Education Data Systems in Conflict and Protracted Crisis

Data and evidence are a prerequisite for evidence-informed decision-making. However, governments and donors often face challenges in gathering the most reliable data and evidence to inform policies and allocate budget to implement educational programmes. These challenges often arise from a lack of granularity, timeliness and credibility in the data system. Moreover, many education data platforms are not user-friendly, which deters stakeholder engagement, particularly at regional and school levels. In contexts of conflict and protracted crisis, data is fragmented across different education authorities, and the humanitarian and development projects.

Better data systems are vital for improving access, quality and continuity of education for children, as well as holding education stakeholders accountable for effective disbursement of often limited education funding. This evidence brief provides a summary of challenges and ways to improve Education in Emergencies (EiE) data systems. It draws on findings from a comprehensive evidence review (Salmon-Letelier, forthcoming) based on a review of more than 400 peer-reviewed articles and grey literature as well as seven country-level case studies of data systems in Syria, Jordan, Lebanon, South Sudan, Nigeria, Bangladesh and Myanmar.

Education systems in conflict-affected and crisis settings face a range of challenges in establishing effective data systems. Our analysis reveals two main areas of difficulties relating to the data process: "data identification and collection" and "data-sharing and utilisation”.

What could work better to strengthen data systems?

• Including local stakeholders and strengthening their capacities
• Harmonising indicators across different data sources
• Incentivising collaboration and data-sharing
• Enhancing quality and relevance of data
• Ensuring key stakeholders have timely access to data