 sharing the experience of Mozambique in the development of DHIS-2 and we're able also to hear that the Mozambique started in 2000 with the process of implementation of DHIS-1.4 first and then went through several stages until it reached or they started to adopt the DHIS, the version 2 of the DHIS-2 official which is used at the moment with different programs, so I will invite Dr. Brana, she's heading the HMIS, I think two years now, this is the second year, but before going to the HMIS, she has been leading the logistics and I think thanks to our, we are here for example to have some logistic data which is collected using other digital public goods which they are integrated in DHIS-2 and I will invite Dr. Brana to sit here and also we will be having Dr. Amelia Depuves, she's part of the EPI program, I think is a director or deputy director of the EPI program in Mozambique. At the moment we are supposed to have also the director here, but they are started with the mass campaign, the poly campaign that started this week, that way we also selected this topic to be shared, how are they managing the campaign, the poly campaign using DHIS-2 and also there are some other initiatives that came before Poly, so I will invite Amelia to also sit here and with the different let's say needs of integrating data, the malaria program also decided, because they were having also challenged with regard to data, we used everything and then the component of data that was in DHIS-2 was initial was not enough, it was only collecting the number of people that were tested, treated and then they decided also to integrate all the malaria component including financial data and then we created what they call malaria data repository, so Mariana La Silva is here to share with us the experience related to this initiative of developing malaria data repository, because we'll always have, there will be maybe a need to have some translations here during the process, so I will invite Amelia Morse who is leading the research unit at South Digitus also to come and sit in front, yes, so to start I think Dr. Abrano will be the one starting the presentation and then we'll conduct the whole process of implementing, I don't know if you are going to move the slides by yourself, okay, thank you. Okay, good morning, I'll be starting the presentation of the health information systems in Mozambique, so Mozambique, okay, so Mozambique Ministry of Health adopted DHIS-2 as the main platform and called SISMA, SISMA means health information system for monitoring and evaluation, so we'll see how it was before the DHIS-2 implementation and where we are coming from, so during the period between 2000 and 2004 Mozambique had many attempts and many platforms, electronic platforms to improve the data management, some of these were the SISPRO, SIM, DHIS-2 version 1.2, 2.1.4 and model BASIC, but all of these electronic systems, they were not matched the expectations and the needs of the users, so we just took the lessons from that whole process and move to the next phase, so let's see how it was the initial implementation, so we had the metadata and all the data in model BASIC and this was migrated to DHIS-2 database and the implementation approach switch from service spread across the districts and province to a centralized approach, a central server and some programs and areas that were not included in the beginning of model BASIC, they had opportunity now to be included in the new version of the DHIS-2 or SISMA and the facilities were reporting, the facility level were reporting to the district aggregate information that was able to be visible, so we have this image just to illustrate what I was trying to explain, so at my left it was model BASIC before, so you can see that it was a very complex collection process from manual to district and then the district to province up to the central, but it took a lot of time to have this collection and to be able to see the information from the below levels, so now we have at my right the current scenario, you can have the collection from, you have the collection from the health facilities but that can be electronic or manual where there are no conditions but once it's collected on DHIS-2 you can see immediately at the central level, so if you have connectivity it's directly centralized in the central server, so this is how we are currently now and we improved a lot the visibility of our data and the health programs also increased a lot the performance of the indicators and and promote use of data of course, so the initial DHIS-2 implementation brought a lot of adventures like I was saying, so reduced the time taken to produce the reports, it was possible to access the data from all the facilities and for several periods increase the quality of this data in terms of completeness, timeless, it was possible finally to have dashboards to do these monitoring evaluations performances and also what simplified the process to elaborate reports for the whole country, so to have a big picture of what was happened in all the health programs, so how was the process from moving to, from aggregate to individual, so the need of individual data came, we start to receive a lot of pressure from the health programs, they were satisfied with the aggregated data but there was a challenge to move to the patient individual level data, so the inpatient and TB modules, they were the first ones to be introduced in the tracker, then we had the maternal neonatal mortality, auditing and the maternity and birth modules, this the success of these modules increased the demand and now we are in the process of developing new modules for routine immunization, for cancer registration and HIV recently after analysis evaluation was done in the maturity of the HHS2 system in Mozambique, so we still have a lot of challenges as a country but this introduction of the individual modules it had a great impact because it was possible for the first time to have a report on the mortality and the causes of the mortality in our hospitals, so currently over 90% of the deaths in the hospitals are resistered individual and coded with IC10 and this is possible to access these reports and this information is also available in the international platforms like WHO, UNICEF and so on so it is possible now to automatically provide this data recorded and we also through the interoperability layer we share this information with the Minister of Justice which will also increase the registration of the civil registration process that is on under justice responsibility, so one of the modules that had a lot of impact interviewed almost was the electronic integrated disease for surveillance, so this is an image of the process of the campaigns that use a lot as my colleague will soon speak about and this module, the surveillance module allows to follow all the outbreaks that have come to fragile many health systems not only Mozambique so we can use as timely disease detection, preparedness and appropriate response, so Mozambique because it was committed to have this tool developed this module with the program in the Ministry of Health and now it's possible to have a more efficient let's say crisis response when you have a cyclone or overflowed or something like that this is the tool you have a cholera crisis so you had COVID so this was the tool that was enabled Mozambique to follow what was happened in the field so the country started with this digitalization surveillance after the migration of the module BASIC but was COVID pandemic that make it more visible and we could see the potential of the system as a tool currently this module evolved and we are now looking at the management of many diseases, so many programs surveillance data and we can this is we can provide real time basis data so this is an example of what are the modules in the surveillance module so we have the notification we have some the vaccines and yeah i'm going to stop here because this is the area that my colleague from the vaccine immunization program is going to take over and dive you in the detail Amelia please come good morning good morning i'm Amelia I'm working at the expanded program of immunization in Mozambique so my presentation will be in Portuguese not only because I want to say something about Mozambique but I want to also you to learn Portuguese so yesterday we had a presentation with a track on lasophony so I said that Mozambique is a beautiful country with beautiful people we have a nice food and we invite you to come to visit Mozambique ok good practice as well thank you we adopted the digest 2 to support the country in the age management of the campaigns uh Mozambique is very beautiful but unfortunately has gone through situations of disorder of diseases that are preventable by vaccination Mozambique it's uh it's we adopted the chess in Mozambique in order to manage the the outbreak and all the health information system but unfortunately the country has been kind of struggle with with outbreak and disease and all these things yeah and we had the need to adopt the disk because we had we were already producing a lot of information we had a lot of data and it wouldn't be enough to use the paper to monitor and manage so much data that was being produced during covid we it was really very difficult because we've been using uh paper systems and uh we were kind of gathering lots of data and there was a need to really use electronic systems um we we already have a sisma which stands for health information system for monitoring and evaluation uh but then uh during the the covid uh subsystem was uh uh uh develop in order to deal with the the outbreaks yeah uh yeah we we we used to um to collect data from um all the immunization program and the data was collected to to to dhs subsystem that was developed for that specific uh needs this this uh this tool uh allow us to get data on time and with the uh a minimum quality that was needed during that uh kind of difficult time uh we also use this uh tool not only to collect data but also to to issue the certificates because uh during this time the certificate was needed for traveling for example platform the subsystem also helped us to monitoring how many certificate was issue per day per week per month where did the certificate were issue uh in the country and uh that's what's really useful to us during that time uh during um covid we also had uh uh we notification with polio cases uh when you have a polio cases you have to really deal with that or have to stop and deal with it with polio so then we start really to be engaged in the immunization campaign the um the the plan was to have a three uh three phase of of the campaign but during the the period we had many many cases so we uh the epidemiological kind of surveillance in order to to deal with the many cases that were there appear during that time uh as i said previously uh during covid we had many cases with covid but also we had the many cases with polio and uh we were using a lot of papers for for for polio and then it was very difficult really to deal with this situation with many uh kind of lots of data but uh using paper paper systems so during this time with the partnership with the south digit who is uh our main uh partner in developing this information systems for for health then there was a space uh to develop these subsystems for polio immunization sorry uh that's what's so very easy i mean the the application that the subsystem that was developed was so easy and very clear for the even for the lower level of community that they can collect data and as soon as they were entering that the community level that that was the access to the higher level of the ministry there's an example of dashboard that was produced the data was introduced at the lower level the community at the provincial and the higher level of the ministry that could access some real time uh the information that we needed uh What are the advantages that we have seen? We are at this moment wanting to immigrate to a vaccination program of the digital role. And we want to implement the electronic, infant registration of the health unit and the mobile brigade thinking that this way we will improve more and more the quality of the data that is reported and we will improve the access and visibility of this information that we want. The digital health unit and other partners that support the program we are already working on this and with a lot of expectation that this process advances as soon as possible and having this information in real time and we will improve the quality of life of the workers and the people who will receive the vaccination. It involves all different kind of subsets that exist in the demonization to DHS because this is a we have really access to the most important data and then we can have the kind of the decision on that program. So I want to thank you very much for this opportunity that I was given and also I reinforce that you have really led in Portuguese. Thank you Amelia for the Portuguese lesson. So as Amelia said the current challenge for many of the health programs is to be able to cover the community levels the areas where we have health facilities near. So the next module I'm going to talk about is the module of community health information system that is something that has already been in the country but in the very confined let's say program. So the community health information system allows community health workers to manage patient information and health data and to monitor what are the health trends over time. So the implementation of a community health information system was key to ensure provision of health, primary health care reduce the fragmentation of the community platforms that are already in place in the country and create integrated community health information. So like I said we already have experience with the LEPRA LEPRA program you can see in the right was a problem that we've been using this registration collection from the past years but with the new and here you can see some of the information that we already are collecting in LEPRA you can see the number of cases in the last three months four quarters and you can see where are the areas in the country that are more endemic or have many cases and you can follow what where you need to focus your supervision and the health care support. So now we have a new new strategy for community health subsystem and this resident strategy has a pilot with a very clear objective that is establishing high health information surveillance system and monitoring valuation of the health actions in the community with a multi-direction flow of information. So this new approach, this new strategy brought a lot of demand to the the health information department because we need to evolve from the LEPRA data register to cover all other diseases and programs. So the integrated community health information system is based in the H2 as being tested and includes the digitalization of all the package of the community agents and provides continuous follow-up on the individuals at the health health level. These are one of the modules that the system has. You can see it allows you to follow TB malaria, HIV allows you to do prevention and promotion in the community, allows you to registration the births and the deaths and allows you to make a census of the household members and these are the collection how it goes and also allows you to receive some notifications about the follow-up that the health community needs to do on a daily basis. So like I said it's an integrated system so all the programs are present and related including malaria that is going to now explain us more in detail how this can be very impactful in our health care system. Now I invite Mariana. Thank you for the opportunity. I will try to speak in English so be patient. But I know I have back up with Dr. Emilio. My name is Mariana Silva and I work for malaria program in Mozambique. In the next few minutes I'm going to present summarize the programmatic view around the development of an integrated malaria information storage system in Mozambique. This is a bit of context so in 2016 a malaria surveillance assessment was conducted and noted major challenge with the data management which includes multiple sources of data with different definitions. As you can see on my right we have this picture with the Excel data coming from entomology, bed nets, IRS and we also have commodities that we have the AP information coming through the HMIS and we have supervision data and we have data quality checks data. So because of these multiple different definitions no standardization in terms of reporting tools and indicators we noted that we have a poor accessibility in terms of integration of all of this data and also we have no automated outputs. Through the technical working group there is a decision to make and to define one place where we can find all the stakeholders can find all the malaria information in the same platform. As I said in terms of solution a malaria data repository was created based on DHIS2 and it was developed in accordance of WHO repository guidelines. So this malaria repository integrated all the information system that was in place we call CISMA with the AP data and the LMIS data which allows for different electronic reporting activities not relevant for the system and creation of new forms to capture all this information such as entomology vector control super integrated supervision and also to include information related to the finance. And also this malaria repository provides automated dashboards and to set it in place we trained about 800 users all over the country at the central provincial district and health facility level we provide all these users with the tablets and airtime in the monthly basis to ensure that they can they can conduct the activities and they can report all this information on this malaria repository platform. So in terms of the impact that we have with all this data accommodating the same platform we saw some improvements in terms of data completeness through the validation that was created in the in the platform more specific for supervision integrated supervision and enter enter data and IRS data we saw through this platform improvements in terms of data submission times where they can use their own tablets and submit information from the health facility and districts because we we we gathering all this information in the same repository it was it is now very simple to integrate all this data collections and to do the complex analysis that was difficult this repository was set and we we have this time consuming considering that the data was collected through different instrument as you can see in this in this picture we have excuse me we have dashboards with the RDS where it is collected throughout patients we have information coming from the LMIS the conception of ACTs we have even information about the stocks on the warehouse so now we can probably do this evaluation and it is available for all the all the users we also as I said previous we also create dashboard specific for financial tracking and this was specific for global fund commodities and non commodities and quarterly we collect information coming for different partners contribution and this is one way to involve all the stakeholders and to at least to have this finance information that you know sometimes very sensitive to have and to available in the program so as the next steps as I said this is some examples that I brought here but we have about 25 dashboards with all this information so as the next steps we are working in terms of finding the data use for the street levels and health facility levels and I was very excited on the yesterday and some sessions with the big data expression I think there is a good opportunity for us to combine all these tools and to maximize the data use that we know we have a lot on this malaria repository so this is all that I wanted to share with you thank you okay again me so like Mariana said it's very important to have integrated information and have all the modules integrated in the same platform that's why we are going to present what is the actual overview of the health information system in the model so we can see we have the aggregated module and we have all the modules that were developed the hospital community health system the malaria repository that Mariana spoke the surveillance and all these are connected and in the same integration and we can come with a common dashboard but there are also systems from other parts like the Ministry of Justice that have interoperability with the intra-hospitaler there are the logistic information system that are also integrating now with aggregated and allows us to have the products consumption for the different programs and to follow up what are the quantification and distribution of these drugs related with the programmatic interventions and we also have the human resources it's now at the moment not very operational but the layer is there they are now doing some updates but it's also a current process so this is the overview of the integration and we are still working on to improve this integration and with the various subsystems and the interoperability platform was implemented with the the advantage of in changing the data analysis elimination the data duplication and redundancy improve the accessibility in changing data quality facilitates the collaboration and information sharing and also allows us to scalability and feasibility so there is a link there if you want to copy and see you can see that we are really bringing in this platform integration information here all the modules that I spoke about in the previous slide you can see that through this layer coming the 2DHIS 2 aggregation and we can see all the aggregated information there according with what you need so we still have challenges of course and some of these are related with the infrastructure the Austin the internet the equipment human resource training and the skills also in the IT development so on we have also to face the emerging tools and platforms that sometimes are not well coordinated with the MOH we have some policies that we need to update and also we continue to coordinate all the investments that are available for H management information systems in terms of perspectives we continue to improve the data quality improve the interpretability with the justice for registration data establish medical record system that is very new like I said in the beginning HIV is one of the programs that is now demanding to have specific tracking module for the patients and also there is need to see what is happening with all the patients that come in the health facilities not only with HIV but the others how you can follow up and also bring them to the health information system with the funding that to see the weight they have in the public sector so this is going to demand a lot of work from our side we need to expand the community health information systems the integrated one that I spoke previous and of course we need to improve the users support through a help desk system it's a project that we started to talk about because we have a very big country people are dispersed and we need to have a support a friendly support to provide them so that to use we would like to bring the data from this repository the integration platform and with the interoperability layer expansion we are going to be able to promote the data democratization what we want now is to be able to share all this information that we came through up to now over 10 years we have a lot of information many programs it's now the time to share it and to see because if you don't use the information you don't improve it so now the next phase the next challenge is really to share this information and all the stakeholders all the programs all the managers can see it can advise us if we are bringing the right information of there are need of other information so we come with a close circle of collaboration another perspective is in the governance we need to lead the process of planning and financing it's one of the key lessons all this process implementing the HICS tool we need to invest more resources in the capacity building at all levels we have a decentralized system now in terms of administrative in the country so these three province and center are different so we need to bring all of them together we need to continue to improve the data center and build the redundancy to secure the information that we have and here there is a play with other public institutions that also come to help the minister of health we need to continue to develop improve and promote the standards the policies and the strategies to be aligned everyone that works in the health information system should obey follow the same rules and this was is one of the weakness because I spoke in previous in the challenge but we are in the way of approving two policies and the strategic plan for health information system for the next five years so another is to improve the collaboration coordination among all the stakeholders and partners in the system of course so to the technical committees and technical meetings that we we need to emphasize and make sure that they happen this is it thank you very much for attention and for the discussion big big thank you to the muslim beacon team we are over schedule so we don't really have time for questions now unfortunately but you know who they are and will have a lot of coffee breaks and will have a social event tomorrow so if you have questions to the muslim beacon team please reach out to them one on one and I'm sure they will respond thank you again so now we need to switch over to the next lecture session on emis that we'll do a little bit later but probably ten past quarter past ten okay and then as you remember ten thirty we don't have a plenary here but we will move over to the breakout rooms on the other side so while we're setting up I just want to give you one announcement so the government of Norway are testing a new emergency alert system today that is mobile phone based so all your phones if they're on and on the mobile network will beep very very loud noise for ten seconds exactly at noon twelve okay so if you don't want to listen to this then you can go to flight mode or switch it off completely but we'll try I know we have sessions running up to twelve so we try to cut them a little bit before and maybe move outside because it will be a very very loud noise it's the very first time they do it yeah I can do that too yeah so as you've seen in the agenda and I think we talked about it on Monday we have a social event tomorrow afternoon immediately after the last session here that ends at three o'clock we'll walk together to the metro and take the train up to the lake at Song Swan okay so there's no time to go back to the hotel and the airbnb etc so please you know we will I think all accept a bit more casual clothing tomorrow light it will be quite hot up there and there's no opportunity to swim to play football volleyball and enjoy the beautiful setting around the lake at Song Swan okay thank you perfect no I don't think so but I'm short so I'm going to start with Sophia Kosyakis hello everyone it's a absolute pleasure to be here my name is Sophia Kosyakis I'm the EMS project manager so EMS standing for Education Management Information Systems I'm just one person in a beautiful team of people who are looking into the education sector trying to learn what we can from the health sector while keeping our eyes very wide open about how children and youth are learning in schools and beyond so that's the reason why I wanted to put this picture up for us before we kick off our session just to remember to remind ourselves that for the majority of children adolescents and youth across the world the journey to reach to the top to lead a life that you have reason to value whatever that might mean for you as an individual and where you live is not an easy journey it's a big uphill climb and for many many children and youth one small drop one small blip can mean that they will never come back to school and even though we have been working for many years to ensure we have children in seats and classrooms we are now learning that they are not learning so by the age of 10 we have many many many experiences that aren't able to read and understand a simple text so it's just a reminder to us of why we're doing this why DHIS2 is exploring and when I say DHIS2 for education we really should say DHIS2 and the HISP network for education because it takes a village so a very brief glance I'm not going to spend too much time here because you'll get the slides because we have a beautiful lineup of folks who are going to be speaking today so to give you a snapshot of the six partner countries we currently are working with we have gone national scale with Treka and aggregates in the Gambia many learnings still with Treka we have gone national scale with the Kingdom of Eswatini we are working in Togo, Uganda and Mozambique as well as Sri Lanka with much much growing interest which Christine will speak to at the end of this presentation and we'll go into more detail in our parallel session so we are looking at finding that key of being able to get data into the hands of the decentralized that middle tier decentralized district level even trying to see if we can go further down to school level to those head teachers and to their school inspectors we're trying to understand equity, inclusion quality through the tracking we asked yesterday why are we doing this Treka in health we're trying to learn from you and think the same we are very importantly not coming into replace systems where they work where capacity has been built over many years as CHIS too what I love is that we can come in and we can play nice with existing systems and maybe find a hole that that system cannot fill where we can maybe complement we are so lucky to be reusing all the software features of CHIS too maybe doing a tweak here and there and asking very nicely we have so much capacity from the HIST network to help us reuse all that skill that is in country it is in region Oslo doesn't often fly to our different partner countries and then very importantly something that's building beautifully is university collaborations are associate professors or supervisors etc and the research team are really working hard at this so are the HIST groups and we have a beautiful team of amazing PhD and master students so I'm proud and I want to pass it over to a very very wonderful person CD Jello he is in the EMS team at the ministry of education in the Gambia and he's also a PhD candidate so we are really lucky to have you here in Oslo CD welcome okay so thank you very much Sophia for the introduction as you as you can realize this should be a piece of cake for me education is and also as a researcher on EMS but this is one of the hardest presentations for me to make because standing in front of health and convincing them that education needs a share of the funding it's not exactly easy but that's exactly what I'm coming to do so but let's start by imagine if as health officers as stakeholders in our various disciplines if the education level of you know the population that we are dealing with is a little bit you know increased so how easy it would be for us know when we are dealing with them I assume it's going to be a lot less time spent with them because there's a little bit of there's actually a lot of research that has gone into linking education and with a positive correlation with the health of a population so the more educated the population is the more that they are likely to seek preventive care instead of creative care if that is the right word to use so we have also in terms of last conference and this conference there's a lot of talk of intersect cross sectoral linkages and stuff so in education itself there's a lot of possibilities for health and education to collaborate you know when the education system is up and running we have examples we are you know health we are using education infrastructure so education institutions you know to conduct vaccine tests and stuff but in in the Gambia that was during covid but in the Gambia at the moment where I've come from we have I'm talking about as recently as last week we have the Ministry of Health itself leveraging education structures to try to get out rich programs to children that are in the communities to parents that are in the communities because in our schools we have models clubs we have PTA associations we have all of these associations that are really connected to the schools so the Ministry of Health is leveraging these structures now to try to get to the parents of these children that are in the school and for this program I'm talking about it's not even trying to look at the population that the education was trying to capture they were looking at for a program of the infants that was even out of the population domain of of education so this is just how it shows how you know walking with the Ministry of Health and education together could be very very influential and the target group of education is from 3 years old all the way to 19 years old and there's a big chunk of the health you know target population to I believe and with the goal of education is to make sure that every child is enrolled every child is enrolled in the school and I think that's going to centralize most of the target population of the health in schools so when it's time for vaccination programs when it's time for immunization programs instead of targeting the schools instead of targeting the community you can target the schools themselves where a bunch of the population of those vaccination programs are for example cervical cancer immunization for young adults it can be targeted at the schools instead of going to the communities which is a much more difficult and expensive so with this I believe achieving you know universal education making sure that every child goes to school is a topic for everyone including the health personnel so what education has been this important has been forgotten for some while the right education was specified in 1948 but it was not up till the years leading up to 1990 towards the Juneteenth conference where most of the education stakeholders were met and started talking about we need to start to make this a reality that was the time that you know they started thinking about how are we going to make sure that every child goes to school then there was this you know education for all network framework a framework that you know tried to make sure that every child you know achieves gets free and compulsory education from the government and starting from those years people started to talk about you know how are we going to make sure that we plan in terms of policy you know in terms of resource distribution and also we monitor whether we are achieving our targets that is why you know we started to build around this thing that we call emis so in summary this is one of the most comprehensive definitions we have of emis so is in terms of is to collect you know integrate like most health information systems and the specific purpose is mostly to support decision making and policy planning and resource distribution and stuff and the components as you know usual is not sociotechnical in nature it has you know people technology models and also integrated to make sure that it's not only the system of technology that we are talking about so in terms of politics what makes a really good thing is it has to be comprehensive in the data that is collecting it has to be integrated it has to be reliable it has to be unambiguous and it has to be timely most importantly because most of our education system at the moment you collect data at the beginning of academic year but it's not ready until the end of the academic year when it's not useful then you start the next academic year with data of the previous year so I don't know how you can make a good decisions with that so that's presented a lot of problems with education the teachers, the parents and the community in education these are very key so I mentioned the communities, I mentioned the PTAs I mentioned the village development committees who are key in education so trisional education data talks areas like students teacher data, infrastructure data, facility data water and sanitation data services, finance and the kind of indicators that we look at in this traditional MS is to look at access indicators how children are coming into the school we talk about the integrates how many of the new ones that have been born have been absorbed in the system we talk about gross enrollment rates we talk about we talk about integrates also and new entrants then we talk about also equity indicators that we also measure the share of girls that's one and the parity impacts across all the other indicators then we have input indicators that is in terms of resources that the central government the ministry and everyone is putting into the education system so we have the teachers that are there the books that are there, the furniture that is in this and all that input indicators that are crucial in learning in terms of output we look at retention we look at transition how are children moving from one level to another and most importantly completion rate how much of the students that are coming in are going out because that's one coming out at the other end because that's one of the biggest measurement of indicators in education so let's fast forward from the 1990s when we had this kind of design for MS the thinking around MS was mostly this area but the most of education systems at the moment is configured and are still thinking the same way but the rules have changed and the games have changed because we are now presented with many problems that we need to shift somehow to try to address because in many of our countries including Gambia, I'm using the Gambia because that's where I come from obviously but two because on average most of our indicators are average compared to other regions in the south region so we have established schools everywhere so we have a policy that says two kilometers for every lower basic school in the country and we have done that since in the 90s and we have monitored that and we have made sure but as a result we have our GR is more than 100% that means technically we have created space for every child that needs to be in the school at the LB level but our net enrollment rate that is the actual population that should be in school is only 80% that means one out of five that we need to target are not in school at the moment and how can we find them this existing system cannot let us know because we need to individually identify them and know where they are why are they not going to school then we can bring them on board and at the end of the the policy period from 2005 from 2000 to 2015 coincided with the MDGs and the MDGs also was pushing its weight behind trying to improve access now in its report it has shared with us that even though we have created all the schools but there were challenges in terms of the distribution many of the girls by for instance are suffering more from the dropper to suffer more of the girls than the rest and then we have and then we have the teacher supply in terms of the rural or rural distribution teachers mostly considering lower and not in the upper section we have special needs that are mostly left out in planning and these are people that we really need to focus on so to drive this we need to make sure that we look at another kind of MS that can help us answer this question help us solve these questions and that is why we are looking to move away from the MDG team of access to the SDGs teams of learning to collect demographic data to collect assessment data not just to collect it but for practice and action to look instead of the centralized approach of you know collecting data from policy monitoring and planning now we should use this approach where data is used to make sure we stop the children that are dropping out and improve attendance and performance and for this we need to go down to individual data and to make sure that data is used more on a routine nature so but as one of the biggest challenges in doing this is MS as a whole lacks what we call turnkey systems systems that can help us do this most of our systems are standalone they don't integrate you know they don't be flexible and you have seen examples on that and there is limited research as a whole in terms of MS but that is why we are in DHIS too here today so my colleague would you know talk about exactly what opportunities DHIS has presented us in education so thank you very much thank you very much CD my name is Monica I'm a PhD student still researching about MS and so like CD has said I think we are moving we are really learning trying to learn from health what has happened what has been implemented in the health sector and what lessons can we learn from there to adopt into education implementation of DHIS to for education so as we look at the move from the MDG goals which were all about having children access school we are now focused on what is the quality what is the learning outcome in the SDG goals so I would just give a brief country highlights snapshots of the learnings that we've had and also the different presentations that are ongoing in the different countries that Sophia had highlighted and this basically brings out the different context in these countries and trying to really understand the context of the country and see how best you can support them to address their needs so one of the key things that we are talking about CD ended with the need for decentralizing data previously of course MS has been centralized at national level but even when it's centralized there's been limited use so we've really focused on decentralizing data use and of course this is the beauty of DHIS too that it can be accessed at all levels both central and sub national levels so for example in Uganda where we are piloting the use of DHIS as an emis we've seen that in districts where we've implemented with the district education managers and all the planners within the districts really have been empowered to use the data previously they were just conduits of this data from schools and they would just endorse the data it goes to the center but now with DHIS too they can access their data and they are using that data really to inform their routine plans allocation of resources such as redistribution of teachers and also advocacy for additional funds from the partners and then the other thing of course has been that emis traditionally has been capturing more or less aggregate data and which has been mostly administrative data but then we have other data that is within that is from other systems such as the examination data, population statistics to enable us to calculate some of the indicators that CD talked about such as gross enrollment, net enrollment and then of course with the DHIS too we are able to integrate to have this data integrated into the DHIS too so we have examination data and we are able to calculate the pass index, the performance of these learners based on the data that we have imported into the system and then the other thing of course the capability of DHIS too is being able to share data or exchange data with other existing systems and in Uganda we have the EIDSR that is really working in the health sector doing monitoring surveillance in the health sector so during COVID we are able to have a surveillance module within our DHIS for emis instance and exchange data and this has really improved the collaboration between health and education also CD talked about the need for routine data and of course we saw that previously there have been annual school sensors that are done and most of the time they have really been delayed and this data hasn't been used but we are testing the use of a family integrated family data collection tool and so data is collected on a family basis and so you have more frequent data that the planners at the district level and even at the ministry level can use especially to allocate things like computation grants that really have to be allocated on a family basis then at on the really in the network within the global at global level we are trying to see what can we learn and how can we build a standard metadata package for emis of course emis most of the time what we realize is that we don't have adequate package where countries can either use to implement or adopt when they are taking on the DHIS for education so we are trying to understand what are the indicators how are they presented and so come up with a standard toolkit and implementation guidance for adoption then moving on to the individual level data and which is really a move in the SDG for goal really how can we achieve lifelong learning we are seeing that in the Gambia we have moved into individual tracking of the learners so we are able to follow these learners along their continuum of education well from the time they start up to the time they complete and see what are the key issues these learners, where are they learning or which learners are dropping out or being absent from school so all these really help us address the learning challenge that is currently being faced in most education in the education sector then when we talk about we are also piloting the use over learner and teacher attendance and learner and this is still in the Gambia and also in Mozambique where we are able to track learners attendance of these learners and this is really one of the key indicators of it's an early warning sign for school drop out so we are able to do that and also in they are still both tracking individual learners and also teachers so we need to know how many teachers are available how many learners are available to inform really the education sector planning so still just to add more on the cross sector synergies we are seeing the need for collaboration between education and also other sectors and here we are getting very good learnings from the collaboration of synergies with health I earlier talked about linkage of data between the education system and the health EIDSR system but during the COVID-19 outbreak we are able to configure a dashboard in Uganda to configure the system to capture school surveillance data of course most of the surveillance in health has been in the community and the health facilities but now in schools we are able to report how many learners have had symptoms related to COVID and all this data was available and we would see which schools were major sports and then relay also that data to the health system and have a response team go to schools to support the response to the COVID also we have been able to use because schools are some of the vaccination sites so we are able to see to generate to get enrollment data from the system and also inform at the vaccination campaigns and this was really working in close collaboration with the health sector then in Uganda I think last year in September we had an Ebola outbreak so still we are able to configure the system and see how can we add tracking of Ebola and we noted that some of the schools were really hotspots for Ebola so the response team was really got this information and really responded to it and also during COVID we had a national data call quickly had data imported into the system and we are able to see a country snapshot of what is our enrollment how many teachers do we have and with that we are able to inform reopening of schools as you know Uganda was the last I think the country that closed schools the longest in the world I think and then we've had various collaborations with us and with for example world food program we are trying to see how can we pilot implementation of school feeding monitoring of school feeding in schools and this is in a region that is really hunger-stricken so those are some of the key learnings and then of course we have still given the education context we are trying to see what other innovations we can build on top of DHS too I talked with the learner and teacher attendants are tracking and these are applications that have been developed on top of the DHS we are trying to pilot them and understand how can we track individual monitor individual learner and teacher attendants and then also of course have these apps beyond just tracking the learner or the teacher can we see that these apps are very user friendly they are using SMS based we are testing that in the Gambia where we have the SMS app so it's at no cost to the teacher so this is within a closed user group and the teacher can send the number of learners that are present or absent or teachers that are present or absent on a given day within a given shift so that really helps to inform that attendance monitoring indicator then also to ensure that we give feedback to schools and also to the communities we are trying to design a school report cards that are uneasy to understand format for the school and easy to interpret and these school report cards are it's an application still that we've developed in the DHS too and will be used now to give feedback to the schools and more so to the communities engaging the parents the teachers some of the communities and the parents in the communities some of whom may not be at the same level of understanding to interpret these usual indicators then in Sri Lanka they are going there of course like in Sri Lanka what they are doing they are going a separate model they've started with the capacity building of all the ministry staff the Ministry of Education staff so they want to own the system and move at their own pace but now they are using it they've used it to carry out a national teacher assessment to assess how many teachers are within the national system and then from there they are going to it's going to inform the next implementation so more of this will be presented I think in the DHS to conference and the academy that is going to happen in Uganda and we shall share more on that in the session so lastly of course like Sophia said we are looking at integrations how can we integrate with existing systems and we are having a use case in Togo and Mozambique where we are integrating DHS to we've started Duke and also with existing data such as ego data this is survey data for really to allow cross analysis with administrative data so these are all the learnings that we've had in the different countries and we shall be sharing more in the Paris session thank you thank you so much Monica and as mentioned we have two we have the parallel session at Hopos 10 but we also have an expert lounge at 5 o'clock with some of the developers that are working on EMS applications and the integration work so please do come have a chat I'd like to give a very very warm welcome to two colleagues from the Ministry of Education in Togo we need to thank you so much for taking the time out of a very busy schedule to come join us and be part of the wonderful DHS to for the DHS to annual conference so we really appreciate and maybe we can give them a round of applause for coming with us thank you I'd like I'd like to call on Mr. Kozid Salih to give a presentation and I think we have Kofi who will be helping us with translation thank you very much sir my dream is okay okay good morning everybody I'm not Charlie Cossey Charlie Cossey is the head of office of planning statistic and let's say assessment yes assessment department office so he's the head of office if we if we in charge of statistics in that office and I have the pleasure to present what we are doing in Togo with DHIS2 so my presentation will be three parts Kofi wanted me to try it in English that's what I'm doing because we thought to make the presentation in French so he will interpret but as I'm coming here I have the inspiration to do it in English so that you will okay we will speak about what we did that is what we were doing what we are doing now what we intend to do so the what we did the evolution of production education data we did it mechanically and then we have introduced some application such as AP info AP data and also CS pro but the to have a reliable and complete data produced quickly we made the choice to go to start education that is an application developed by UNESCO technician to help member countries assess data on the longitudinal plan with MS so that helps us to data entry and use with that our application that is available because we have the many versions of start edu2 then we after the collecting of data and we export that data from start edu2 to assess to make some manipulation and we produce also dashboards with the data we have collected into with the start edu2 but in 2021 we have made a diagnosis of the take of statistical information system that shows that we need to go towards anemis so as to have an integrated aspect of data use and also analysis even at the decentralized level so what then are the objectives just to have written reliable data on the variety of topics in the single database or warehouse that will help us also to improve and ensure holistic management of the education system and then to help us to make decision in political education so as to how to improve things and then the Ministry of Education have now a collaboration frame with HISP WCA in Togo to help us and a technical team has been put in place composing various stakeholders within our Ministry of Education and then they have been built up in their capacities to how to configurate the DHI2 with what we want to do and then also in the process we have collaboration with UNICEF we are producing already let's say we are in the project of Datamospeak with UNICEF and also we have participated Miss Eagle that is to use some data in the mix to make research on how to improve the things and all those things are made by the financing of NORADS and KISS IDLC and what we have done together and we have an integrated in this platform in composing administrative boundary and school contact details we have data on infrastructure learner's examinations we have also the data of Miss that are integrated within the DHI2 we have a team about also already said it that we have a team that has been threatened a national team and we have also built up the capacity of some inspectors of primary and secondary school in the pilot zone that we help us that is we want everybody now to go to use the data they are collecting so as to improve the quality of this data because since if they do not use what they are collecting they cannot know the problems, the various problems around it and that's it's been done with DHI2 and here we have strategic, we have made an interoperability that is our application that we are using strategic we have made an interoperability with DHI2 and if that's here we are let's say some screens of start Egypt and that interoperability help us to have those graphs that is within DHI2 so the data have been taken from strategic to integrated into DHI2 that help us to produce that graphs this is the data from mixed eagles that also have been integrated into DHI2 this graph makes us to make comparisons within the data we have collected and then what the survey has been produced we have here some let's say the achievement rates of that have been calculated with our data and then what mixed eagles has got out yes so with DHI2 we are developing some illustrative dashboards that's one of our projects we want to do with DHI2 so we have here a photo graph of the national team building capacity the national team team of six assistant actors and then there we have configured with the team of let's say DHI2 and their capacity have been built on the interoperability with strategic this can go on here is the pilot scene zone that is this project of helping the actors local actors to use this data that's the project but the pilot zone is our maritim that's in search in Togo to how to use the data so as to improve his quality so it is the session of training so those people have participated that is the photograph so what is the next step the next step is to complete implementation of pilot phase use of data at local level and implementation of an electronic school observation system and we want to scale up to 81 inspections and seven regions and assure the interoperability with examination management application because we have many applications that are helped to manage many themes of our education and then we have also a project of school ID cards so DSIs to help us to do it and also this will be based on the unistudent identification system that is another project we have started so we expect that DSI to help us within our collaboration and I think that is all thank you no need of translation of this one very good indeed so I will just be very brief to tell a bit about how the Banjul Academy one year ago I mean one year three months ago actually amplified the initiative of this DSIs to for education we were able to meet after two years of pandemic actually the academy was planned and we were all having our suitcases when the whole world was locked down in March 2020 so the energy coming from this Banjul Academy where we spent five days together only felt more with having three days of strategic discussions with all the actors within the global actors in the field the regional actors in the field the eight ministry of education apparent and the whole Gambia all the regions even the West African examination office everyone that could be taking having a stake in the DSS to for education was there we spend we spend three days or actually the whole week strategic first conference then we divided into two with training for for most of them and the rest was making this community care where we actually made a plan for implementing Amis data for education pan Africa but not only for Africa but a bit focused on Africa because African Union was very leading here and there which is also part of the African Union where we carved out in details as it looked like the implementation plan for DSS to where we carved out in detail how we could work with countries in order to solve the gap of the lack of data in the educational field and this communique was signed by all these ministries all these partners including norad actually not often norad is signing on those kind of things but felt the pressure from African Union on all the others UNESCO, UNICEF and all and that communique kind of amplified the initiatives throughout the whole Africa and Asia next a lot of growing interest from countries and we can see the list here and more is coming and we can see many of them or you have taken it out which of them that was actually the minister of health that are pushing because the competition between the education when education see that the beautiful amount of data and analytical tools that the health minister of health have the education want to have the same and the minister of health are the one training in the minister of education so we can really see the spillover of the capacity in the ministries in the government but of course also in the history and the region so with very limited amount of money because there is not much money in the educational sector however the government is very very energetic and eager and maybe have more money locally in country so there is a huge opportunity of leveraging on this capacity that we have in the countries to show how we can actually utilize the tools, the capacity in order to support the ministry of education in achieving the SDGs for a better education for all I will end there I will encourage the ones that want to have more knowledge about it we have a parallel session just after the coffee break and we also have an academy in Kampala to be honest sorry for that one in August so that's just to run for registration and we will continue the great work and report next year the new achievements thank you