Data Use Innovations for Education Management Information Systems in The Gambia, Uganda, and Togo
Data Use Innovations for Education Management
Credit
GPE/Livia Barton

Project Abstract

This project strengthened education data systems across The Gambia, Uganda and Togo, and later in Eswatini, Mozambique and Sierra Leone. By adapting the DHIS2 digital platform, enhancing data collection, visualization, and use at national and sub-national levels, the project enabled more timely, granular, and actionable insights for education planning and decision-making.

Focused on decentralizing data access, building local capacity, and fostering cross-country collaboration to scale innovations sustainably, it also emphasized gender equality and social inclusion (GESI), with tools and research designed to identify and address disparities in education access and outcomes. 

Project Stats

Completed
Implementing Organization(s):
HISP Uganda
HISP West and Central Africa Hub
Institute of Informatics-University of Oslo

Project Leader:

Kristin Braa

Implementing Countries:

Main Theme:

Duration:

42 months

End Date:

Dec 2024

Project Impacts: Policy and Practice

The project led to policy and practice changes in all six countries, with strong evidence uptake by ministries of education:

Uganda

  • DHIS2 was scaled nationally for COVID-19 school surveillance and school-level data use.
  • Districts now use DHIS2 Dashboards for planning, budgeting, and resource allocation.
  • The Ministry of Education adopted the project’s “Districts of Excellence” model for peer learning in each of the 13 regions of the country.

The Gambia

  • A new School Report Card system captures real-time learner data, including attendance and dropout indicators.
  • 350,000 individual learners have been enrolled using the DHIS2 platform.
  • A master’s program in EMIS was launched at the University of The Gambia.

Togo

  • DHIS2 was integrated with the national EMIS (StatEduc), enabling decentralized access and data interoperability.
  • The Ministry adopted DHIS2 for electronic school inspection and performance tracking.

Mozambique, Eswatini, and Sierra Leone

  • DHIS2 implementations were initiated or expanded, with cross-country technical support and knowledge exchange.
  • Eswatini integrated national ID systems into DHIS2 for learner tracking.
  • Sierra Leone developed a roadmap for DHIS2 adoption following a national assessment. 
“Without individual level data we cannot calculate student drop out… Individual level data will allow for a more accurate picture.”
— Seedy Ahmed Jallow, EMIS Unit, MoBSE, The Gambia

Updates and Activities

Research Outputs