The reversal of the ban on new mothers returning to school in Tanzania signals an opportunity to drive greater equity and inclusion in schools. Despite the annual release of Basic Education Statistics, minimal analysis of disaggregated education data at sub-national levels limits policymakers' understanding of the challenges to be addressed in retaining girls in school. CAMFED’s Data for Education Excellence model is proven to harness data and stakeholder capacity to target barriers to girls’ education.  

This project seeks to build evidence on how Tanzania’s education data systems can embed/adapt this model to enable greater responsiveness to marginalized students and enhance feedback loops to inform national policies, systems, structures, and processes. The project aims to generate deeper knowledge of what it means to strengthen education data usage at sub-national level; strengthen the capacity of national government and school authorities to make informed decisions to adapt and scale tools for enhanced data use; build awareness among government and school stakeholders of how to use data to embed accountability; and deepen the development community’s understanding of what factors enable, incentivise and impede the use of data at sub-national level.