Education officials in Eswatini and Kenya prioritize data-driven policy

In Eswatini, UNESCO representative Mandisa Zwane emphasized the necessity of transforming education data into actionable policy during the Eswatini Education Management Information System (EMIS) Data Use Workshop. Zwane noted that while collecting statistics is a vital first step, the true value of data lies in its analysis and application to address gaps in resource allocation, equity, and learning outcomes.

In Kenya, the Ministry of Education launched a baseline report on Inclusive Early Childhood Education (IECE). The longitudinal study, conducted across 140 schools in seven counties, aims to strengthen disability-inclusive and gender-responsive learning. Nelson Sifuna, representing the Director General of Education, stated that the research findings should be translated into practical interventions to remove barriers to learning and support foundational literacy and numeracy.