Policymakers, researchers, and education data experts convened at the 2026 Comparative and International Education Society (CIES) Conference for a session on harmonizing education data systems across Africa: Experiences from KIX Africa 19 Countries and the African Union EMIS Norms and Standards, held in San Francisco, from 28 March-1 April 2026. Facilitated by the Head of the African Union’s Pan-African Institute of Education for Development (AU IPED), Mr. Adoumtar Noubatour, the session was delivered through the Global Partnership for Education Knowledge and Innovation Exchange (GPE KIX) Africa 19 Hub - a joint endeavour with the International Development Research Centre (IDRC), and explored KIX A19 country experiences alongside continental efforts to strengthen Education Management Information Systems (EMIS) through the African Union’s norms and standards.
In her opening remarks, Ms. Tricia Wind, Program Leader for GPE KIX at IDRC, underscored the central role of data systems in improving education outcomes “Strong education systems depend on reliable data - not just for reporting, but for decision-making, planning, and ultimately improving learning outcomes for all,” said Ms. Tricia Wind.
A key highlight of the session was a presentation by Ms. Nelsiwe Dlamini, KIX Focal Point from the Ministry of Education and Training in the Kingdom of Eswatini, who shared the country’s journey toward digitalizing its EMIS system. Reflecting on the process, she noted “We have made important strides in digitizing our EMIS and improving data accessibility, but issues such as data collection delays, limited capacity, and the absence of a comprehensive legal framework continue to affect the system.”
Eswatini’s experience demonstrated how investments in digital transformation, peer learning, and regional exchange can strengthen national data systems. The country has successfully implemented EMIS digitalization, launched data dashboards, and integrated key datasets such as early childhood development and special education needs into its system.
The session also featured a presentation from the University of Oslo’s Health Information Systems Programme (HISP), introducing the District Health Information System 2 (DHIS2), an open-source platform widely used for data collection and management. The platform offers a flexible and interoperable solution aligned with the African Union’s EMIS Norms and Standards, the Continental Education Strategy for Africa (CESA 2026–2035), and Sustainable Development Goal 4 indicators, supporting countries in improving data quality and use.
Discussions emphasized the importance of interoperable systems, standardized metadata, institutional trust, and strengthened capacity for data use, alongside the role of digital public goods in advancing national systems.
Representing the AU IPED, Mr. Lukman Jaji highlighted the role of the AU EMIS Norms and Standards in guiding countries toward more coherent and effective education data systems. Through KIX Africa 19, countries are supported to conduct self-assessments, participate in peer reviews, and develop costed national action plans.
These efforts are complemented by national and regional policy dialogues, which create space for reflection, alignment, and shared learning across countries. Strengthening education data systems was emphasized as both a technical and governance priority requiring sustained collaboration.
Participants also highlighted persistent challenges, including fragmented systems, weak coordination between ministries, limited financing, and infrastructure constraints such as connectivity and high internet costs.
The session concluded with a shared recognition that harmonizing education data systems across Africa requires continued investment, coordination, and innovation. Priorities moving forward include strengthening governance frameworks, scaling peer learning approaches, advancing open-source solutions, and producing targeted research to guide country-level reforms.
Through platforms such as the KIX Africa 19 Hub, AU IPED and its partners will continue to support countries in building resilient, interoperable, and policy-responsive education data
