Harmonizing Africa’s Education Management Information Systems
Across Africa, education decisions are only as good as the data behind them. Yet, for too long, that data has lived in silos, fragmented across ministries. This disconnect was discussed at the Comparative and International Education Society (CIES) Conference held in San Francisco last month, and explored how it limits governments' ability to plan, respond, and improve learning outcomes at scale.
The session, titled “Harmonizing education data systems across Africa: Experiences from KIX Africa 19 Countries and the African Union EMIS Norms and Standards,” brought together policymakers, researchers, and education data experts to confront the topic head-on. It was facilitated by Adoumtar Noubatour, Head of the African Union’s Pan-African Institute of Education for Development (AU IPED) and delivered through the GPE KIX Africa 19 Hub, a joint endeavour with the International Development Research Centre. Rather than presenting isolated country experiences, the session wove together country experiences and continental perspectives to highlight both progress and persistent gaps in strengthening Education Management Information Systems (EMIS).
Opening remarks emphasized on the importance of data systems in educational transformation and how strong education systems depend on reliable data, not just for reporting, but for decision-making, planning, and ultimately improving learning outcomes for all. It is a reminder that EMIS is not only a tool but the backbone of accountability and system performance.
From this foundation, the discussion moved from why data matters to how systems can be strengthened in practice and how the African Union is working toward building that system at a continental scale. Lukman Jaji, representing AU IPED, walked participants through the roles of AU EMIS Norms and Standards, peer reviews, and national dialogues in supporting countries in developing costed action plans and strengthening the governance of education data systems. These mechanisms, he noted, are not simply technical exercises; they are designed to create alignment, accountability, and shared learning across countries. The norms and standards offer a common framework, enabling coordination while allowing countries to adapt approaches to their contexts.
Nelsiwe Dlamini, KIX Focal Point from the Kingdom of Eswatini, shared the country’s experience in digitalizing its EMIS system. “We have made important strides in digitizing our EMIS and improving data accessibility, but challenges such as data collection delays, limited capacity, and the absence of a comprehensive legal framework continue to affect the system.” Her reflection echoed a broader pattern across countries, where institutional, legal, and capacity gaps often outpace technological advancements.
The conversation then expanded to the tools enabling interoperability at scale. The University of Oslo’s HISP programme introduced the District Health Information System 2 (DHIS2), an open-source platform designed to support interoperable and standards-aligned data systems. Its inclusion in the discussion highlighted the growing convergence between health and education data systems and the opportunity to leverage existing digital infrastructure to strengthen EMIS across sectors.
Throughout the session, recurring challenges surfaced, such as fragmented systems, weak coordination, and infrastructure constraints. However, rather than framing these as barriers alone, the discussion pointed to them as shared entry points for collaboration. The session closed with a clear call for strengthened partnerships, sustained investment, and deeper peer learning. Ultimately, the conversation reinforced that harmonizing education data systems across Africa is not only a technical ambition but also a collective commitment that requires the alignment of systems, people, and policies.
