjects.

After these adjustments were implemented, the schools that specialized in providing education for learners who are deaf successfully tested the system by entering actual data. This supported understanding the system's readiness and relevance for use nationwide. 

As of the 2025 reporting cycle, 17 schools have submitted inclusive education data through the 16th Day dataset, while the Annual Education Census has recorded submissions from 129 primary schools and 14 secondary schools. These figures highlight a clear need for continued capacity building to ensure that all schools are equipped to identify and report on learners’ needs accurately.

In June 2025, more than 400 Grade Zero focal teachers from across Eswatini gathered for training led by the Ministry of Education and Training, with the support of UNICEF. The focus was on inclusion: how to make classrooms welcoming for every child and how to capture those realities in the Education Management Information System (EMIS).

Teachers learned basic sign language from the National Deaf Association, providing them with tools to communicate with learners who have hearing impairments and to report their needs more accurately in EMIS.

What made the training unique was the cross-sector approach. The Ministry of Health shared how to spot developmental milestones, helping teachers guide parents toward early support while improving the quality of EMIS reporting. The Special Education Needs Unit introduced national standards, ensuring schools apply consistent practices.

Stronger skills and better data now flow from classrooms into EMIS, giving policymakers a clearer picture of learners’ needs. With stronger data, Eswatini can target support where it is needed, ensuring learners with diverse inclusive education needs are not left behind.

1. The Importance of Stakeholder Engagement

Effective system improvements require early and continuous engagement with stakeholders, particularly those at the school level. These individuals possess deep knowledge of the day-to-day operations, challenges, and instructional models within schools. Their insights are essential to ensure that adjustments to data collection tools are contextually appropriate, practical, and responsive to actual needs.

2. Inclusion is More Than the Existence of Specialized Schools

 Inclusive education requires a system-wide approach that includes:

• Integrating learners with disabilities into national planning and budgeting
• Preparing teachers to identify and support diverse learning needs
• Adapting data management tools to reflect the specific needs, subjects, and grading structures of learners
• Ensuring access to tailored learning materials and assistive devices

3. Data Systems Must Reflect Diversity in Learning Pathways

Learners with disabilities will pursue vocational or academic streams. Data systems must capture these pathways, including skills-based subjects and progression structures, so all learners are visible and appropriately supported.

4. Usability Testing Strengthens System Readiness

Testing changes with selected schools demonstrated the value of piloting system enhancements before full-scale rollout. Usability testing helps identify gaps, collect feedback, and strengthen user trust in the system.

5. Disability Data Must Capture Functional Severity

Using standardized tools such as the Washington Group Short Set on Functioning supports a deeper understanding of the severity and functional impact of disabilities, not just their existence. This level of detail is essential for making informed decisions on resource allocation and support services.

1. Ensuring Data Interoperability: The next priority for the MoET is to create clear mechanisms that allow EMIS to connect with other systems tracking learners with disabilities. This will reduce duplication, prevent data gaps, and build a more nuanced picture of learner needs.
2. Data Dissemination and Use: Beyond collecting data, data must drive decisions. The MoET is designing customized dashboards to make information on learners with disabilities easier to visualize and use. The aim is to disseminate this information through regular reports and short bulletins for easier understanding and improved information sharing. 

Conclusion

Inclusive data systems turn insights into opportunities for every learner. The review of the EMIS to capture inclusive data is moving Eswatini a step closer to SDG4: inclusive and equitable quality education.

Disability Dimension in Eswatini’s National Management Information System
This resource explores how Eswatini’s EMIS integrates disability data, offering practical insights for designing inclusive education systems. It’s a valuable reference for anyone working to strengthen data for equity and inclusion in education. Access the full resource here.