 Hi everyone. Thank you so much for waiting and welcome as we get more participants joining. Welcome to those who have just joined, as well as welcome to those who are joining us on the live stream as we speak. This is a very exciting time, so thank you so much for registering and for joining us. This is our first pre-academy webinar for DHIS2 in Education, which is leading up to our very first EMIS Academy that is taking place in April of this year in Banjul, the Gambia. It will be from the 25th to the 29th of April, so we're really, really excited to have this opportunity to look a little bit more at what we will be covering during the Academy during this period. This will be co-hosted by the University of Oslo, as well as the Ministry of Basic and Secondary Education in the Gambia. So we are really excited and appreciative also of our partners NORAD and the Global Partnership for Education Kicks Project that we will be able to be meeting together in April and also be able to really understand how a strong education management information system can really be a game changer using DHIS2 as an education management information system. So really we'll be looking today at a little bit of snapshots showing us how a good EMIS is providing a way to measure education quality, reach as well as impact and really how that powers up effective data informed decision making. Helping us to facilitate things like gender responsive learning environments and moving away from just headcounts of boys and girls, and also facilitating an improved social inclusion lens so that countries can actually work towards meeting their targets of leaving no one behind. So we are today just going to give you a few little snippets of what is to come in the academy in April in the Gambia. And for those of you who will not unfortunately be able to join us at the end of this webinar we'll also be sharing some ways that you can stay in touch with us, get in touch directly with his groups from your region, so that you can learn more about the implementations and not miss out if you're not able to join us in April. Some logistics as we get started, just admitting a few more. We are going to be using the community of practice space, the education thread, to take in all of your questions. We think this is a really great idea because the questions and the conversation can get started there, but also we can keep the conversation going after the webinar and after the academy. So this will be a great space for us to keep in touch and also if we aren't able to answer all of your questions during these presentations, we will make sure to get back to you right away and keep in contact. And so please feel free to use the community of practice link that has just been shared in the chat. You're more than welcome to also ask your questions here, but that would be a great space for us to ask our questions directly. So thank you. Without further ado, my name is Sofia Koziakis. I'm the email project manager for this great team that is about to present and we'd like to just kick off with welcoming you from the from Mobsi and from the University of Oslo side. We will kick off our presentations now with Sidi Jalon, who is the assistant system analyst working in the EMIS and ICT unit in the Gambia. So Sidi, as soon as you're ready, welcome and thank you. Yes, thank you very much, Sofia, for that introduction. So I will be speaking through Jerry Azewa here. Hello, everyone. My name is Sidi Ahmed Jalon. I work with the MS unit of the Ministry of Basic and Secondary Education in the Gambia. I am the technical lead in charge of the implementation of the planned shift of data system from aggregate to individual level of the Gambia education management information system EMIS using the DHIS-2. Next, I'm here with my partner Jerry Azewa from Heavs and West and Central Africa. So I'll be discussing the following points on how the DHIS-2 supported the registration of students in public schools nationwide and fulfilling new data needs, how it increased the accessibility and reach of the daily attendance system, and the school report card. Since from the inception of the DHIS-2 MS project in the Gambia, Heavs' GIO through Heavs, West and Central Africa helped improve a lot of programs in which our ministry as a body has realized a lot of benefits from. Beginning with the customization of the existing aggregate MS services forms, Heavs, West and Central Africa capacitated the core MS team on different features and capabilities of the DHIS-2 platform. The outcome of this customization session became the container in which our legacy MS data is housed. This is important for two reasons. One, it created a sort of hybrid system as we transit from as we transition from aggregate to individual level data system, thereby providing continuity, which is super important. It also puts MS data on a broader spotlight. Therefore, multiply its visibility. MS data before this is only published as a static PDF document filling with statistical tables. The shift entails the transfer of core MS functions from the ministry to the schools. And the most important of these activities or functions in the school is the admission and registration of students at the beginning of the school year, and therefore no better place to start the shift. The DHIS-2 MS project in the Gambia successfully piloted the individual student admission and registration component of the shift in 200 schools using Chromebook. However, the national rule out is restricted by the absence of much needed infrastructure at the level of the schools, which are yet to be in place. So we leverage the existing resources from the pilot to collect and register students nationwide on the trucker program. At this moment, we have around 350,000 learners already enrolled in the DHIS-2 platform with unique identifiers, bio data, and socioeconomic data. So this marked the launching of the individual student MS and once registered, the students are assigned unique numbers, which provides the ministry with much needed information. Now it is very possible to analyze examination results based on beyond usual teams and analyzed by demographic parameters, example, various education background, which will become useful as the ministry is now pushing for learning in the home as a pathway to improve the performance of students. Special needs also has the world's attention at the moment, as evident in the SDGs and other international agendas. The ministry has in the last couple of months upgraded special needs from a unit to a department in line with the global agendas to respond to special needs issues in the education sector in the country. The MS data will now be able to provide that department with not only numbers, but personally identify the special needs students and their localities for targeted interventions, which the legacy MS data could provide. So we have our special needs tables from the Thraaka program, as we got from the Thraaka implementation. So the next slide also shows the table showing the special needs numbers by categories and education level, with the individual records, it's possible to analyze using multiple order dimensions, including gender, age, demographic, example, rural or rural. Now that we have actual locations of the children, which is super important for targeted interventions. We can also analyze by social economic situations of the learners, example by the parents' educational level. So we have another chart, so in a pie chart, so in the distribution of the special needs children by gender and then by urban rural. The database might not be very much clear, so we apologize for that, but this is an extract from the current MS Thraaka implementation. So now we move on to the daily attendance, which is a system that started in 2009 in the form of SMS through simple phones. TIPS, Western Central Africa Design and App, which is installed on tablets. The app still sends the data via SMS, but it takes care of the format in itself, and it also has inbuilt analysis that allows schools to visualize the data on their own. The team also designed dashboards and analysis tools on the platform, which allowed for quick extraction of reports of respond resistance and data from teachers and students with regional offices. We are now designing regional and district-level dashboards. It can be directly accessed by the officers for reporting and monitoring on attendance based on their individual needs when and where they want it. The COVID-19 posed some little challenges when it comes to attendance. As when the schools were closed for close to eight months in the Gambia, the opening required some specific protocols, which included social distancing, resulting in some schools having to alternate, so students some will come on Monday or they will come on Tuesday. So this made recording of attendance very challenging, which reduced the reporting rates of the daily attendance, but there are plans on the way right now to revitalize the recording of the attendance, which has stagnated since 2020. Dashboards have been designed, as we said, from all the level, from the national level, down to the school level to make sure that we are able to monitor, report, and use the data for the shown making. So we have an example of the daily attendance data used before COVID, which is showing the monitoring of the daily attendance by school, that is at the facility level on the left. And then we'll have the monitoring of attendance, which is on the right, the monitoring of the attendance of the teachers, which is on the right. But as of now, we are trying to design, if we go to the next slide, we are trying to design dashboards. So we are like this, where you are going to have this available at all levels, from the national level, from to the region, to the district level, for close amounts to monitor, and then to the school level. Again, more graph charts showing what is currently being worked on on the DHSU in terms of daily attendance reporting and monitoring. Then we move on to the school report card, which is an important outcome of M6 as a feedback to schools and communities. It is an Excel-based tool that is ranked based on efficiency by between resources at the disposal of the schools against the performance of students in both internal and external examinations. So the pictorial shows an SPMA meeting where the school report card, as you see on the right, the graphics on the right, is being discussed with community leaders, with parents, and village leaders, including the alcoholers, who discuss the issues around the school report card to come up with recommendations on how to improve the efficiency of the school. The school report card is now digitized to help with the help from the UIO and the HIPAA Central Africa. It is now available as an app on our DHSU instance. Whereas it was a message that prints and distributes the school report cards to schools, now the schools will be able to access it and print it wherever and whenever they want. In addition, the digitization gives the school's access to previous documents. More recently, research work has been conducted to further simplify the message of the school report card to minimize the flawed interpretations and consequently irrelevant recommendations. The research will also look into the possibility of adding new data by organizing the school report card in the teams. So we hope that this data is enough to vet your appetite for the community leaders to academy, where we are going to talk about some of most of these implementations in greater details. So I thank you all for your attention and hope to see you in a breath. Thank you. Thank you so much, Seedy. It's been really exciting seeing the work that you've been doing from a recent trip, and this was just a snapshot of what folks can expect if they join us for the academy on the 25th to the 29th of April this year, our very first DHIS Supereducation Academy. So thank you so much, Seedy, and looking forward to more discussions. Just to welcome again those who have joined us recently on the Zoom here and also those from the live stream, please feel free to have a look at the chat box at the bottom here to find the link for the DHIS Supereducation thread on the community practice. Please feel free to ask any questions there and we'll field them as they come. So continuing with the same theme, but moving a little bit more into a demonstration, we're very, very lucky to have Sal Dejiches with us, our lead developer Alfredo Muchanga, who has been working on prototyping and developing an app for tracking attendance and performance at individual level. And in education, an individual level student tracking system can really help countries to track both girls and boys, women, men, and look at progress around and difficulties in learning and providing support to learners to make sure that we can look at dropout rates, we can facilitate successful transition from one grade to another grade, and also look at things like completion rates of a grade as well as learning in general. So Alfredo, very excited to stop my presentation here so that you can show us a little bit about what you've been doing and give folks a taste of what they can expect at the academy if they join us. Thanks Sophia and hi everyone. I will be presenting the MEs Capture apps where I've been doing a work on the development of two applications, one application for the web and the other one for the Android site, and both application aims to make easy the process of collecting data related with education especially at individual level. And now I'm presenting the web application and this is the one of the initial screens of this application where we have here the selection, the user can select the school, can select the grades, can select and navigate between the different grades, and then can also filter the data by specific section or class depending on how the data is organized at that school that the user is doing the data entry. And then after doing the selection, selecting the school, the level, and the class, the user will have the list of all enrolled students based on the selection made. And here on the right side there are some options that allow the user to view some content and one of them, the first one, is the attendance. So if I click on attendance, the system is going to show me the situation or the status of attendance for each student that is enrolled on my grade or on my class, based on the current date. It is from the current date I have the situation if the student was present, that is the green one, came late, was present but came late, that is the orange one, or was absent, was not present, that is the X. So with that I can see the history for the last five days starting for today. If I want to navigate and see more results, I can just click on this icon and the system will be able to show me what was the situation for these students during the last days based on my selections. If I want to see data for a long previous period, I can just come here and click on view last five records and based on that I can choose the week that I want to say to see. Let's say that I want to see the attendance for this week, the pen face to pen face week. I just click on this date Friday as the last day and the system will show me the situation for each student. So that is the process of viewing data for attendance for each one. And then we have the second view option that is the term. I can see the marks for each student. So if I click here on first term, the system will show me the situation for each student on this first term. So I have here the list of early students once again and here I have the situation for each one of them. The same for the second term, the third term including the final decision. I can also have this information if the data is already recorded in the system. So what I was showing is the view mode. But we also have here the data entry mode. So the data entry mode allows the user doing the data entry for all students based on some selection. Let's say for example that I want to collect attendance for today. So what I'm going to do is just to come here in the mode and select head new record. So after clicking head new record, I have to select the date that I want to take the attendance. So I will say I want to take the attendance for today. So the system will bring on the left side the day and here I have the option to select what is the situation for each student. So I can say if the student was absent, was present, came late. So at this moment I'm just recording the attendance for each one of them. So this is just a user interface and this data is stored on Gages2 and is ready to be used for analytics and other things that are related with the usage of data. The same thing can be done for the different data forms. For example, I can do the same for performance data. I can just click here on first term, for example, and say I don't want to view but I want to edit these values. So the system will convert the table and now I'm able to add marks. So the main advantage of this application is that I have two perspectives of data entry. It is I can do data entry by subject. For example, I can introduce the marks for maths for all of the students. So when the data is stored in the database, the field, the board that changed the color showing that everything is okay. So now I'm recording the marks using the subject as the base. But I can also do this record using the students as the perspective. I can introduce for the English, maths and science for the same student. So that is one of the advantages which gives more flexibility for data entry process. And the same can be done for all sections that we have here, including the final decision part also where I can do the same thing. I can just switch to the edit mode. And for those who already have the values, the system will load these values and I can update where I want to update. So basically that is the process for data entry and data visualization for individual data capture. Another feature that we have on this application is the possibility of doing some bulk operation. Let's say that we have students that are enrolled at grade one this year and next year, at the beginning of the next year, they want to transit, they want to go to the grade two. So the application has the possibility of doing this bulk operation, moving the students for one grade to a different grade, promoting the students. It's also possible to do transfers, transfer a student for one school to a different school. And to do that, basically the user have to select the students that want to work with. For example, I can select these two students and then I can say that I want to do some bulk operations with the students I selected here. Let's say that I want to enroll in different grade. So I will click here and then I will say that they now have to go to grade two and on grade two, they will be at class A and after that I can save, sorry for that, just refresh. And after that I can save. So let's just explain another operation related with the bulk operation. I have here also this possibility of do transfer. So when I enroll in different grade, I assume that I'm doing it at the same school. But when I do a transfer, I assume that I will be transferring a student for one school to a different one. So basically on my access level, I can access the old school that I have access, select the school and select the the section that I want to transfer at the school. So this is the process for data entry and data managing in terms of web application. We also have the Android app and I'm now going to share my Android screen. And here on Android side, we have this home page. So this is the page that after the login, of course after the login, the user that can get a teacher or someone at admin staff at school can access the system will see this page. And here basically I have the school, the grades and the section that will be selected. And here I have some some operation. So the idea is to replicate what we have on the website but here on Android using the advantage that we have for Android site. And at the top we have the filters where the the user can filter, base it on the option that you have just refreshing the app. The user can filter. I can select the school, I can select the grade that they want to see the data. And when I do the selection, the system just loads the totals and show me at the bottom side. And I have here the session. So with this my selection, I can perform here some operations. The first one is to take the attendance. So the procedure is simple. I just have to click on this attendance button. And after clicking on this button, the system will show me the list of all our students that belongs to that grade. And I can see here the total number of presence and total number of absence. If I want to add a new attendance, I just click on this class button. So I will click on the class button. I have to confirm the attendance date. And then after that, the system will show me this page. So here I have two options. The green one to say that it's present. This one is present but can late. And this one to say that he was absent. So I can check the attendance for today. I'm selecting here the values based on what I have. So when I'm done, remember just I'm setting attendance for this day for today. When I'm done, I can just click on save button. The system will give me a summary showing how many are present, how many can late, and how many are absent. So when I'm up there, I just click on done. The data will be saved on database. And I will be ready to take another, another, another attendance. The other part, the last part is related with the performance. I have here the term mark option that is going to allow the user to capture performance data. So when I click on term mark, the system will give me the option to select the term if it is the first and second or third term. So let's say that I choose first term. So after that, I have to select the subject that I want to do, to do the capture. If I choose English language, the system will bring this page where I can put the values for each student. So now I'm recording marks for English language, learning to the first term. So at this way, I can do the data engine process. And when I'm done, I use the same approach. I just click on save button, and the system will save the information. So this is an application that is based on the DHS2 SDK. So it means that all features that are available on the DHS2 app, the core app, are also implemented here. And the perspective is to have it as a model within the core application, especially the offline modes. We also have the socioeconomic and final decision parts that retrieve data from the DHS2 instance and give the user the possibility to do that and so just to finalize, this is an application that is we are building a solution that is flexible. It is we are building a solution that can be possible to configure depending on the implementation of each of each country or each organization. And that's what makes this web and Android app flexible. That's all for my site. And thank you a lot for your attention. Thanks. Thanks so much, Alfredo. That's really exciting. And thank you for that lovely demonstration. And no questions have come in so far. But I'm really looking forward to playing around a lot more with the application in April at the academy. But I'm just wondering if you could you tell us anything more about any results that you've gotten from the recent pilots? Have you been piloting the application with various stakeholders? Or do you have plans before the academy? Yes, we got a very interesting output from the field. And one of them that I can mention, for example, is about the attendance. Because usually we just record, the idea was just to record if the student is present or not. We were not considering the possibility of recording if the student came late, but he was present at the school. So it's one requirement that we got from the field. And it's make created a new feature in the application. And we also have a lot of feedback related with the workflow and user interface. We got a lot of improvements based on that, assuming the user experience that they expect to have after this. Thanks. Lovely. Thank you. There's a couple of questions that have come in as well. One is asking about, will this application be compatible with other metadata configuration? I wonder if you mind responding to that one. Yes, yes, yes. I didn't show here, but we do have a configuration app that aims to do this translation between what is configured on the DSJ2 instance and what is expected to be used on the apps. So we have a configuration application that aims to deal with these different configuration problems. Of course, this is a solution that we are developing and we are trying to cover the maximum of options that we can there. Thank you so much, Alfredo. And then another question, very important question that we've all been grappling with, of course, is do teachers have smartphones? And we're talking smartphones and of course internet connection, data bundles. Something that we've been looking at recently with CD, Alpha, Jerry and the team is not a teacher level in the classroom, but also senior teachers, class teachers or cluster monitors having access to the application. But just from your side, Alfredo, teachers and smartphones, any thoughts? Well, maybe I'm not the best person to answer that question, but we are trying to make a solution that can be used not only at the end site, I mean, not only to be used directly by the teachers, but can be someone else that is at school, that have access to this app and can do the data entry process. But on the situation where the school, our condition is called, the teacher can do that. And then one of the options is also considering the possibility of using the bring your own device approach where the teachers can use their own smartphone to do this attendance record. Thanks. Thanks so much, Alfredo. And then there's quite a lot is maybe one more question, but I think Knut has responded. We're asking maybe I'll take one more. To what extent has the system, is the system flexible to customize or adapt based on country context? Great question. So Sophia, can you come again please? Sorry. To what extent is the system flexible? Is it able to be customized or adapted to a country context? Yes, I think that this question is related a bit with the previous one. Our aim is to make a solution that is possible to configure, base it on individual context. We have some standard models. The Gambia one is one of them that we tested based on the Gambia one. But we are trying to cover the maximum options that we can and try to make the applications the most flexible possible. Thanks so much, Alfredo. And plucking up use cases as we go along as well. So thank you very, very much. Really appreciate it. And again, just a snippet of what we'll be able to see and dive more into in the academy on the 25th to the 29th of April in Benjul, Gambia. And for those of you that won't be able to join, we'll also make sure that we'll be sending a lot more information and ways to get in touch with Alfredo and team through this community of practice. We also have some other ways to get in touch, which we'll discuss a bit later on. So thanks again, Alfredo. We are going to move on now to Sri Lanka. So the Ministry of Education in Sri Lanka is with us today, the Director of Education Dakshina Kastu Turiyachi. Very, very happy to have you with us. I know that you will be sharing your slides. So please feel free to go ahead and share your screen. Hi, welcome to you all. We can hear you loud and clear and we can see your screen. Thank you. Okay. So I'm going to be the Minister of Education Sri Lanka. Of course, if I see how helpful this was to Sri Lanka, the system of education, it was great during the last year as well as this year, especially during the pandemic situation. And if I say brief, what the need of DHA is to platform for Sri Lankan education sector is that is to collect current and updated data from 10,000 schools, because in Sri Lanka we have 10,000 schools, 4.2 million students. So to collect updated and current data from in the live situation is difficult in the context of Sri Lanka. But this software was helpful for us to do so as well as DHAs too can be worked offline also. This made us the facility for the collection of data in the remote areas where the connectivity is not that much stable in the like in the urban areas. So and thirdly, in the government sector, the retirement of software developers is very rare because they go for in search of higher salaries in the private sector. So lack of system developers in the government sector was a problem really. So the system could cater that problem also because we can customize this software according to our needs also for the data requisition. So another thing is data, I'm representing the data management branch in the Ministry of Education. So almost all the time our senior management request data for their effective decision making. So they take decision on the data that I'm giving. So the accuracy and the updated data is the value of them is immense in our context. So to fulfill the quick data request with prior not without prior notices from the senior management for schools using this system. And this was easy to introduce to all the school due to the effective data visualization through the dashboards. So this is that is one of the effective feature of this software. And then basically what we did was in the application of DHI to software in the education sector, we identified the we have we already identified many sectors where DHI is to can be applied. But at that moment what was very urgent force to collect data for the teacher deployment. Because there are some graduates and there are exams were held to select them. And we need to find how many teachers are needed for each school for each subject. And in the medium wise also. So this is very effective because this accuracy of this this data was very important. And that teacher deployment. So that they recollected data on existing teachers, the number of existing teachers teacher harder and the students count and the number of classes in each school at a different level subject-wise and medium-wise. And at present what we do is we install DHI to software in the Ministry of Education under this using this URL. And this is the interface of it. And then we identified core team and given the initial training with four workshop sessions in the Ministry of Education. Some we had to give online online also because of the pandemic situation some couldn't come to office. And as well as physical sessions are went on. And then we figured out the different levels in the Ministry of Education and we created the organization structure also as Sri Lanka as a whole country and at the provincial level, zone level, division level as well as school level. And then we created the format that was needed to collect teacher deployment details from the school level. And the difficulty we found at the time was schools were closed. And most of the teachers principles were at home. And by the postal system was work but and we created the form to collect data from the schools manually. And in the Ministry of Education, we entered those data into DHI system. Only thing we were unable to do that was since the schools were closed and the teachers and the principals found it difficult to devise an internet connectivity and they are premises. So that's why we collected it manually and entered the data in the Ministry of Education itself. And then we created reports to make decisions on the teacher deployment in the national schools. And we created necessary dashboards for data visualization also. And what we thought of the pay forward is the teacher deployment work is still going on. Some last part of it is we are the last part of it is. And then the way forward we thought of doing some more things in the using DHI software that is to provide use accounts for different levels to visualize the data with proper access privilege so that we don't want the same data all the time that they request data from us. Otherwise, most of the junior staff are engaged in providing data day to day because access is different plugins are not given so we can give different plugins for the at user levels. And in further expansion, we can incorporate the EIS coordinates of schools to show the statistics on the Sri Lanka maps. It is a timely need to have EIS coordinates most of the time. So that will be we hope to do in the future and we'll be creating more dashboards for data visualization and training for the officials once they are recruited. And at present they are 28 like officials are recruited recently during the last week or so for them the training is started. And then collection of individual level data from schools, school level like now this time we collected data for the teacher employment and individual data like student profile and academic non-academic staff can be collected using this. And then those data can be analyzed in a way that the performance, attendance, related details of students and staff at the ministry level, provincial level, zonal level to make effective decision. And then we can generate different indicators as zonal, provincial and country level. Further, we can establish human resources and capacity within the education sector at all levels. And we can plan and provision of infrastructural zonal education and school levels required for establishment of digital information systems. And we need to find out the data of physical infrastructure in that school levels using this system. Thank you. Thank you ever so much for absolutely wonderful presentation. We're so looking forward to meeting you in the Gambia in April. And it's just wonderful to see so much work being done on data visualizations, data being used for action, and very excited to see more about the GIS and the map work being done. So thank you very, very much. Welcome. Just looking if we have some questions, the COP is still there. Thank you for those who are using the community of practice to fill some questions. Alfredo, there's quite a few questions there for you, including asking about if the learner tracker app is going to be looking at teacher attendance as well. So a few questions there for you on the COP. And then for Dakshina, there is a question being asked about how was data reporting frequency? Of course, data reporting frequency, of course, at the time, because needed we did it, what do you mean by data reporting frequency means here? I'm not actually sure. Let's have a look. Prabhav is adding for the time being collected. Prabhav also joining with me and for the time being we collected data annually, annually. Annually. Thank you very much. Thanks for that. And thank you to everyone for the questions coming. Lovely. So moving along across seas, we have another presentation, another set of questions saying thank you for the presentation. Can you elaborate more on how you established school level capacity is a question coming from Alpha? That's for you Dakshina. Prabhav, can you answer? Prabhav? Hello. Actually, I am violin traveling. How do you establish school level capacity? Actually, we are I think he is traveling. Sorry, Prabhav. Unfortunately, your connection seems to be quite poor. Yeah. Establish school level capacity means? Let's have a look. So this is from Alpha Bar asking about can you elaborate more? What we did was we created it for years too and we send that to the schools. So the data based on the subject-wise, medium-wise was collected. For the time being. Sorry for the back and forth. Alice, if you're able to help me, I'm not able to mute Prabhav, unfortunately. Okay. It seems that we've managed. Amul, do you like to come in? Sorry. Pamud is also with you on the call. He is asking if he can support. Yeah. Because I wanted to get his help since I recruited recently for this post and they were the people also doing. I continued their birth. So never mind, I can answer what the question is. How I established school level capacity. Yes. So that was really the principal has appointed one teacher to go through all the data that is required and she collected data at the school level and she filled the form, principal certified and then that data was sent to us. That was what we did. One more thing that I can say now from this year onwards, we are going to appoint a data officer at the school level. Data officer at school level. So at each and every school out of this, all this 10,000 schools, there will be a data officer who will responsible for the data that is given from the school level. So I think our work will be more efficient and more productive. We'll be getting updated data, live data all the time. Have I answered the question? Where? I think that's wonderful. Thank you very much. I see that Pamud has also raised his hand. Yeah. Sorry, I was expecting Prabhat to answer because he's the one who's kind of leading the implementation there. But I think he's having some panic issues. So if I may also contribute to what Prabhat and Taksina was kind of explaining. So building school level capacity is a kind of a process that probably the Ministry will have to plan out in a couple of years because there are few systems that the Education Ministry has already tried implementing in the past. So it also means that there are some expertise which is available at school level as well as I think we have the national level, then the province, and then we have two other levels below like the Zonal and Divisional level. And then finally, we have the school level, which is where the action, real action happens. But like building capacity at school level also means that you need to provide some capacity building at the upper levels like the Zonal and Divisional level because they will be kind of guiding whatever that is happening at the school level. So as we just already mentioned, there are some focal points who have been identified at school level to manage the data. So the capacity building activities will happen around this focal person. But then again like as Taksina and Prabhat mentioned, this planning of this capacity building program is still underway. And as of now, we don't have any specific plans. Please correct me if there's more information, Taksina. But as of now, I think exact activities and the capacity building plan that is going to happen in the school level around DHS2 is being planned because as we have already mentioned, we started entry data at national level based on the paper forms that have been received. But in the time to come, we will initially start with the national level. We have this national school, which has more infrastructure present. So we will initially target building capacity at that level to get more information and then subsequently move to the other schools so that finally, in a matter of like couple of years, we'll be able to cover these 10,000 schools. So kindly provide, like if you have more information now, Taksina and Prabhat, you can add more over. Okay. Thank you, Dr. Pramod. As he said, we are planning to appoint a data officer. So it will help us a lot to collect data and for the capacity building. Wonderful. Thank you so much. This has been very interesting and there's been a lot of interest in the presentation. Maybe just to add a little bit more to what has already been said about the different roles and capacity buildings at the various levels. A final question has come in from Taria, which is basically asking about what kinds of roles and capacities are their data systems at different levels of the education system and wondering about this very cool thing around is there sufficient capacity in place already to implement and govern individual learner based systems. This is of course, something that is very interesting for all, but of course, very difficult as well. So wondering is there sufficient capacity in place already to implement and govern individual learner based systems or is this not on the agenda for now? For the questions. Shall I come in? Okay. Yeah. So as Taria mentioned, I mean, it's a quite interesting question. So we have aspirations to go at the individual level, but as you correctly mentioned, individual level data collection as well as monitoring and making use of that data is kind of a huge process. So that's why we have decided to plan it out so that we will start with probably the national school where we have more capacity and infrastructure present because capacity as in like we need resources, even at school level, in addition to kind of minimally fulfilling the education requirements in the school, we need people, I mean, like probably the designated person to handle the data who can build the capacity and who can provide support at school level so that the system can get is sustainable at that level. So that is why we have planned to start at national level, which has more infrastructure and capacity, and then probably roll it out to all the countries. But again, it's going to be a kind of experimental I mean process, which kind of need a lot of planning. So we will select initially for the pilot phase a few schools, and then roll it out. But as of now, I think the ministry is still in the process of adopting it to the individual's student or teacher level, because not even the customization is completed. So this is kind of probably the work that might happen in next couple of years time and not immediate. Prabha, if you want to add more? Okay, that's what you said is great. That's all right. Wonderful. So thank you again so much, Takshina Prabhat and Pramod. A lot of interest in the work that you've been doing. So thank you again for taking the time and looking forward to meeting you all. Thank you. So now we will move on to Uganda. Today we're going to have Ms A Grace. I hope I'm pronouncing your surname correctly. A Grace is working with Hisp Uganda. And some really exciting things have been happening here. Of course, with DHIs2 being housed and home and built and invested in the health sector, so much can be learned in the education sector. And Hisp Uganda has been doing some really wonderful work on cross-sectoral linkages, collaboration, learning, sharing of resources. And they're going to start today with sharing a little bit more with us about how they've been linking national level COVID surveillance to school-based COVID surveillance. So, A Grace, I will stop talking and I will share your presentation. Morning, afternoon, everyone. Thank you so much, Sophia, for that wonderful introduction. And once again, my name is A Grace. I'm Kamma and I work as the project coordinator for the implementation of DHIs2 in MS in Uganda. Basically, our presentation today is going to focus on how we've been able to implement DHIs2 using the decentralized approach by focusing more on the districts and how we've been able to link our MS learnings with the health sector and also respond to an emergency. And in this case, which was COVID, that affected over 15 million landers in Uganda. Next slide, please. From our working with the Ministry of Education and Sports in Uganda, DHIs2 was really new to the education sector, but it had been implemented in the health. From our analysis and our requirements gathering, we realized that there have been numerous interventions in adopting MS in Uganda, but there has always been a gap for numerous challenges that MS has been facing. From our research, we found out that many systems that had been adopted, but there were challenges in terms of the data use, challenges in terms of feedback to the districts and schools that were collecting data. There were challenges in terms of analysis over time, where they were getting reports over just for single year and not being able to have analysis on performance and other indicators over the year. And just right on the side of my presentation, we are trying to show how the data collection process was really taking a long time lag and it was more of a centralized nature. While we had schools in Uganda filling in the MS form, after it had been printed by the Ministry of Education and distributed, then after filling in the MS form, they would take it to the district education officer who would approve this form. And after giving the approval, this form would be sent to the ministry with one copy remaining at the district. And then there would be a whole large entry and analysis and validation of data at the ministry by different data volunteers who would be entering this data. So in our implementation, what we were trying to do was trying to break this monotony and having this long time lag on the data collection process and seeing that the districts are able to enter their data, analyze it, and be able to use it immediately after entering this data. So as we're implementing the DHS for MS, we've really concentrated more on the district, but we've also been able to build the capacity of the Ministry of Education to support the district to be able to use their data. And this has been really our basis for the implementation using the decentralized approach. Of the challenges that we talked about based on the previous approach, it was that in Uganda, we really liked our key schools facility master list, where we could always have the school's data, they coordinate their enrollment numbers. And in our approach, we are really trying to see how are we able to support the ministry to actually build the school master list. And this is even a challenge up to now, because even with the COVID and the school closure in Uganda, we've seen schools closing and completely going out of business. So this is a continuous process, but as DHS too, we are really trying to support the ministry and the districts to see that they are able to maintain a proper master list of their institutions in the system. Next slide, please. Next slide, Sophia. So our approach, basically, when we were implementing this, it has been more of a stakeholder engagement, while we are trying to see that we work both at school level, while we understood the data that is being collected at the school level. We engage the district leadership, the district education team, the district planners who are actually using this education data for planning, and also the ministry team so that we have a whole sum support of our implementation in the country. After the engagements, we were able to configure the DHS to for image to capture aggregate data. And this is where we did the customization of the MS form and allow the districts to be able to enter their data. And in this, we were able to enter backlog later from as far as 2016, 2017, 2018. And in this, we were able to have a longitudinal analysis in order to address the gap that they were facing in the previous system. We did a pilot in two districts that was Gulu and Mayuget. And then after the pilot findings and assessment, we were able to expand to 10 more administrative units in the country. We have been able to build capacity for the districts to be able to enter their data, analyze it, and actually be able to use it. And we've had amazing stories coming from the district on how they're using their data for planning, on how they're allocating resources in terms of infrastructure, in terms of staff for the respective districts that have been piloting this. And these numerous stories have been shared on our community of practice. We've had numerous presentations made on this, and you can actually be able to join us and hear more on the use cases on how districts are actually using their data from the DHS to for them. To be able to do this, especially in our developing countries, we know there is really a large infrastructure gap where you find some districts do not have internet actually be able to enter the data. This is actually also a challenge in some schools. So what we actually did was that we set up the districts with wireless internet, gave them some laptops and some printers to support printing of some tools. And we did not implement this at school level. So what the district did is that they took ownership of distributing the forms to the schools, collecting the forms from the schools and entering this data following it up and actually also analyzing this data using the internet that we had provided. And to be able to get a comprehensive analysis and be able to visualize the indicators, we were able to also import data from the Uganda Bureau of Standards, which is also the population data and also examination data from the Uganda National Examination Board. But this was basically for the primary level where we got their final exam results and we were able to support the district to compute their indicators, SDG indicators and also performance indicators on the performance of the specific districts. And this was really wonderful. We found some districts who are actually printing out this kind of analysis and putting it on their notes boards for the different stakeholders who came to the districts to be able to see this data on face value without even looking into the system. We've also had really continuous mentorship for these districts. We continue to visit them. We continue to have webinars. We've continued to encourage them to share experience where we have one district share on how they're actually using the data on how they're actually following up in case schools are not reporting. And districts have really been able to learn from one another through these webinars. And even we set up a WhatsApp group where in case of any challenge in internet issues or in case any partner comes to the district and they need some data, sometimes they want to distribute like most fraternates for a specific class. We support them in case they are not able. Sometimes there are cases where maybe someone even forgets their first word and you support them. But this has really been easy because of our continuous engagement with them. So that we see them using their data more often. Next slide please. So from our interactions and engagement with the district and the HISPs experience using the HIS2 in health, we continue to learn and see how best can we see that this education data respond and be used in the different areas in the health sector. So from our first experience and the most of someone was coming from the MISOs we bear a campaign where our pilot districts were able to provide the right population and target numbers for the campaign that was going to take place in the district while other districts were struggling because of the in this gap that we still were still having in the country and the most of the district did not have up-to-date data. But it was amazing that the district we were supporting and had collected their data and entered it in the system were able to provide the ministry with the right numbers and the right schools in the right locations where this immunization could take place. We saw from our assessment also where we had schools and districts share with us that this having this data has really is the implementation of the different programs that come into the district. They are able to provide the right numbers for the HPV vaccination so wherever the health facilities are going out for these outreaches they are able to move with the right quantities because they've been provided with the right information to actually do the right work. We've seen the data on HIV how it has helped programs that go into schools the number they are to target and the approach they are to use and if that's offer guidance and counseling to be able to know how best they can work on this school but this has all been based on the fact that there is data at the district level because if you have realized that most of these interventions go direct to the districts instead of the national level and sometimes the request will go back to the district to provide this data but if the data is at the district it has been very much easy for the district to work with the different programs with the health sector with the different personnel to actually do this work. From this learning in the health sector we continue to see there was response data being at the district level we continue to see that our pilot the districts that we are implementing BHIS group or MS were doing so much work that we also continue to learn as we were supporting them in the instance of like when schools closed there was distribution of self-study materials and we were able to see from Gulu City that shared with us some of their reports on how they were able to identify the gaps in the number of self-study materials that had been distributed to their districts based on their data. They were able to show that the study materials provided were distributed but there was this gap based on the number that they had in the system. Then we supported also at national level when schools were earlier reopening before the second variant. We supported the national level to collect data and this is the dashboard from the national data that we collected from pre-primary and primary schools and what we were able to do we collected data on different elements like enrollments, the availability of wash facilities at the schools, the genders, pressure needs, just a few elements and the beauty is that this data had been imported in Excel format from the districts but using the import wizard app in BHIS2 we were able to import this data at a very fast pace and able to give back feedback to the ministry on the enrollment numbers, on the gap that was there, on wash facilities in the schools and this was able to see how the ministry was able, the basic education department was able to respond to COVID. Then also recently we supported the collection of data on private teacher information. This was really also support on the vaccination of teachers and also especially on the gap that had happened in the private sector where we saw most of the teachers had been left out of work for quite a long time and they had not been paid salaries and the different partners and the ministry prime minister's office was trying to see how they can offer relief to some of these teachers. So as the BHIS2 community in Uganda we decided that we could support this activity by customizing the simple tools actually allow the districts to enter data. This was individual level data where we are capturing the individual details of teachers like their teacher registration number, we are registering, they are need numbers for verification the subjects they teach and this data was also imported into the BHIS2 and this is a sample dashboard from the data that they collected. This is dashboard number two to be able to support some of these activities. Then we also did a pilot's who best surveyors. This was really I think the highlight of our response to COVID-19 in Uganda. We did a pilot in Bulu and in Tonga Maduakiso. We support from Save the Children and this pilot provided us lessons that were able to inform the national scale of the COVID-19 surveyors system in Uganda and on this part we were able to just key highlights on how we can be able to control the pandemic and the spread of COVID-19 in our schools. From this pilot actually we were able to identify the gap that in the districts where this pilot did not happen there was a hard resurgence of the pandemic and the schools were later closed again and we saw the president saying that schools in Uganda would not reopen again until we had vaccination of our teachers and also that was a proper established surveillance system in our schools and this is why his Uganda Ministry of Education in partnership with the Ministry of Health, other partners like UNICEF, Save the Children, UNHCR, different partners we came together to see how we work together to see that we scale and implement a school-based surveillance system in Uganda. Next slide please. So based on our implementation we were trying to see how do we control the spread of COVID-19 in our schools, how do we get the suspects and refer them for testing, how do we know the number of learners that are in school-based care and how are we able to do and get any contact cases and be able to refer them for testing. That was really the main aim of our of conducting this surveillance in schools so that we do not have any other more surprises of large number of cases hidden in. Next slide please. So this is basically like a data flow on how we were collecting this data from the schools. What we suggested with the ministry and partners is that at the entrance or classroom entrance of any school, learners would be screened on different data elements and we would be able to know if these learners have any signs and symptoms of COVID from the flu, temperature, any other signs that we all know of and then after screening all the learners they would compile a daily report that would be sent using any phone. It doesn't matter where you have internet and this was at free of charge as supported by the Ministry of Health on 6767. So after school has compiled a report they are able to send just a simple SMS on 6767 and this data comes into the system and goes to the specific school and after the data has been into the system we were able to see the visualization that comes out based on school reporting and after this we have built a real signed dashboard that is going to be visualized at the different levels, district level, national level and even at the minister's office to be able to see the reporting that is happening in schools. With this dashboard we do not only concentrate on the elements, we are looking at the number of schools that have registered reporters to to send the SMS. We are looking at schools that have reporters and are not sending the SMS. This is like a comprehensive analysis of our implementation of surveillance in Uganda. So what was really our approach in implementing this? Like I earlier said we had a pilot and this pilot informed us to develop an implementation plan that was shared with the different stakeholders including the ministry and other personnel and we had to really mobilize resources to support the training, to support the infrastructure that was needed to be in place to monitor the reporting in the schools. We updated the data collection tools for this reporting. We looked at the registers to and tell the sheets to ease the burden of having to register every learner every day and looked at the is where may be of selling by the schools. The system was also configured to have this SMS sent and then we explored the integration with other modes systems that were introduced by other players in the in the field to be able to have DHIS2 as the center repository for all the surveillance data. We had testing of these tools at some of the schools so that we could get feedback from the schools on how easy they could be able to capture surveillance data and then we had also training. These were done in a cascade model where we had the national TOT with Patsnaz Ministry of Education and MOH players and then we had regional trainings that were supposed by the team that had been trained in the TOT and then we were able to cascade these trainings to school level but were supported by the team that had been trained at regional level that is the biostatistician at the district, the DIS, the district surveillance focal persons, the DEO. So this was really a comprehensive support of each team both from the health and education sector and these are some of the photos from the training. This was in Busoga and this was us testing the tools at one of the schools in Kampala. Next slide. So let's just give more on our approach to see that we were able to implement this effectively as we are aware for the schools to be able to send the SMS and be attached to school. We had to register the reporters in the system and as he's Uganda we could not do this alone. So we had Patsnaz, we had the biostats of the district that have experienced using DHIS too. We had the DISs, these are the district inspector of schools all working together. The DISs were compiling the lists from their district and then bringing to the biostats to support them in order to register their schools and see that they are reporting. We've also had continuous biweekly webinars with the biostats, with the DISs, with the center coordinators and this is basically to continuously build their capacity and remind them of the templates to collect the reporters from the schools to remind the schools to report and this has really yielded great results because we've seen the reporting rates increase after each and every webinar that we hold. And then we've also had the district surveillance local persons going to the schools to follow up on any reported cases during referrals for any suspected cases and this has really given us good feedback on that data is actually being used. We've also continued to engage Patsnaz, we've seen Patsnaz trying to follow up in their districts that they support to see if their districts are reporting. We had the UNHCR team and education response teams trying to follow up all the schools in the refugee settlements to see that they are reporting and they are really included in the reporting and no one is left out. We've actually even had to follow and do groupings in this system so that these different Patsnaz can be able to see their performance on surveillance based on the districts or schools that they support and these dashboards really have been shared with both the districts and the ministry. We've set up the smart screens for the minister we are seeing so that she's able to get this data at a glance. We set it up for the director who is also the chairperson that will be tasked for seeing Uganda. He is able to get data at his fingertips. The moment he logs into the system we get to know the reporting rates, the number of schools that are reporting which schools are not reporting and all this has really helped us to be able to follow up on the districts that are not performing to see that our reporting rate goes up. Next slide please. So basically to close it up we've had also some challenges. We can't say this has been a smooth road. We've had some challenges in really trying to scale this. Our pilot was only in two districts and now we are trying to scale in over 178 administrative units in Uganda. There have been challenges and lessons that we've learned from these implementations and we're sure that some of the countries or communities that are trying to adopt this would learn also something and continue to share with us. So in the education sector in Uganda we don't really have a statistician while the health sector has someone who is dedicated to data management and that is the biostat. So basically for these implementations we've had to rely more on the biostatiation to help the education sector to register their reporters to do some of their trainings but the beauty is that the availability of the biostat at the district has really helped us to do the capacity building at the district level to help the education teams that had not previously implemented DHIS-2 for MIS to learn from the biostat and we've had some of the district inspectors of schools now supporting the biostat to actually register the reporters and even analyze and use their data because we created user accounts for all the district inspectors and all the biostats in the DHIS-2 for MIS. When we were training for the scale we also had regional online trainings which were a little if I can say hectic because these were two days full training on surveillance and we had people drop off so we've had some gaps in our reporting in some regions but that's why we've really been trying to have more of these weekly webinars to see that we bring all the regions and districts on board. Also cascading of the school trainings that are at school level especially in private schools that was less funding especially in support of the school level training and we saw some in some districts private schools not coming up actually go for these trainings which has created also a gap in our reporting rates. Then we've also had some data quality issues especially on the misstages that are sent by some schools and we're trying to really promote this by creating simple shared videos on reporting and sharing with the district teams to share with their headteachers and we've seen from our group some of the headteachers sharing with us how they've reoriented the headteachers how they've reoriented the surveillance focal persons at schools to be able to send the right messages that the system can actually interpret. Then also we have not had a proper printing of the tools that were revised that are updated by the teams but what we are seeing is that districts and schools are actually improvising and using simple counterbooks actually put surveillance data. Then of course also the coordination between the district and health teams can sometimes be a little bit challenging especially in these COVID times where we are having so many campaigns there's Epivac there is a COVID vaccination so the Biostats are also a little bit busy with their work and then also having them support the education team it has been a challenge in some districts but some other districts have really worked so well. Then we also had really a challenge of limited resources in some of our schools where even the temperature guns are not there and just screening is basically a challenge on some of those schools because even the resources have the SOPs in place and not there there are no temperature guns they do not even have enough classrooms how do we expect them to have isolation rooms where learners are kept to be monitored. For the lessons that we've learnt it has really been an eye opener for us to see that when you have experience in the health sector it is really much easy to work actually with the education teams. So we've seen the Biostats supporting the the education team and this has really shown us that DHHIS2 connection is spread like fire if you have prior experience in the country with this with teams that are working with DHHIS2 previously and it's also really important for the ministries not only personnel state leadership in some of these activities it's really important for the ministries both the Ministry of Health and the Ministry of Education to take leadership in implementing things like surveillance while you're having the Pierce writing to the districts or the schools performing them that this is what we are going to do as a country this is the system that we are going to use to report and each and every school is supposed to report on this. Also partner collaborations were really important to us during SISQ Ganda we had to rely on support of other partners like UNICEF like Save the Children to be able to scale and do trainings in the different countries and also for support from NERA than the HGPE funding that was able to support some of their trainings in that country. Also we've seen that SMS reporting really provides a convenient way for reporting because we are seeing that even in the resources trained areas where people don't have smartphones where people don't have internet they are actually able to send a message so we are having reporting from even the districts that maybe people would go ahead to reach areas in our country but we are seeing them actually sending their surveillance reports. Thank you so much that is our sharing from Uganda on surveillance. Thank you so much Agres really exciting to see the breadth and the width of the work that's been done and I think what's going to be very exciting at the Academy in April is to also understand these synergies and also tensions between the health and education sector. There's so much that we can learn and so much that can be leveraged so thank you very very much for that. Before we move to our final presentation just going to have a look to see if any questions have come up. Having a look to see. All right I think this is for you Agres it's from Alpha. He's asking what are your lessons learned and experienced with other sectors like in particularly the Ministry of Health. Do you have already touched on that but wondering if there's anything in addition you'd like to highlight. Yes I think the lesson that we've learned like I had earlier shared it's really having both ministries take leadership and not only you the partners but surveillance was not only important to the Ministry of Health it was also important to the Ministry of Education and organizing all these trainings and having the participation of the different partners from both the health teams and also the education was really very crucial and we saw actually the Ministry of Health providing some of the support that we needed the integration of the DHIS to legitimacy to the EIDSR system which is used by the Ministry of Health was also supported by the by Hispeaganda and also the Ministry of Health so that all the other health teams are also able to have this surveillance data. So what we really learned is that the Ministry also needs to take initiative needs to support your intervention and also the need for the data that you're actually going to create to collect I think creates that rapport where the Ministry is willing to work with you to collaborate with you because this data is really important also their surveillance system to their reporting in general. Thank you so much Agres and I think we can see that as well from your dashboards you know really relevant and appropriate for the users who are using the dashboard so that the outputs the data are talking to each other to help us to to paint a bigger picture when you're bringing various bits of data together like that so thank you so much. Great and thanks Coot as well for some of these additions we'll pop those on to the community of practice as well so that we keep some of these great great comments. So that is it for for for Uganda but for a final presentation I'm just going to move along the slide. I'd like to introduce everyone I don't think Dr. Prosper needs introduction but our global lead for his Uganda is Prosper Behumbisen and he is going to give us a bit of a snapshot overview of the implementation of DHIs to for education of the E-MIS in Eswatini. This is a pin driven model so Prosper very very happy and thank you for for joining us today. Yeah thank you Sophia. Yeah I still need the introduction thank you. Yeah I'm happy to share the experience of the Kingdom of Eswatini on their behalf and their permission they are currently in the field kickstarting the pilot and they are not able to connect in and make this presentation but we have worked closely with them so this is an interesting use case for two reasons one it's related to what Alpha has been asking and what Douglas has been sharing in terms of the DHIs to use in the country so we look at Eswatini as a country which has not adapted DHIs to for health so DHIs to is entering in from the angle of education which is a good class on their side and also that this implementation started in the in the heat of COVID pandemic when everything was shut down and so most of the work in terms of what has been done and achieved up to date that the team is able to go to the field and do this by themselves that's the Ministry of Education and Training team is is all an achievement of having an online capacity building implementation of the system configuration and all that and also most important that what we are here to show also is what can be achieved with the core DHIs to a system as opposed to adding more apps and you know scripts and all these so and again interesting is an approach where the country is you know hitting it straight with the tracker as being their priority mode of implementation and that's where we have the PIN which is the personal identification number for all the runners and the teachers both teaching staff and teaching staff being tracked from right enrollment into the school and across all the schools they are being transferred to or promoted to or moving from one class to another class so next slide yeah so and again this is a background that you find in most countries that yes there's a not going to be a country that has no image system in place it's either going to be paper based, access based, excel even sometimes might be twice so we see the same in most of the countries that there have been systems that have really had challenges against most of the presenters have shared in terms of data capture, data analysis and presentation so it's the same with the Kingdom of the 14 that you know they had a system which would access based and creating a little challenges in terms of data access and data sharing and data analysis and also moving to see how this can be sustained even access systems can be very difficult to maintain and sustain in the country so we look at the need that the county wanted to be able to have a system that they can be able to customize and configure an example that you have seen from Sri Lanka that the ministry has taken over all these and they are able to customize and adding the indicators and move the and you know change what according to the new indicators and demands of the system then again also being able to share data across the different systems and also being able to link some of these learners as you may know most of the countries are looking at learning as being sponsored and facilitated by I mean partners so you need to exchange data across the different systems and for the case of case of a team they wanted to look at the birth registration linked of course with the immunization next slide yeah so in terms of how we were able to do this amidst heat and challenges travel restriction and all that so we've gone through the whole process for the system development much as DHS is for configuration on the next slide we present the steps and and this could be some of the steps that you really need to adopt when you're trying to implement DHS to for any implementation either health or education whatever so you need to go through the clear processes for for system development and so we were able to go through all this and they're able to do the capacity both online most of the teams were all trained from customization data entry to use and support and supporting any users we've had even remote field testing and like right now as they're in the field we are on the ground trying to support we are all there online trying to support them as they they do the start-up and pilot so then all that training and and the team has been trained in at least in basic customization they can be able now to customize even if an indicator or tool is introduced they are able to do that we've done a lot of field testing you can see in the pictures learners trying to fill their forms teachers trying to use the tablet to register learners and then and capture the information and right now as we talk the team is in the field trying to extract the pilot for one of the regions but of course very ambitious to scaling up this there's been a lot of interest from the different partners and the different departments of the Ministry of Education and Training that will see this really kick off real fast next slide so this is what I've been talking about basically we we approached this through the module for you know the system development either from scratch where you get through the personal requirement coloring prototyping you know again as you've heard from the Gambia importing legacy data is very key for you to be able to raise the appetite of the the data consumers so being able to pull the data from the legacy data training and documentation and piloting and then probably looking back for scale so we do encourage Latinos wherever it's going to do this and be able to follow this kind of methodology next slide yeah again as I've shared we have we have re-emphasized on using the quad DHS2 and this is now the DHS2 tracker capture which is used to be able to register the learners and the teachers both teaching and not taking stuff and then track them over time so you will see over there you know such a runner if we're able to zoom in you'll be able to see that the runner has moved from one plate to another plate to another plate and we can be able to see the information on each year so this is an annual kind of update for the runner or the teacher and they have bioinformations over there which can be you know changed here and now and then but with this kind of visual you are able to pick and this is what you're able to see you know how the runner has been progressing if there is a repeat in a class you will see that and with this you can be able to add on other parameters that you want to monitor social democratic information in the scores within this kind of arrangement you're able to see the learners performance and all the other details that you would want to see in this kind of core BHS to track next slide very interesting also to see is you know support supervision or inspector inspector of school going to school to do on sports checks and being able to provide real-time feedback so actually for the Kingdom of USA team they have a school assessment tool that the inspector of school go to and this could be deployed on a tablet and we got a school and you're able to score and you'll see the scores will range from good to outstanding or bad and admittedly you're scoring when you are on my right or left right now you will see the scores I mean you will see this the pickup list for the scores and again you are getting turries and then you are able to see to get your overall performance I mean this is going to waste to make you get 99% you know and then of course measures in terms of when the school is not performing well depending on the you know the cutoff some remedial and then and improvement plans are put in place so that you can see so over time the the schools are able to see how the school has performed you know from the time they started the first thing and expecting and when they go they're able to go to have you know scores over time so that's one of the again this is also part of the core that you can be able to have this kind of on-sport checks and also being able to discuss the data which is data use at the school level next slide next slide so and this is the one of the last slides trying to show that you know legacy data increases the appetite of the users of the system and this has been one of the driving factors to get the system even rolled out more faster than it should after the team has been able to see you know I can be able to see my enrollment good enough the the access system maintain data for over 10 years so you can see data from 20 creative enrollment numbers and they up to 2019 for when we put the basic data this was a screen show through for some time but later of course you could also have these maps which are all in-built within the ADHS to form to to visualize the data next slide and I think the last one yeah so I think the last three is to really appreciate the partners who have been supporting this particular for this work in SWATIN it has been an initiative of UNICEF SWATIN through the global partnership and these have taken it all and also what I needed to mention is that the means of education and training in SWATIN went through a rigorous evaluation of systems that they could use for improving their current system which was access and quite a number of systems were evaluated and the ADHS came among the first ones to be accepted to be selected to to depress the whole system so this was a work again supported by UNICEF in SWATIN and we do appreciate the support that they have done so far up to the pilot right now of course we partnership with the University of Oslo his Mozambique the knowledge and the kicks program that has helped us to really push to this level of the work that we are doing in Eshakine thank you very much and over to you Sofia. Thanks so much Prosper and thanks to your patience with my slags like lagging there apologies so thank you ever so much having a look at the questions to see if there's any other questions that have come up for you this is just Monica responding to Alpha so thanks there for that Monica will also paste this response and make sure that that goes on to the COP so that we have some conversations going for later. We are rounding up for now our very final few words to share with you we have a quick starting who is our product manager at the University of Oslo working on EMS he's just going to give you a very quick snapshot of the kind of things that you can expect we've obviously got quite a few of the implementations that we shared here but just understand a little bit more what we can expect for the Academy on the 25th to the 29th of April and a little bit earlier Alice very kindly shared the link to the EMS Academy registration page so if you want to know a little bit more about how you can register please feel free to click on that link in the chat here you can also chat us again on the COP after this this presentation but over to you Knut thank you thank you Sofia can you just please confirm that you're hearing me and seeing my slides you are loud and clear and we can see your slide thank you yes so let me start with Prosper's last slide we are very happy that I'm grateful that we are able to work with very solid partners nor it has been supporting DHS2 since since the very beginning which goes back quite a long time now and we're also very happy to work with the GPE on their kicks project and these sort of multi-year funding initiatives have allowed us to have a very good start on all the work needed in seeing how DHS2 can be best used in the education sector and also across sectors with both health and education and even others like like agriculture so at the upcoming April DHS2 for Education Academy in the Gambia we will it will be it will not be exactly like this webinar which has been mostly us presenting of course with some very good questions from the audience but we the Education Academy is going to be very interactive and very it's going to be a workshop we expect participants to to work and learn and us to learn from from from you as well as we really hope that people will come prepared to to work with us on telling us what is needed for this to be a success in their settings so we will have we will have much more in-depth studies of what has been going on so far and is going on in the role the deployments in the Gambia and Uganda is with teeny that we already heard of and Sri Lanka we already heard of additionally there is Mozambique and there is Togo and there is several other interested parties that we are in discussion with so we will give a full overview of what's going on in all these countries but also try to see how we can pull it together and see how all these different use cases different settings can come together and that's why I would like to emphasize the platform approach which is also what what we've been really pushing for the last many years now to make DHS2 a solid general platform that can be used for many types of data to integrate different data sources data all the way from planning where are you going to construct new schools where are the underserved populations to following students in their academic career from from even preschool to up to high school and even even tertiary sector and also down to the sort of daily school management we don't aim to say that DHS2 will cover everything in some of the very very sophisticated learning management systems etc that exist there is definitely a limit but we are still in the process of defining exactly which things can be most successfully supported and scaled up to a national level so we hope for a lot of discussion we also of course want to want to provide hands-on training both on using the analytical tools that come built in with the DHS2 platform but also around setting up the system and and and making tailoring it to to your needs so we will be discussing the ongoing implementations and we will have a very good ratio we think of of experts to participants so that there will be chances to have sort of one-on-one sessions to to really dig into plans for how to how to go on after the workshop so hopefully not just be you know you show up you get your certificate you go home but you're actually actually able to to apply these these learnings as you return home and we really would like to have all of you even if you're not able to join us in in April join and our community or practice around the platform this has been very successful in the on the health sector and we have we also have an annual conference in in in June which will be in Oslo finally not virtually this year it'll be a hybrid conference this year okay I wanted to highlight the mapping capabilities of the platform the GIS capabilities of the platform because that's also a a way to really integrate many types of data what you're looking at here are schools in a part of the Gambia which are classified by type according with the color code but also overlaid on of course a background map with you know roads and rivers and cities but but also a population distribution which we get from the Google earth engine and and and the world pop project so this ability of the platform to integrate many types of data for planning as well as for so daily management and decision making is is we think something that we we can really exploit much more than than has happened so far I will not go through all the topics just listing a few here like obviously you need to really have a good consolidated list of schools in order to in order to pull in the different data sources and we also are able to do different kinds of yearly school census but also more ad hoc surveys and I think again Prosper showed a nice example from East Wattini where they do assessments and that's that's sort of like a survey and we are able to have socioeconomic data and we can also have attendance data which could be at an aggregate level and this has been done very nicely with using SMS in the Gambia but it could also be down to the individual teacher or even individual students okay let me move on so this is just a schematic overview of all the key functions that we we we aim to support in the platform and at the bottom you can see that there's there's a range of external systems that we will want to to link to where it's appropriate but not not all of them in every country etc etc but these are the kinds of things that we will be happy to go into more detail during the academy and just to reiterate there will be hands-on training and there'll be training on the web and the the setup sort of the behind the scenes of of how this all works but also the training in how to how to get data out to create dashboards and use the android apps that have been developed I think I'll stop there and leave it back to you Sophia thank you thanks so much kudos I'm getting very excited and I hope others are as well we're about to end off for today the final thing just going to stop sharing Knud from your side if that's okay thank you so much let's just make sure I have the final slide up and ready as we end off for today here we go this is just a very quick overview to say how you can keep in touch with us as we come up to the academy we of course have our DHS2 education tab on the DHS2 website here of course you can find out more about those implementations and how to get a touch with your with his groups from your region for the academy though we will be launching a new microsite dedicated only to education where we can do a lot more work on you know blogs and and the like to keep you more updated our real time as things are developing in the different countries I really encourage you to get hold of your global hisp network in your region so on the DHS2 website as you know many of you might know you can get in touch with anyone from the region contact details right there and then of course really encourage you again to test out if you haven't the DHS2 community of practice our health colleagues and DHS2 colleagues will be very comfortable with this but for education it's a great place for you to get to know a little bit more about the details you can ask open questions and get feedback directly and also as your implementations go along you can get crowdsourced real-time feedback on issues that you're having or access to to things that you might not be able to do as quickly on email or otherwise so this is really a very special place that's alive and we're hoping that the education teams across the world will start to to get involved a lot more and use it so to round us off after this we just like to give it the floor to a foreclosing to our good colleague alpha bar who is the head of EMIS and ICT units at the Ministry of Basic and Secondary Education in the Gambia who will be our co-host for the first ever DHS2 education academy so alpha if you're there with us thank you so much okay good afternoon everyone can you hear me Sophia very well okay thank you very much for a very wonderful orientation of this very important session we are saying good afternoon to all of you and wherever you are from the Gambia actually from our side and I must apologize for coming late on this I was really struggling to connect and during different meetings but definitely I want to acknowledge the fact that the brains and the mind behind this idea of academy webinar that is a rehearsal is really very very useful I was wondering how it will be like but having listened and participated in it I can't really say it is really useful and a good step in the in the right direction towards planning for the real academy in in April in the Gambia hearing from different perspectives across the globe you've taken about from Europe three continents Africa and Asia this is very very good idea of coming bringing all these diversity and group of people together at this kind of gathering where we are talking about education data in the context of providing solutions in terms of what we demonstrated today so for us as a country and as a as a partner in this we are really seeing this as a dream coming true and we are so excited to see what the use cases for example I can see the attendance issue from from Sri Lanka the issue of capacity in the Sri Lankan men's which I commented on and you could see the the other president of which I didn't know but when I look at the way they are managing the attendance it is an area that is very very useful for for us where we are going and you could see the experience where Uganda is talking about all the kinds how they are dealing with health and what health is benefiting from the DHIS too this is really very encouraging and I think it's very useful for all of us in the next step in time of bringing integrating a national data system and now like what what Mr Kunut just mentioned about the issue of using the the the map the Geographical Information System is another tool that we really need to work on and expose because for example in the Gambia is a case in hand where we really need to ensure that our data is using map and integrating all the all the data so for me and this is you was very useful and and it has given us a very good focus on the academy and in our context the way we are looking at the academy we are looking at having a national focus we are going to bring more people some politicians some cross sector government like finance and other people and including the office of the president they are working hard to answer that when the academy happen you are not only talking about solution and tools but you are also going to see how this solution and tool going to impact overall policy development and and and reforming the agenda in our national development plans so for me I would stop here and say thank you very much this was very good stop here everybody thank you we apologize for not able to participate fully as we wish but hopefully we will welcome you soon in in in April and then you will definitely expose you to the smiling course of the Gambia thank you very much and bye bye to you all bye thank you Alfon goodbye everyone thanks so much for joining we'll be sending the recording and presentation slides and to all of you who registered and it will be available on this community practice thank you again