A framework for integrating gender, equity, and social inclusion (GESI) in education data systems in sub-Saharan Africa: A discussion paper on education data systems in Uganda, Senegal, and Burkina Faso

Education data systems in sub‑Saharan Africa often lack gender, equity, and social inclusion (GESI) indicators, face data fragmentation, and suffer from insufficient funding and technical capacity. This discussion paper synthesizes findings from a scoping review of national and sub‑national education data systems in Burkina Faso, Kenya, Niger, Senegal, Uganda, and Zambia, complemented by GESI upskilling sessions and case studies from an ongoing KIX‑SEEDS project in Uganda, Burkina Faso, and Senegal. The analysis identifies persistent policy‑implementation and data gaps, along with structural, technical, cultural, and institutional barriers to GESI integration. It also addresses counterarguments related to cost, resource allocation, social norms, and accountability. Despite these challenges, promising practices emerge at individual, community, and structural levels including standardized GESI indicators, cross‑sectoral collaboration, capacity building, participatory data governance, web-based and offline‑capable digital tools. Case study evidence from Uganda (using DHIS2) and Burkina Faso (using “A Classroom in One Hand”) illustrates how context‑specific innovations can improve data disaggregation, feedback loops, and learner outcomes. The paper proposes a model framework for integrating GESI into education data systems and offers actionable recommendations: standardize indicators, invest in sustainable capacity and infrastructure, enhance interoperability, secure dedicated financing, promote data‑driven accountability, and embed participatory governance. Strengthening these areas will enable evidence‑based policymaking that effectively reaches marginalized populations.