Over a third of Rwanda's young people are not enrolled in education, work, or training. This is especially true for girls, who have fewer opportunities to develop skills or engage in economic activities. Despite comprehensive education reforms in Rwanda, policy changes on paper have not always translated into effective classroom adjustments and improvements in student learning. A mismatch between policy changes and system incentives exacerbates the problem. Despite the potential of national data systems to provide education stakeholders with real-time information that can help them adapt and realign system incentives to improve education outcomes, there are gaps in their ability to digest the data and translate it into action. As a result, there is a need to optimize data-driven decision-making to reap the benefits of these reforms and increase educational quality. 

In response, Educate! Rwanda collaborated with the government and other development partners to create a national data system more aligned with competency-based education and student performance assessments. The Comprehensive Assessment Management Information System (CAMIS) facilitates the gathering, analysis, and most crucially, application of formative data at all levels of education. It is a framework for collecting and storing continuous assessment scores in a national database. This project explores how CAMIS can provide information about teaching practices and student learning to policymakers, such as Rwanda's Ministry of Education, and seeks to identify how data can be better integrated into the policy and planning process.