 Ok, donc maintenant on s'est récordés. Alors, bienvenue à tous, bienvenue à l'online. Vous êtes tous la bienvenue, vous en ligne et vous ici dans la salle. Merci, c'est une session en ligne. Beaucoup plus que les autres sessions parce qu'on avait pas beaucoup d'argent pour pouvoir faire voyager les gens pour venir ici. C'est bon ? Oui, allez-y. Merci, merci. Juste un petit pre-interview pour l'interview. Donc j'essaie d'introduire pour le moment. Nous allons avoir cette session maintenant. Nous avons été touchés depuis la dernière 3,5 ans en travaillant sur l'éducation de l'SSU. Je l'ai mentionné en matin. Nous avons travaillé très fort pour voir comment nous pouvons lever la capacité de l'IT dans le pays, regarder sur la plateforme comment nous pouvons soutenir l'éducation de l'SSU dans les pays. Et nous avons, la prochaine, nous avons une très glamourose, glamourose académie dans Banjoul, en Apriole. C'est en late Apriole, en fin de l'april, pas longtemps plus tard. Nous avons en fait 118 personnes ensemble pour une semaine pour apprendre et partager des expériences pour l'SSU, pour l'académie, pour l'éducation. Et nous avons eu huit pays, ministres de l'éducation, qui viennent de huit pays. Nous avons eu huit pays, nous avons beaucoup d'éducation et nous avons, comme je l'ai dit, 118 participants. Mais nous avons en fait 70 personnes de l'éducation ministère, tous les niveaux dans la Gambia. Et ça fait une grande différence parce qu'on a eu toutes les régions, on a eu toute la route pour l'enseignement, on a eu toutes les écoles dans l'éducation spatiale et même le Conseil de l'Afrique de l'Examen. On a vraiment eu une semaine où nous pouvons discuter toutes les parts de l'éducation spatiale. Je veux partager ça très rapidement parce que je pense que c'est très cool parce qu'on a deux jours de confrètes où nous avons fait l'advocation et la partager. Et les trois jours, nous étions pour les gens qui ont un entraînement technique, comme dans l'académie normale. Et pour tous les étapes et les autres étapes, c'était une table de ronde des discussions pendant trois jours. Et c'est vraiment très, très valable parce que nous avons terminé avec un résultat fantastique, la prochaine étape. Et puis c'est au-delà de l'Alfa. Nous pouvons en faire un communiqué de tous les participeurs, même Norad qui a déjà laissé le pays, a donné ce communiqué après l'alpha. Pourquoi n'allez-vous ne pas parler de votre version du communiqué et de ce que nous avons payé dans votre pays? Au-delà de l'Alfa. Alfa Ba est le chef de l'advocation de l'évaluation et de l'éducation de l'éducation. C'est très, très instrumentaire et il n'y a pas été un speaker depuis 19 ans. Alors, bienvenue à l'alpha. Au-delà de l'alpha. Vous pouvez m'occuper d'Alfa? Vous n'êtes pas à l'alpha. Non, je le vois. Je l'ai vu. Vous êtes là, Alfa? Si non, je l'ai convaincu. Ce communiqué a été à l'alpha. Vous êtes là, Alfa? Je l'ai vu. Je l'ai vu. Je l'ai vu. Je l'ai vu. Merci. Merci beaucoup, Christian. Merci tout le monde. Bienvenue du Banjul de Gambia. Nous sommes très heureux de participer à cette conférence et de répondre à ce qu'on a essayé d'adresser dans les données d'éducation pendant longtemps. Juste pour vous dire un peu de background. Nous sommes heureux de participer à cette conférence. Nous avons parlé de partenaires et d'institutions sur ce que nous allons faire. Finalement, nous avons des partenaires en essayant de faire quelque chose. L'une des choses que nous avons fait c'est de convaincre tout le monde dans ces partenaires qui ont travaillé depuis 2018 pour travailler sur l'académie de l'éducation. Dans la Gambia, l'académie de l'éducation était très bien reçue de l'exécutif pour tout le monde. Nous avons tous réalisé que l'académie de l'éducation était très bien reçue de l'académie de l'éducation. L'un des plus importants de l'académie n'est que la communication. Nous commençons à avoir un point d'action que les partenaires et les pays membres qui sont allés à la Gambia pour l'éducation sont réalisés. Nous reconnaissons la nécessité d'académie de l'éducation et d'exécutif pour l'éducation. Nous avons note que l'éducation va donner des données de qualité et d'implementation de l'éducation plan. Les partenaires s'agrissent au niveau global et national. La nécessité d'académie de l'éducation et de l'éducation est très importante. Nous avons l'initiative de l'éducation global et national. Nous observons que le succès de l'éducation a été créé dans d'autres secteurs dans la Gambia pour l'éducation de l'expérience. C'est une autre opportunité que cette partenaire de l'éducation. Nous reconnaissons que le rôle de l'éducation de l'Afrique est très important. Nous avons une stratégie pour l'éducation de l'éducation de l'éducation 2016-2025 pour qu'on ait une solution de l'éducation de l'éducation de l'Afrique. Nous avons dit que nous allons avoir un processus de harmonisation. Comment nous allons faire ce processus de harmonisation? Nous avons aussi un processus de harmonisation national et immunisabriol. Comment nous allons travailler? Nous avons beaucoup de partners en éducation. Nous avons UNICEF, UNESCO, les CSOs. Comment nous allons travailler en harmonie avec le gouvernement? Nous allons monter sur la masse dont nous allons terminer. Nous allons mixer jusqu'à laiere. Nous allons d'académie model, to include education use cases. For example, what is happening today in this conference is how we will see use cases and how do we answer that this is going forward? We are having more of these more use cases in this kind of DHIS to conference. Now we also agree that we encourage local institutions and training institutions universities or training institutions in the local areas. What role would they play? How do you ensure that they will be the providing capacity in the ministries or in the governments? Now how do you use the strength to do apprenticeship in school level or regional level? How do they do intensive? The most important part is what about the research from the universities? How does it inform the next level? How does it inform the finding of the research because research is done at the ministries but this is very limited and the university is an area where research can be done a lot. And here is a case with UIO, the University of Oslo is doing a lot of research to inform informatics. So going forward, how do we do that at the local and grasp level? Now we thought that we need to conduct blend training using existing regional centres for excellence. So we are trying to see how do we ensure that we will have special centres across the continent or across the border where we will have, this will be the centres of excellence for image, learning from other centres of excellence like the one Adya has and the one World Bank has. So develop said global, continental and regional and national resources for everyone to use. Now there was another component that is developed, component 3, develop and package appropriate messaging to put forward the case of the HIS2 and image. So this is by the advocacy, how do you answer that? We lost you, I continue from there. So the point we both also discussed, I mean we are very young and can tell also, we got young people from 20 minutes ago over there, many of us were there. These are actually out common from this discussion, from this meeting. So we also talked about how the platform that is flexible and can be customised. We have seen that from cases, and we will hear, just after this, we will hear the cases, how we can provide vulnerability in data analysis from national, sub-national, but all the way down to school level. And then local stakeholders and community by enhancing data use, all the way to do... Hey, we are here. Yeah, I'm now in the end of the point 3 alpha, going to the school reporting card with a powerful local stakeholder at community level to use data. Over. Yes, okay. Please continue alpha, we lost you again. Yeah, we don't hear you. So whenever you can talk talk, you can't hear you now. Okay. Yes, okay, sorry, I told you, you didn't pay me. Now, I'm on the last point, I'm on the last point, I'm not streaming. Hmm, break it. Okay. Let's see the machine data. Now, you have a lot of machine data at the same time, but has been... I think you have a lot of machine data. So alpha, we can't really hear you. So maybe we give another try or the one sign. Continue, I think. Yes, I was talking about the machine data. You are really breaking. You are breaking that much alpha, so maybe we take a little pause. It could be addressed by giving that. Sorry, alpha, we can't hear you. Sorry. Sorry, alpha, we cannot hear you. I think I just take over from here. This is one of the reasons why we didn't want to do this a virtual academy fully fleshed because it's difficult with internet and it's difficult with presentations remotely. We tried, sorry, alpha, I'll just take the second because due to respect of time, we have so much on the agenda and if alpha, you just try once in a while and then we'll see. So the addressing the machine data was also very, very important because we also need to fill the gaps. There are a lot of gaps in the data and we can see from education, envying the health a little bit or having access to data, reporting. Reporting routines and institution, and institutionnal data reporting. So we also need to address the gaps where they are from the very global, national, subnational school and community level and through strengthening data collection processes. So making this kind of new processes also is important. So also try to leapfrog from health not doing the same mistakes. So we will take over health very soon. By this communicator, Nora actually told me, Christian, I told you, you will leapfrog in the health sector because we never had a communicator from any academy ever. So we are already a little bit on the go to definitely leapfrog and maybe coming more far than the health sector. It's not a competition that we can have some healthy competition. And then of course, leveraging cross-sector languages, we will hear more from that. So a lot of cross-sector languages between health and education. Water and sanitation and education. The campaign is campaign, et cetera, et cetera. It's a lot of across, we need to leverage that one and make it even stronger, the digitalization of us and to see how we can strengthen the institutions in both in education health and so forth. Support triangulation of data by different actors and also support the quality of the data and promote efficient use available resources through sharing and clustering. And we have seen from already, we have seen how much that can be shared at the district level. Even internet connections can be shared through health education so you can have access to data. So this is very promising. And of course, we would like to strengthen the educational community of practice by you guys, everyone, to sign up for the COP but also create a lively community of practice around surrounding with master students, PhD students, we already have three and they are all three in the room. Please raise. Wake up. From nowhere, Uganda and Gambia supported by Qix, GP, we are very happy for that and hopefully we will have more. There are rumors saying that there will more funds coming from more PhDs. So this is super important to create this kind of community that we see also around health. So this is a communiqué that there was mentors for all the participants in that very academy. So we are very happy for that. I mean, now, now it's time to leverage this. This is all from the opening. Then we go into the real opening from African Union. And we have asked iPads that also represent African Union. They represent there, we vote iPad and Adea in the academy. However, we had some visa problems so not being able to come. But I will call upon Judging Luqman, that is a policy officer for a misdocumentation from iPad, which is Pan-African Institute of Education for Development. Over to you, Luqman. OK, thank you very much. Dr. Christine, I just have to share my screen quickly. OK. I don't know if you can see my screen now. Not yet. OK, il arrive, il arrive. Ah, we can choose the one that is visible. OK, I'm just sharing. We can get lovely. Thank you. OK, thank you very much for the kind opening statement. And thank you very much for presenting also the outcomes of our Banjul Academy. I think we quite achieve a lot in that meeting, you know, getting to know what the platform has to offer the education sector, particularly on the continent. So I'll be talking about the African Union's involvement in this process and how we intend to take the process forward, hoping it will set at least some points or background for discussions around how Africa intends to adopt this platform at the continental level. So before I start, I would like to just speak about a few key messages that my presentation will be speaking to. This is, of course, we know how boring sometimes PowerPoints could get. So it's important I put the key messages forward first and then I can start to the details later. So the key messages that we hope to pass across during this presentation is that iPad is the African Union institutions that is mandated by the heads of state and government to serve to serve as the continental education observatory. And this institution, of course, also is in charge of maintaining a continental image database for member states. The second key message you would like to put across is that following the Academy in Banjou that I've been talked about, a decision was reached internally at the AUC to proceed with adopting this platform for regional and continental level use. This means, of course, that we had to go through the different approval process within the AUC to get a go ahead to use this platform. And then why are we adopting it and what do we want to use it for? Like I always say, anything that we do, anything we adopt or any partner will talk to, they are all for the benefit of what happens at the level of the member states. So, of course, it's to support our AU member states. First, for innovative data collection and usage, not just collection, but also for them to be able to use that data towards first meeting what their own national priorities are, of course, which is national goals or national targets, regional, which is the AU target and then global target, of course, which is the SDGs. And then finally, the last key message would be that our regional economic communities, which are the RECs, you have EQUA, Central Africa, SADEC and the rest are key, crucial towards the adoption of implementation and deployment of this platform. So then I can go into the more boring stuff so that we have an idea of how we came about all of these key messages. So I would like to give in one minute or 30 seconds to just give you a historical context of the institution that is going to be leading the adoption of DHS on the continent, of course, which is the African Union iPad, is that in 1961, the Ministers of Education at that time, Education and Scientific Research express their intention to establish an institution capable of developing African countries through education because there was development in different phases and different pathways at that time. But a few of them, I think 11 of them came together and decided to use education as the bedrock for their development. And then in 1973, 1973, the African Bureau of Educational Sciences, which is BAS, was finally formed. And this, of course, gave life to the intentions that we had. It was operationalized in 1975 and hosted by the Faculty of Educational Sciences of Kisangani of Zaire, former Zaire, actually, because now it's Congo, as Congo DRC. Yeah. So in 1986, of course, the OAU's ordinary session became specialized against the organization of African Unity, the OAU, through this decision and the mission was to promote and encourage scientific research and education and all of that. So in 2001, in another summit again, Executive Committee of Ministers of BAS, which were the 11 member states that formed it, I was restructured. I knew UNESCO could play the key role in that process. I did also play the key role in that process. And it was renamed iPad at that time. So it was renamed from BAS to the Pan-African Institute for Education for Development. And in 2006, it became the Observatory for Education in Africa to the African Union Commission. So that gives some kind of background of where we're coming from. Yeah. And then moving forward, of course, the mandate is to collect, conserve and analyze disseminate and update information and development of education in Africa, assist in updating education policies and the adaptation to recent geopolitical economic technology and scientific cultural changes as well, develop information sharing and education policies, policy development and serve as a platform for accessing information on major trends. So this speaks directly to the activity that we're doing now. If you talk about trend, then you have to talk about data because data then must inform trend. And that's why we want to strengthen that data component of our work to ensure that we're able to advise member states on what the best trends are. So as the knowledge base for developing and evaluating education policies as well as interaction among researchers, decision makers and practitioners. So convening this small aspects to convening the different knowledge providers on the continent and outside of the continent to deliberate which is of course what the HIST is currently doing. Organise statistics and develop indicators will do that very well efficiently generate continental reports. The essence of the data we collect is to ensure that we're able to provide some form of community like this, some kind of report, some kind of consumable knowledge that can be used by member states and partners. And then it saves, of course, monitoring mechanism for education, development and programs on the continent. So our case, why are we adopting the HIST too, knowing fully well that this is not the first time that we are getting introduced to different platforms coming from different partners? And of course that decision wasn't very difficult to make only going to the fact that we had experienced with a couple of platforms in the past and we decided to then proceed with this. The first one, which of course is the most important one for us as a commission, it is that it is backed by community. This is very, very, very important. When something is backed by community, you can be very sure that it's not going anywhere. It's harder for a community to die than for an individual or a company or a firm or to go out of business. But if it's backed by community of different experts across the world, different programmers, then you can be sure that the platform will be there for as long as possible and the TEE and whatever it is that is needed to keep it running will always be there. So it is also backed by network of developers across the world. It is not very heavy on technical assistance because most of it can actually just join the community of practice and follow by yourself. One of the key things that we talk about in Africa is that we've been hammering so much on data collection and to the point whereby some members states are so good at it, a data collection that they have so much data, but they don't know what to do with it or they still need more capacity to take it forward from the Nanda. Now your data collection process has been strengthened. Then what then do you do? So this has a very nice and a wide array of data visualisation tools that could be used to perform simple and complex analysis on the fly, which solves that problem of too much data or no data at all, too much data in the hands of member states. This platform will help them with that process. For an institution like ours, we are very big on licenses. What does it mean? What are the legal implications of adopting this platform? And in studying it, we looked at the the license it offers. What is the popular GNU? Which of course has a little bit of problems for an institution like ours. But it has the BSD license, of course, which means that you are free to use, to utilise, to turn around as long as the license information requirements is kept. So this, of course, it's very useful for us. And it's not something most institutions, for example, would really want to dig down into because once it's GNU, the general user license, people assume it's just OK. But if you dig deep, go further into the GNU, you'll find out that it may not necessarily be appropriate for an institution like ours. So the BSD license is just perfect for us. Data sharing across multiple instances is also very key because if you're going to be operating at the continental level, we want then, or at the regional level, for example, we want, say, for example, member states should be able to conduct data sharing exercises. In fact, one of the things that we've been playing with and toying with internally is the fact that the concept of data collection is something that we want to relegate and replace it with the concept of data sharing, data sharing in the sense that systems talk to each other, sharing data based on standards that we may have set, you know, either through using popular data sharing formats or developing internally a sharing format of our own. So this, of course, is also very key why we chose to go with DHIS too. It can be easily customized. We've seen during the academy the technical officers did a fantastic job in showing us how easy it is to customize the DHIS platform. So there is nothing that we can achieve without money. Of course, it is very important that I talk about it and the funding plan that we have for this, of course, is to use the ADU statutory budget that we have, it's not a lot, I know, but it's something that at least could get us started. And then we intend to bring partners on board into that process as well. But for now, for the first couple of months that we're starting on this platform, I think we would be at the cost of convening, of other travel, all of those things we would try to be at the cost on our side. And then we could also use partner resources because we're also beneficiary of the Kicks African 19, we're a member of the Kicks African 19 consortium which has UNICEF, UNICEF-SARU and UNESCO-ICBA as members as well. So it's possible for us to also get resources from that port as well. So in a nutshell, our use case is very simple. Our use case is very simple is that as mentioned earlier, we are responsible for to serve as the monitoring mechanism for education development on the continent, which means that we have to monitor and measure the implementation of the education component first of Agenda 2063, second also for the continental education strategy for Africa, which is the CESA 1625. So we are responsible for monitoring and reporting to the heads of states the progress our members has made in domesticating or implementing these different frameworks. So for the SDG, for the CESA and Agenda 2063, we do have indicator frameworks. So the first use case in this case then would be for our member for us to be able to upload all of the indicators, all of the 45 or 15 indicators that we have in the CESA indicator framework into the GHIS platform and allow our member states to report on that. Then the second thing then would be the SDG. I didn't start with the SDG because first we have to start from home. Of course, the SDG indicators we have been doing a lot of work around aligning some of these indicators together such that we will reduce the burden of of responding or the burden that is required to respond to two frameworks on our member states because if you analyze it on the continent, the member states that are responsible for reporting to the SDG for indicators are the same member states that are responsible for responding to CESA indicators. So we do have an ongoing process with UNESCO Institutes for Statistics which is the benchmarking initiative in the benchmarking process where we are trying to put together some of these indicators such that member states just have to report once. So the GHIS would be the appropriate channel and the appropriate pathway for these member states to report on these indicators to us. So then the UIS then can call data that is reported into this platform from us. Then the second thing, of course, is to promote innovative data use. We cannot over-emphasise the need for us to strengthen usage as much as we are trying to strengthen collection and ability to make data available. So, of course, the GHIS platform makes that really easy because once data is there, you can turn the presentation as soon as you deem. So we have a short roadmap. We have actually a bigger internal roadmap within the AU, but I'm just bringing out a key in no particular order. The key, the three key elements of that roadmap is first that we already informed our REC in one of our meetings. We did inform them about this process and we've agreed now to have our initial consultation with the regional economic communities – the five of them – to be hosted, I think in Abuja, I'm not sure yet, I will confirm that later – to be hosted by EQUAWAS and we bring all of the other four RECs and the HRISP team to be part of that process where we then discuss the modalities that is required for production. Number one, of course, is to identify a pilot REC because it's better we pilot this within a small REC rather than going all the way to the continent. We pilot within the REC upload all of these indicators in the benchmark, the group of seven indicators for benchmark, the 45 indicators as well for the continental education strategy for Africa and then we let those member states within the region elune report using that platform. So the success of that will inform us spreading to the other RECs. So, like I mentioned in the beginning, in my key messages that the regional and community communities are very crucial in the successful adoption and implementation of this platform. I would also like to inform that a demo by the team, we'd really like to thank you for that. A demo, a fantastic demo I was given to us already and the development is on. We're still continuing but they've given us a really beautiful platform already and that platform then is what will take to the consultation with the RECs for them to make more comment into it and find ways to domesticate it into what is useful at their region because the way it may be used in ECOWAS may be different from the way it will be used for example in Southern African region. We want to ensure that it is domesticated for regional and national level use and at the continental level what we just do is to call data from the different regional instances that are running. And of course, I've spoken about the last one. Jaji, Jaji. Can you finish in a couple of minutes please? Yeah, this is the last time. And also, for those of you that want to see the demo can you tell the demo up here now? So I don't think you have time to showcase it but the demo is here. So thank you for mentioning that one Luqman. Ok, thank you. So this is my last slide actually and then the last one of course I talked about the fact that deployment then is what will happen first at the first REC and that until of course conducting training training and capacity building for the officers and the experts at the districts. Of course, the funding will be done by us and by the RECs themselves and if possible to get for some resources from the development partners. Thank you very much everyone for listening to me and I wish everyone I wish all of us a successful deliberation today. Thank you. Thank you so much, Jaji. We are so unhappy that you didn't receive the visa in time. So let's very fast move into the to hear about the examples. So now we do a consolidated the slide from all the countries. So very fast, Luqman is just doing a short intro. So on the next day. What we're doing in the education sector is quite a range of things that we can do. So I have to be closer to the mic. Yes, don't go past the chair. So obviously, we already heard that you can use use it for a regional or continent wide repository for data. And we know that that has been done, for example, by the East African community or West Africa Health Organization previously. So we want to do similar things now in close collaboration with the African Union. The other very basic use case is to get the annual census, the historical data, the aggregate data and introduce us to and enhance data use all the way down to the district level and actually see the data that's already there. And we also want to go beyond that and alpha is one of the our main backers that really want to push the limits on what is the typical e-miss down to the registering individual students, individual teachers. And we will hear some cases for that. And basically, we are still exploring the limits of what we're doing with teachers too in the United States. We're not going to do everything. That's why it's so great to have these PhD and master's students. So I think we should just go straight to the countries. We're starting with with the Gambia. Yes. Welcome to you. Yes. Thank you very much. Good morning. Afternoon, sorry. Good morning. So I am thank you very much for setting up the platform nicely for me, Christine and Alfa. I hope the presentation would make a little more sense now because I have not put so much on it. So as we said, I'm from the Gambia in the midst of education and we are trying to push the boundaries of what exactly is e-miss and we are trying to take the HS2 along with us. And when we the reason why we are doing that is look at the picture that we have there in front of you. There can be many interpretations that we can get from this. But one thing that I would like us to look at is the the outfit of these children that are there. As it stands, the education is free in the Gambia from 2013 up to now. No one is paying a fee, but still you have children that are with uniform and others that are with no uniform. So one key takeaway that is one of the motivations of this shift is to make sure that the ministry targets the interventions to those that are needed because education is free now. The people that are in the upper quantile of the wealth group are able to spend more education, more on transport, more on lunch and money. But then one of the barriers of the lower quantile was the access to education was the fees. The fees were removed, but still 70% of what the households what education spends on the children is coming from the household in the form of transport money. So which is still a problem for the people that are in the lower middle income. So it's very important to make sure we have targeted interventions. And because now education is free, some subsidies are given to the schools and this school that is in the picture is responsible for the management of the school, you know, input of resources and all that. And as a stance, the ministry is looking at every child as equal, one, whether you are spending it or not. And then the funds are distributed that way. But clearly schools that are special schools that have more special needs need additional resources that they need to input structures that are not necessary in other places that like rams and other structures for the children. So there is real need for us to identify the people that are in need and then use that to make a picture of the schools and how what kind of resources they need and use that to distribute the resources that we have. And as I said, education has these three kids equitable, inclusive and quality education as the main policy items in the of our education system. And inclusion being mostly targeted not only in the special needs but special needs are a big part of that. The ministry is coming up what we call an individualized education plan that is trying to look at what the individual students need and then try to make sure the interventions are given. I think that we have what we call ICNAR and teachers and NAR and teachers are supposed to go to the schools and identify these these people that have special needs the children that have special needs and we have adopted the this tool from from the Washington group on disability statistics with what we call the child functioning module which is a tool that basically assess the kind of special needs and put them into correct categorizations and then gives them give them the kind of categorization that can can be assessed and tested at the hospital and then inputted that in the system. Formally, what will happen is once that test and contribution is done the data is then aggregated and most of you know the impact of the data is lost as it's aggregated. But now we need an information system to make sure that that's individual level information is inputted so that we will be able to make a better planning for those children that are in the system. And then put a face on the art of school being able to map out as you said the children that are in school and then move their localization from the school as they stand in the sort of aggregate data because we count the children that are in the school. If you are able to get the individual data we will know exactly the settlement that are coming from and know the coverage of the settlement individual settlement not just the schools and then we will be able to target interventions on the art of schools that are there. And in the longer term with all of this information compiled and then cross-check against social economic data that is available in form of surveys and all that we can pick out some early warning in the indicators that could give us tips on why exactly 50% of the students that are stuck in in the school don't get up to senior secondary school. So every year a whole cycle of peer-to-peer 100% we have more of a population the population of 7 year olds everyone is getting into the school system as we speak but 50% of them will not make it to the end of the education cycle. So some drop out of the way. So this could easily give us some indicators on why that exactly is happening and maybe some indicators on how to solve that. So and then that's where the data is coming. They started in the dam in 2018 where we first met with the ministry of basic and security education the department on working for and they had a sign an IMOU with the minister of permanent secretary and then that was followed by a capacity building of the core team including us on personalization and the development of the models that we are going to implement later and that includes the national sensors on all learners that we have done in the country at the moment we started with the pilot in 200 schools you know with Chromebooks and then after when that was done we reused that resources that Chromebooks and then that capacity that was built in that pilot school to collect individual data from all the students that are in the country as we speak and which we are hosting in the Hedari school and then we have what we call the school report card implementation and a case of the data most is a data must speak initiative an example of and is also something that has been digitized and is available in the Hedari system and they helped us upgrade what we call daily agenda system that is in the country that have operated from simple SMS base to now a digital app that is used by schools to send attendance data and then the famous DHL2 Academy you know which one came up with this to communicate to help build the interest from the ground level from the regional officers you know the appetite was that you know hopefully there is more support for us where we want to implement it and then the research that has been conducted in this institute by institution on the MS6 by me so I'm one of the three PhD students in education so I'm so proud to be equal matter one of one of them so and then this is just an example of some of the things that have been done and the next step that we plan to take up in addition to extending this implementation from just this 200 and then you know from the National Institute of Automation its infrastructure is available and then we have this ecosystem you know develop to the university and other tools to make sure that this development and this progress that we have done is sustained and then integration of HR data and examination data and other sort of data that could help us shed more light on the data that we have for the curriculum so thank you very much and all the PhD students yes so good morning good afternoon good evening all of you I'm from Sri Lanka and I'll be presenting on behalf of His Sri Lanka as well as my colleagues from Education Ministry of Sri Lanka who's joining online right so when it comes to Sri Lanka I mean the title here is government driven implementation so why we have named like that is in Sri Lanka we have a well established social services system which includes both health and education so just like in the health sector we have a well established paper based system meaning in education information management that has been there for a couple of decades so we are kind of trying to facilitate that and probably identify the gaps in the existing information system which is mostly paper based and to make the decision making process more efficient and facilitate it to happen at all levels so and the other good thing is we have good human resources available at national and sub national level which includes provincial and one level below that which is called sonal level so again like learnings from health so we have very good experience in implementing DHIS 2 for health for so many years so we did not want to kind of learn everything from the scratch so we kind of took forward whatever the learnings that we have from from the health sector and when we try to apply to the education domain so what we did initially was to engage with the high level stakeholders so we engage with the ministry of education their highest level and we had some rounds of discussions together with the university of Oslo to understand what is the requirement and what are the advantages they will have in the long run when if they use DHIS 2 mind you this is never a green field education ministry already has some experience using few other digital systems so they always needed a justification why they should be using DHIS 2 which is again another digital system but a kind of a special one so I will I mean one peculiar thing very strange for our approach as always is we focus on capacity building especially the core capacity building so we focus on how to build capacity within the ministry of education so that they will not be depending from external stakeholders including us we are just there to build capacity and help the ministry and the ministry of education is the entity that should take this forward so to do that we focus on that and then again we network them and we linked them with the global network so for example we initially did it online during the pandemic and I mean we are still in the pandemic but we were kind of lucky to be present at the famous Gambi Academy so what what you are seeing here is me together with the two ministry of education colleagues sure they must be online thank you for joining so we kind of had a booth to explain our approach and our learnings and share it with the network so they kind of got a stand experience into our fascinating his network in Banjoo right so the journey so far as I mentioned we have engaged with the high level stakeholders in the ministry of education and we try to understand the existing information flows we did not want to disrupt it so we just want to understand it and kind of use DHS2 to help better in the process of decision making and we focused on co-capacity building by conducting DHS2 in country academy so these are in country academies even though these as you see here DHS2 academy in country for the whole team in the ministry of education so in addition to these regular kind of like it was not just one of academy but it was like altogether we have had several sessions to kind of build their capacity on different areas around DHS2 and the implementation and so we are working with them in fact we are not kind of customizing the DHS2 instance for them it's a ministry of education who's doing that and we are kind of guiding them and we also have this weekly meetings to kind of facilitate and speed up the process and so far what we have implemented at the moment is an aggregate system aggregate data set to obtain the teacher information from all the national schools spread across the country so that's what we have at the moment because we had some challenges implementing anything beyond that during the times of pandemic as well as probably some of you are aware due to the current political economic situation of the country we are having some challenges but after the Banjul Academy now we are really keen on implementing DHS2 tracker so we already have some not some actually plus million information which is kind of stuck in another digital platform where the ministry of education is exploring the I mean possibility of importing it into DHS2 and trying to use DHS2 for the student information system as a pilot project and also to customize the DHS2 tracker to capture the teacher information and also another kind of again a unique scenario we are trying to apply DHS2 for education is to is to use DHS2 for urgent deployments I mean like we'll be talking more about it tomorrow like how we use DHS2 initially during the pandemic to capture port of entry data in Sri Lanka which was an emergency requirement so DHS2 is really good at that and even in education sector we are trying to do that so that's the plan for now but probably we'll have more updates for the next annual conference thank you so much Thank you Pamoud now we're crossing over to Jerry Aziawa from his Western Central Africa to give us a little insight into the Togo implementation Okay, hi everyone So I'm going to talk about the Togo implementation and here it's a little bit different because from the work go they already have a system called strategic and when discussing them with the ministry they were like we need to still work with strategic because it's convenient for us but there's a need actually to analyze data into the system I mean because with strategic they have limited analysis options so we are like okay fine so we will actually work with you design a system then actually have this interoperability between strategic and data so that you can have data at the central level and have this data at all levels okay so what we have in Togo in strategic is enrollment data teacher data infrastructure data finance data and so on and so forth so the thing also is that they also want to build some integrated system so they wanted a system whereby they can actually get data from various systems that they have and they can use it for cross analysis and also they wanted to improve school management at the lower level so they needed data at the lower level in order to empower the people at the level of, I mean district level and school level but one thing we needed to do was to start with the configuration so we actually trained them okay in using our configuring GHS2 we configure it with them of course and then we actually build the interoperability we start the juke with them and then we are currently actually working in developing outputs and we're going to have a training session next two weeks in actually having those outputs targeted outputs into the system so this also has been in a participatory approach in a way that they are always involving any development and every time where every strategy we take okay so on your left you have a strategy just a snapshot I mean we have a lot of interfaces for that just the left and then we try to actually get that data and put it in for example GHS2 so this is an example of a pivot table having the data from strategy so in principle it's a number of learners per grade for primary for example so we were able to import those data we had the data for enrollment in financial in the system and also individual data for teachers so we can for example do things like this where you see at the bottom you have this type of dashboard where we have on your far left GHS enrollment rate it's in French sorry and then you have how do you call it just at the bottom how do you call it teacher learner ratio okay so it's in and the number of learners the number of learners per gender and then this is like a number of learners per distance so they want to check the ones that are far from the school and the ones that are close from the school so we've been working with them in building those outputs but it's actually a work in progress so this brings me to my last slide, it is the next section so we are still working in building a lot of outputs to empower the schools, the districts because the aim is to mainly work at the lower level because what happens usually is that data is actually punched in in strategic and it's sent to the national level using a USB key because they don't have like a a server client architecture even though strategic is able to do so what we actually are trying to do now is to build capacity and make sure that people can use the data at the lower level so we're going to talk about making sure that we have those data at that level and also implement something that looks like a school report card like we have in the Gambia so we're going to work with the Gambian app we're going to have a demo of that app now but we're going to have a generalized app that Togo can use because they are also keen into using it then we are going to implement this pilot phase where we want to see how people use data at the lower level at the level of cluster monitors when it comes to the Gambia they call it in spread rate here and at the level of schools and of course when we were actually building the system we were like, what if we can add this type of data exam, demand, survey, yes, it's possible to add those data, watch data, survey data mixigirls data so we said, yeah, it is possible so the aim is to actually have those data into the system so that we could have a platform where they can do cross analysis and also have data at all level for decision making this is a way to empower everyone at every level in the school information system thank you very much lovely and now staying on the continent becoming to the right and further down the arena who heads up the amazing work done by his Mozambique or South Digitist maybe you can share with us but South Digitist, like you mean thank you, the arena good afternoon everyone my name is Zéphine Saoujen from East Mozambique or Saudi Digital or Digital Health so in Portuguese yes so what we are going we are going to share a bit of what we are doing South Digitist or East Mozambique a been involved on the DHS community or DHS2 platform implementation in health and the wash for a couple of years so they were liberating from that expertise that you have been developing in the country and also supporting the different countries in the little community we started engaging with the other country that are in the process of adopting the DHS2 platform as a tool that can be used to manage the education data so we started with the pilot process as Gerard mentioned and Pamoud mentioned the process in the country they do have the platforms so in getting the data education in the DHS2 usually start with doing this understanding what the country is using so we did not do a different thing we went to understand how the information the discussion information is working by doing the assessment of the information and this process started with importing the data that already existed after doing the customization or identification or development of the master education or school list and having that information imported to the DHS2 started developing some dashboards that were presented shared at the national level but during there are several dynamics that happened in the countries especially in Mozambique so we had to that as we did now the primary objective of this platform is to support the lower levels we decided to move to the provinces and the districts to make sure that we work closely with the end users so that their information can be integrated and then we can learn on their challenges and see how the digital platform will be used to to address some of these challenges so as part of that we had to go to start piloting in one of the provinces in the district of Zambiaza province and also after doing this piloting we had inside several other partners that are working in the districts in the provinces so and some of the partners that they do have that the project was that it is called she belongs in school or to school we started supporting this project which aims to address several issues but targeting addressing girls from 9 to to 19 years old so after or in the process of doing this customization or engagement of this we did also have some in the pilot sites did provide tablets and internet that is used regularly to report the data and also we did have several meeting discussions with the education stakeholders presenting the platform learning from what they are doing it was also through those that we identified this partner that are working on she belongs to school project and at the moment now we are working with this partner to expand the platform and then to expand the platform to cover other provinces in this case this is from Nampola in the Nihasa province there will be there are some women engaged in the addressing some of this the issues using the DHS platform there are activities also related to the expanding from the aggregate to the individual level data we are developing some additional features that can can can can can support the day to day use of the different education managers for example the teacher they can register the information related to attendance or effectiveness students attendance also can be registered by teachers the information related to supervision data that is requested that we are adding so that when whenever there is a supervision in the school this information can be entered in the platform next time they go there they can retrieve that information and then see what are the action that we are where we are defined previously and then see whether the actions are being implemented or not and also as it was mentioned by GER there are information indicators that are needed that needs the human resource data we are also in the process of integrating part of this information into the platform so that they can use it to on day to day management of the schools that's what I have to share as related to the Mozambique experience on the ME Spiral thank you actually great and then very very excited to welcome Manika Moua who is not only working with his Uganda but he is a PhD student for that school here you go thank you very much and good morning good afternoon and good evening everyone yeah so from West Africa to Asia to South Africa now to the part of Africa New Britain and J.K. is people educated so basically just give you a snapshot of what we have done in Uganda so far and for us in Uganda unlike CD4 is shifting from central level down to school level in Uganda we are going up to district level so we are decentralizing at district level and so this started in 2019 and what are we able to do we've been able to build the capacity for the national level team to be able to support the district to enter their data to analyze it and now when we move to the district level we also build the capacity for the district teams to be able to now start analyzing their data and also using their data at that level so our focus really is bringing back the district into the data management process previously it was being done at central level where all the data is collected from schools it just endorsed by the district team and then goes to the central level where it entered into a manual manual into an access database but now we are trying to see how do we bring back the district into the data management process so we really try to build the capacity of the national level and the district level teams to be able to do that and then of course as we scale to the district level we try to empower the district and equip them with infrastructure the laptop, the internet to be able now to use this data going to the system and extract this data to inform their planning at district level and so you find that the internet even has been shared even beyond the education sector to be used by other sectors at district level it's used for sending emails used for the health sector it's also sharing the internet so we have shared resources at that level and of course the district now is able to provide the support supervision visualizing its data it's able now to provide targeted support supervision to the school level so that you know all the issues are highlighted and then the district teams especially the education teams are ready to to provide that support to school level then of course during our implementation it was very important that we continuously document the best practices so with engagement with the district teams with engagement with the school level administrators were able to understand what is the process of the data collection how do they want their data presented and we've been able to document that and that has been input as a requirements in part of the requirements for the ongoing improvement of the COA and then also in Uganda what we did following our implementation we are right now in four districts in Uganda we've been able to document the course what it takes to scale at national level and this is an advocacy tool that we are reaching out to partners to support the scale to that entire country so that implementation coasting has really been key to support that yeah so plans moving forward of course since we are not yet scaled to the national level to all the districts in the country we are continuously engaging with various partners to really come up and support the national scale and of course we have different education partners in Uganda and each are supporting different regions in different districts so want to see how do we harmonise these partners how do we harmonise their reporting requirements so that we have standard tools standard reporting tools and all these tools now we use DHHIS-2 to report to capture data in this from these tools and then all that is being used by both the ministry and also the development partners then we are really trying to establish DHHIS-2 as a central data repository here we want learning from health really we want to see how can DHHIS-2 now integrate various data from other systems and also other sectors so we are trying to see how do we merge data from let's say the use DHHIS-2 to really be the central repository and also have the standard school facility list where all this is into one system and then the other thing we are trying to do is continuously provide capacity across all levels and here we are trying to integrate the various DHHIS-2 trainings have these DHHIS-2 trainings both having the health team here in Uganda we have the district bio statisticians that are really conversant in using DHHIS-2 they've been using it for over 10 years so we are having integrated trainings where they participate in the education DHHIS-2 training so that they can share information they can share knowledge and learn and there is really cross sector learning from the different teams then the other thing of course we want to see all the data can't be in 150 months so we are trying to see how do we bring different data from different sectors and also in education we have data coming in from the examination our board finance data from the ministry of finance HR data so we are trying to see how do we integrate all this data to help us calculate the key performance indicators that inform planning then of course from all this we are trying to see how do we document and improve on the development of the COA in this metadata package then now that's those are the plans that we have done in Uganda and I will briefly maybe share about Eswatini for Eswatini we are implementing Eswatini that is Swaziland with support in partnership with University of Oslo as well as this is being funded by Unicef Unicef Eswatini and that's the education sector of Unicef so what is happening in Eswatini that in Eswatini really previously I think like all the other image structures across the countries the African countries we are collecting various data on school information the location the ownership then we have student data and staff data but previously the students the learner data in Eswatini was being collected based on serial numbers but then they had a shift that we want to collect our data in terms of a PIN that this is the unique identification number that is given right from birth to these learners and everyone else in Eswatini actually has that PIN so it is a unique identifier so they saw that they wanted to shift just from the routine image data into now a PIN driven model and that was that's really what has motivated them and all the other data is being entered into the system and this was still acceptable still centrally controlled like in Uganda so the story has been really the same I think for most of these African countries so what has come in is that we've been able to really customize the system for Eswatini together with the UIO team we've been able to come in and configure the DHIS too to capture now their data needs based on their new tools the tools we are reviving and all this just to notice that this has been done during the COVID period so you find that most of the work has been remote but with the beauty of the community and the support I think it can go beyond you can see that this it's beyond boundaries and we don't have to be physically there to support the team so most of the work was remote but then after that we went there and did some training and they are capturing both the individual level data as well as aggregate data so now they piloted that system in 100 schools in 100 schools in one region Manzini region and basically stories and learnings from that has really shown that enthusiasm and passion with which they have to adopt DHIS too for education I think last week but one was there with Sophia to really assess the project's implementation and I think from the workshop we had from the PS the directors different directors of the ministry and all stakeholders including partners really present and they were really really interested and passionate everyone we talked to from central level down to school level was really passionate and excited about the ability of the system to really change their data management and decision making at different levels so we are really seeing very good use cases at all levels I think at one school that we visited that one of the teachers was very passionate and it's like tell me give me the system and see what I can do with it so she's like just from the system I can now tell I can now see which offices are in the in my school and that I can be able to support them accordingly so that data use at that level is really critical the PS was really excited to see how this system is now going to support them to distribute financial grants to school so with partners now on board all partners are buying into this and there was really a lot of desire to support scale and so UNICEF led by UNICEF I think under ministry they want to see how do we mobilise resources to support this scale and of course there are opportunities for integration and collaboration with various partners in Eswatini with various sectors the Ministry of Home Affairs that is responsible for birth registration and also the Ministry of Finance so there is intra-intersector collaboration that is taking place and I think the opportunities are great really to learn from Eswatini Thank you very much Thank you I see we have one question in the room so maybe we can take that Eswatini can you test it I want to know do you think it will have a impact on the Ministry of Health? We have the Ministry of Education online here as well Do you think the Ministry of Health will be more open to the A trade to as they've seen that in the discussion that the Ministers have seen? Yes, I think the Ministry of Health will be very open to embracing the DHHIS to why because we are using UNICEF is supporting and UNICEF is cross sector both in health and education and in one of the meetings that the health team from UNICEF was also present and they are excited about that and actually they are implementing a DHHIS 2 system but it's not called DHHIS 2 I think it's it was another name and everyone thought it wasn't DHHIS 2 but then when we went to the central level to meet the UNICEF team they were surprised and it's not the management and the DHHIS 2 there is another one tracking mothers and yeah tracking mothers to the community one but now the DHHIS 2 is not needed for every day to tell it to be No, it's not it was being piloted Yes, yes so I think the enthusiasm is there and we hope that they will that's why the program to be to be here Just to respond yes, we are supporting the Ministry of Health on the Malera program to Malera unification so we started in the last last day using DHHIS 2 we started to talk to the members and the process the process we have a regular meeting with them together with Amalcho So it's important to pray to you every week Great, thank you so much for that and hope everyone can hear us online there Please do let us know in the chat if you're not able to hear any of the questions and we can share them with you Okay, great so I think before we take any more questions we'll definitely jump to that in the couple next presentations but we just want to introduce a very special guest his name is Patrick Munoiridis I hope I've gotten your surname correct Patrick he is from the Global Education Monitoring Report Team he's the Senior Project Officer and Spotlight Technical Lead and I think we're really excited to have, I know we have a lot of health folks in the room here and online and we're very excited to be part of the Global Education Faciles and I think something that the education sector has really been looking up to over years and years is what comes out in the Global Education Monitoring Report it really is our guiding light in terms of how is the education sector doing are we being accountable to the commitments that we've made and we're actually quite excited and the topics to come out and we're just really really appreciative Patrick that you could join us today and share a little bit more about the work that you're doing and the importance of EMS in meeting the commitments that we've all made so thank you Thank you very much, can you hear me well? Yes Can you see my screen? That's Sophia's problem here we can see your screen but we can also see your notes on the wrong screen let me see if I can share that how would that work sorry, I will just stop sharing for now No problem Just put the presentation mode It was presentation mode yes, let me just just try it again now I think top left there might be an option So what do you see now? The full presentation mode and then I think it will be fine click up there Sorry, because I have 3 screens so I am in presentation mode on one of my screens but not on the right screen let me just try another window for the sharing I think I got it now should be good now let's see there we go All right Excellent, thank you everybody sorry for that little hiccup it's very appropriate for someone who's going to talk about technology so thank you very much for giving us this opportunity to address such an exciting product we are really delighted to be here even if remotely as we are enthusiastic fans of the DHIS project and we are very happy to see the direction of the project as taken in recent years notably by expanding to the area of education apology for not being able to be here in person today we have our advisory board this week and as we are travelling as impossible I am Patrick Montreux senior project officer with the GEM report and technical lead on the spotlight series which I will also be addressing today and I'll be talking about the importance of EMS in the work that we are doing and in relation to the upcoming reports that the GEM report team is currently working on Sorry, let me just see so today I'll address 3 aspects that we think could be relevant for your upcoming discussions but also to signal where your inputs into our work could be very welcome first I'll give a brief introduction of the GEM report and why the work on EMS is so important to us this will be the equivalent of a user story for those who have worked in app development where I hope to raise awareness on some of the specifications of EMS that are becoming increasingly important and notably the ability to respond to a wide range of demand coming from internal users then I will present our ongoing consultation on the 2023 report which focuses on the nexus between technology and education and for which we very much welcome your inputs, suggestions and experiences and lastly I will highlight key issues that pertain to our most recent regional report series of the spotlight series and the specific data challenges that we are facing and using data to improve foundational learning in Africa so before going into the topic let me introduce you the GEM report briefly the GEM has the official mandate to monitor progress towards internationally agreed upon goals and objectives that pertain to education we are an editorial independent team at UNESCO since 2002 and as mentioned we are celebrating our 20th anniversary it's been a good ride so far and we received our mandate directly from the 2015 declaration that was endorsed by all countries at the onset of the TG4 agenda there are two main parts in our work, the first one is to provide a regular monitoring of official education indicators that have been agreed upon upon as part of the international education monitoring framework and the second part is to address specific thematic focuses that are relevant for education policies that aim to achieve sustainable development goal 4 this thematic aspect basically drive the title and the focus of the report for every cycle for instance in 2017 we looked at the issue of accountability in 2018 we looked at migration and displacement and the current GEM report currently looks at the role of non-state actors as I mentioned the 2023 GEM report will focus on education and technology and the 2024 report will be on leadership in education in addition we have developed a number of product over the years over these 20 years that have become increasingly central for many actors who engage with international and regional education agenda this includes four web application that look at different aspects of global education progress and policies so for instance you have wide that looks into educational inequalities which actually I created some years ago then you have scope that provides data analysis of the most recent trends towards achieving the SDG4 you have view that proposes estimates and projection for completion rate and out of school rates for the world you also have apps that use textual data like peer that shares police information for each country in the form of systematic country profiles to which we will be adding a section on the use of technology and lastly but not least we also produce more contextualized research with regional reports agenda reports, use version of the GEM report and policy papers what's important for us today is really to highlight how dependent on the quality of others work where basically all the products that I've just presented would not exist if it wasn't for the quality of existing data collections there are different levels of the monitoring and we are basically at the far end of the global data chain each level monitors education for a different purpose our work consists of giving visibility to education issues track international and regional progress hold countries and donors accountable to their commitment flag global issues coordinate global efforts this is very different obviously from the initial purpose of EMS which are usually designed for evidence-based national policies to inform daily management and governance of education systems and to optimize the use of national resources and EMS themselves are different from school management system for instance which are often used to respond to MS data collection sometimes not part as part of the EMS system sometimes independent of the EMS system so what this highlight is something that has been mentioned already a couple of time is the importance, the critical importance of interoperability and the ability of systems to adapt so data systems are embedded in a global data chain that generates specific needs for national users as they have to face a multiplicity of demand national teams as we've heard already are often of a burden from experience working with different teams in different countries in different regions you can find teams of one to two persons that have the responsibility of responding to all requests so that can include national demand for instance for parliamentary discussions demand from regional organizations from international data collection from donors and development partners in addition to their daily work which is to produce the routine monitoring of their education systems like an annual digest enable the users to respond to their local needs but also to the external demand that are increasingly putting pressure on them and come in various forms and format are extremely important for instance you will have national users who will have request for new indicators or new types of data collections or produce custom made extract that departs from the initial setup of the software and I think that's also why we are quite excited by DHIS feel that some of these issues have been taken into consideration from the onset just to provide a quick snapshot into the role of EMS in international monitoring this could be a schematic representation of the data ecosystem that exists up to the international level and EMS are basically part of these primary data sources they are designed and defined for specific needs at the onset but they make their way into the international chain through applying international standard classification like ESCAD using different sources of data for population and using international methodology for indicators and they might, so this would constitute the primary international data sources for instance the data of the UIS that we use in our daily monitoring but these indicators themselves are also used in secondary international data sources like why that I presented but also the World Bank website or other types of data so that we can really further leveraging the analytical potential of data indicators if I were to summarize how important EMS data is at the international level I would basically say that it constitute between 50 and 60% of all indicators that are reported at the international level so this is data from the UIS that shows you how connected EMS data so administrative data in this situation here how connected they are to the different targets and the EMS data are connected to at least 5 targets the one on access and completion of basic education early childhood education equity sustainable education and teachers of course there are many instances of successful use of EMS data as systems have tremendously improved over years for instance this is extracted from SCOPE that I presented earlier and illustrated progress gender parity over time in low middle and high income countries there is currently enough data worldwide to have accurate estimates of gender parity indices at all levels in participation so this data shows how most countries have managed to improve gender parity yet significant challenges remain for low and low and middle income countries and different challenges exist with upper middle and high income countries where no girls are actually outperforming boys substantially sometimes there is not enough data to produce group averages but you can still get a reasonable picture of the situation this shows the proportion of schools with sanitation facilities in more than 100 countries and highlights how what we take for granted in Europe for instance remains rare rare in many countries with countries like Senegal, Moitania, Mali and Chad the one that are further to the left having less than 20% of their primary schools with sanitation facilities however many challenges remain with regard to monitoring as a substantial part of the SDG4 agenda remains poorly monitored as a community overall we have done fairly well with data on enrollment and maybe teachers to some extent but the further we are looking into having a comprehensive understanding of education the more we see that a number of areas remain severely neglected and the SDG4 agenda as well as the new regional agenda or like the CESA agenda for instance represent an unprecedented demand for education data and a much broader and much and more complex measurement agenda than ever in particular the two key focuses that are equity and learning make the demand for education data more pressing on des aggregations and non-traditional data collections which makes it really difficult for countries to adapt to this rapidly evolving demand in terms of coverage overall 7 out of the 43 indicators that are part of the official list of indicators for the thematic monitoring of SDG4 only 7 out of 43 available data for 3 quarters or more of the countries but there are at least half of the indicators for which only a quarter or less of the countries have available data and this challenge also reflected in the quality of monitoring and reporting against regional frameworks such as CESA which often overlap substantially with the SDG4 framework and as I lighted in the in the legend of the table here the top left table it doesn't mean that data does not exist always data can exist but it also it is also about having quality data data with a sufficient coverage also and accessible in usable format you still find a lot of data that is stored maybe on PDF format or shared in PDF format or stored on one computer I had myself the experience once of going to a country where the computer where all the image data was stored it was in a small country in the pacific fell and all the data was lost as part of this and there are many monitoring challenge that remain we are trying to measure universal education value and objective through natural system that are of varying strengths you have emerging data system advanced data system you have the political nature of the data in some cases that exist but are not shared for different reasons you have this issue of increasing conflict and crisis situation I was really happy to hear about the possibility of urgent deployment the work that Sri Lanka is doing on urgent deployment of DHIS and you also have this critical issue of this doubly excluded population you have populations that are already excluded in the site in general they are marginalized for different reasons but they are also often excluded as part of our monitoring systems receiving then a double sanction so now I will talk a little bit about the 2023 report which tries to address some of these challenges currently we are at the consultation stage that is why we are particularly keen on being here today as your inputs are very important to us Covid has highlighted the importance of technology in ensuring education delivery including during crisis and emergency situations but it has also stressed how an education that relies primarily on technology can be detrimental to equity and fairness in education children from the poorest households may not own a radio or a TV not even mentioning a laptop they can be in very crowded households and with parents that may not be able to support them with the same amount of support so the recognition for the 2023 report is that technology helps with education and SDG4 but it is not a magic one and that it requires a comprehensive approach we have three key focuses as part of this initial approach to technology and education the first one is to explore opportunities where education challenges have been tackled thanks to technology this can be in system management and we've seen excellent example today it can be around pupils learning teacher training or vocation the second focus is is about what are the minimum conditions that are required to support learning access to technology how can education system ensure that all learners have access to technology governance and regulation how can education system protect learners from the risk of technology teacher preparation how can education system support all teachers use and deal with technology effectively and lastly we will also focus on technologies outside of ICTs for instance the murdering of SDG4 target on education facilities and learning environment will examine construction and energy technologies that can improve conditions for learners including solar panels and other renewable energies that can increase access to technology models that can reduce disaster risk for buildings construction materials that makes school more appropriate for learning and reduce energy footprint as well as water and sanitation technology that improve learners daily lives one of the main challenges we have with the 2023 GEM report is to write this user story of what is the education we want and to engage with how technology can support this vision this means looking into issues of access and inclusion how to reach those that have been left aside to date providing access to quality conduct at reasonable cost but also quality how to support and improve pedagogy leading up to better student learning but also how to provide users with the new skills that are required by the use of technology when you bring technology into the classroom for instance it can introduce competition even with the teachers and of course we engage substantially with technology and system management how to make education data system more relevant and more widely used and that's a pertinence in particular to the discussion we have today so the 2023 we will put specific effort into this issue and look into issues that pertinence to data collection analysis to improve decision and practices and that includes a number of aspects for instance how we can have faster payment of teacher salaries through mobile money how to build maintenance and resource allocation planning through GIS data image data collection that could be verified through mobile data how to better link the different system data and teacher management they will be a strong focus on learning achievement as there have also been a lot of progress in this area and last but not least we will also be addressing sometimes sensitive issues of proprietary technologies versus making technology support to all which is also why we are really keen on the DHIS project one region where there are specific challenges in Africa where it is also more difficult to leverage technology sorry it's actually Africa so this is one of the reasons why behind the spotlight series in Africa there is this double challenge of lower educational achievement and lower levels of infrastructure development you might not have power grid everywhere you might not have the same internet penetration and you have also lower levels of ownership of technological device and this is to put against the current situation education where 1 in 5 primary school children out of school 1 in 3 do not complete primary school by age 15 and for those who complete only 1 in 5 actually reach proficiency in reading and mathematics the project is a partnership between the GEM report and ADEA and it will be 3 cycles of 1 year for each cycle we will cover about 12 countries among these 12 countries we will look at 5 countries in depth and we will publish 5 country report and 1 continental report this will fit into a peer learning mechanism at the african union level engaging with the STC and for the current cycle the 2022 cycle we have Senegal and Ghana in the west we could not secure anybody in North Africa we have DR Congo for Central Africa Rwanda for East Africa and Mozambique in the south for the next cycle we are currently discussing with the countries most of them have already confirmed their participation we have Niger, Mauritania, Uganda, Angola Zambia and South Africa this will be my last slide this is just to let you know we have this analytical framework that we are using and this framework has 7 dimensions all pertaining to education policies that focus on improving foundational learning I won't go into detail for every dimension the first one is teachers and how EMAs data and other education data can help in their daily practice the teacher dimension for the spotlight is about how well teachers are supported and trained but also on their allocation across the territory as we often see a disconnect between allocation of teachers and the need of the children the second dimension is school management and budget having a clear understanding of resource management and how to optimize it is even more critical in low resource environment and lastly the third dimension that might be of interest today is that of quality of assurance and supervision and we've heard already a lot about supervision where many countries in Africa have actually started to use dashboards and real-time information to inform supportive and formative supervision rather than supervision that is meant to sanction of teachers and to improve their pedagogical practice which we think is really important just to conclude this is a call for inputs and contributions from you you can reach out anytime basically if you want to participate into the online consultation you can go on this page or you can reach out to me my address will come in the next slide we are really keen on hearing on your experiences you should also be look out if you are interested in the use of technology in your country you should look out for the new peer country profile that will come on the website and for the spotlight series of course we are really keen on hearing about projects in the participating countries for the 2023 around remind them here Angola, Mauritania, Niger, South Africa so we heard about Uganda already and Zambia and of course studies that look into the use of data systems to improve access completion and learning in the region thank you very much thank you so much Patrick food for thoughts and also lots of opportunities so thank you so much for joining I wonder if there's any questions we can field maybe one or two if there's any questions from online or from the room yes Tadja I have one on the reliability of emis Patrick are you able to hear yes I can hear on the reliability of emis yes because you mentioned that it's a large trunk of the data we have globally 50-60% but of course we're also going to missing data and dimension data so if you can tell something about the reliability of emis data with other sources and also potentially to kind of benchmark or validate emis data so you feel some confidence around using it so here I can talk maybe from experience actually work for the UNESCO statistics and most of the data that is provided to the UNESCO statistics actually comes from emis data and people often wonder about whether countries can massage the data and produce specific indicators but what the US does is that they collect raw data they don't collect indicators and because they have time series possibilities with household surveys or census data they are able to actually check on the robustness and the internal consistency of the data and surprisingly the data that comes from emis are particularly reliable and robust in terms of the raw count so you have very few cases where you have like unexplainable outliers or where you have specific issues that you're just wondering whether this data has been a massage or not I would say that if all actors in the chain and that includes sometimes even the teachers who are meant to fill in the form or then the local officers who are meant to report at the more centralized level if all actors are trained and formed I think the data has proven to be particularly reliable thank you ok I don't think there's any more questions in the room I don't see any online from anyone yeah great so thank you again very much Patrick then we're moving into the final part of our presentations and we have Prosper who will be talking to us about learning from health and adopting in education specifically looking at the school based COVID surveillance that has been ongoing in Uganda so Prosper I can share your screen for you ok yeah thank you I thought I was going to come after the break but let's drive this quickly yeah so we have a small use case here which again is also as a result of COVID and also our long term engagement of working with DHIS too so first of all we congratulate on the we have a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a 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