The Ministry of Education and Sports has called for deeper integration of data-driven systems in education planning, saying evidence-based decision-making is now essential in an era of rapid change, limited resources, and rising accountability demands.
Speaking during a project meeting for the Strengthening and Enhancing Education Data Systems (KIX-SEEDS) initiative at Golden Tulip Hotel in Kampala, the State Minister for Primary Education Moriku Kaducu said Uganda must scale and institutionalise innovations that strengthen education data systems across the country.
“As stakeholders, we must ensure that data remains central to education planning. The focus should now be on scaling and institutionalising these innovations within national systems,” Kaducu said.
She emphasised that the ministry is committed to embedding best practices into policy to ensure the sustainability of data-driven reforms.
“We are living in a time of rapid change, limited resources, and increasing demand for accountability. Decisions can no longer rely on assumptions or tradition—they must be guided by reliable, timely, and actionable data,” she added.
Kaducu noted that strong data systems are no longer just technical tools but strategic assets that improve planning, resource allocation, and service delivery.
She highlighted Uganda’s Education Management Information System (EMIS) as a key platform supporting education planning, adding that efforts are underway to harmonise and strengthen data systems across government departments.
The minister also underscored the importance of capacity building to ensure that data is effectively used in policy and decision-making processes, reaffirming Uganda’s commitment to working with regional and global partners to strengthen data use in education.
The KIX-SEEDS project, implemented over the past two years, has brought together partners across Africa and beyond to improve education data systems and their use in planning and service delivery.
Speaking at the same event, Project Manager Daniel Mwanga highlighted the growing need for professionals who can interpret and use data effectively to guide policy decisions.
He said the rise of artificial intelligence presents a major opportunity to transform education data systems.
“We are living in the age of artificial intelligence. We must begin integrating AI into our data systems to speed up analysis, deepen understanding, and generate more meaningful insights,” Mwanga said.
He noted that while data is abundant, it is often underutilised, adding that AI could help unlock deeper insights to improve learning outcomes and ensure that no learner is left behind.
Mwanga called for scaling innovations across districts, strengthening capacity at all levels, and improving IT infrastructure through multi-sectoral collaboration. He also emphasised the need for standardised data tools and stronger policy alignment across government systems.
He observed that the education narrative is shifting from centralised reporting to school-led data ownership, allowing institutions to tell their own stories based on evidence.
Commissioner for Basic Education Cleophus Mugenyi said the project has demonstrated the importance of timely, relevant, and usable data in improving education outcomes.
He cited an example from Gulu, where a school used its own data to successfully secure support from World Vision without requiring approval from district or central authorities.
“This shows the power of accessible and usable data,” he said.
Mugenyi added that the initiative has strengthened equity and inclusion by enabling schools to respond to local challenges and articulate their needs more effectively.
He emphasised the importance of sustainability, urging stakeholders to integrate project lessons and tools into national systems.
Uganda has made progress through systems such as EMIS and the Digital Agenda Strategy, which is advancing digital learning and expanding the use of technology in education delivery. Stakeholders were encouraged to scale successful innovations and strengthen school-level data use.
The KIX-SEEDS project, supported by the International Development Research Centre (IDRC) under the Global Partnership for Education Knowledge and Innovation Exchange (GPE KIX), is being implemented in Uganda, Burkina Faso, and Senegal.
In Uganda, the project is active in Entebbe Municipality, Gulu City, Gulu District, Ntungamo Municipality, and Mayuge District, where it has supported 112 schools in improving termly data reporting systems.
More than 200 teachers and education officials have been trained in data collection, analysis, and use, significantly improving how data informs day-to-day decisions at school and district levels.
The African Population and Health Research Center (APHRC), in collaboration with HISP Uganda, is coordinating the end-of-project meeting in Kampala, bringing together policymakers, researchers, and development partners to reflect on lessons learned and discuss how to sustain and scale digital education data systems.
