Coming Together for Education Data

Without reliable education data, planning for the future of millions of children is like navigating in the dark. In early September 2025, we joined colleagues from across West Africa in Monrovia, Liberia, for the country’s first Education Management Information Systems (EMIS) Peer Review. Together, EMIS Leads from Liberia, Sierra Leone, The Gambia, and Nigeria shared lessons and charted a new course toward an inclusive, reliable, and sustainable data system, followed by a National Dialogue, engaging key stakeholders to develop innovative solutions. Facilitated by the African Union Commission’s Pan-African
Institute for Education for Development (AU-IPED) through the GPE KIX Africa 19 Hub, this collaboration reminded us that while every country’s education system is unique, the challenges we face - and the hopes we share, are strikingly familiar.

Why EMIS Matters for Liberia

Liberia’s EMIS journey has not been easy. The country conducted its last national school census in 2022, but since then, data collection has stalled due to limited resources. This gap leaves policymakers without up-to-date information to guide planning for the nearly 1.5 million learners across 6,000 schools (ASC, 2022 Report). Liberia’s national EMIS assessment under the AU KIX Africa 19 EMIS Norms and Standards Framework revealed significant strengths and gaps. While the Ministry of Education operates under a general statistical mandate, specific EMIS policy instruments, data privacy protocols, and legal
enforcement mechanisms remain limited. In particular, Liberia scored low in areas related to Policy and Legal Frameworks and Resource Availability, underscoring the need for stronger institutional anchoring and predictable financing for annual school censuses. Through the Peer Review, we observed Liberia’s continued commitment to strengthening its education data systems having successfully transitioned from a paper-based, fragmented, and delayed EMIS 1.0 to a digitized and integrated EMIS 2.0, the country now aims to advance toward a more robust, inclusive, and fully optimized digital EMIS platform.

Lessons from Neighbors

The power of peer learning came alive as we exchanged practical innovations:

From Nigeria: Institutionalize EMIS financing through a ministerial directive or policy circular mandating that at least 1% of the national education budget is allocated to EMIS operations. This ensures sustainability and accountability at both central and county levels.

From Sierra Leone: Introduce a phased geo-mapping and learner ID initiative, starting with two counties. This pilot could serve as a proof-of-concept for integrating digital learner records and tracking enrolment, retention, and transition rates.

From The Gambia: Expand mobile and SMS-based data collection tools to reach rural schools and accelerate validation timelines. The Gambia’s hybrid model demonstrates that even in low-connectivity environments, decentralized data validation can significantly reduce delays.

For Liberia, these experiences served as both inspiration and valuable lessons. They have provided a clear and practical pathway for the country’s recent transition from the paper-based EMIS 1.0 to its newly introduced, digitally integrated EMIS 2.0, which is a system built on principles of inclusivity, cost-effectiveness, and national ownership. We collectively recognized that strong policies, effective leadership, and sustainable funding are essential to ensure these EMIS reforms take root and deliver lasting impact.

National Ownership at the Core

What stood out most for us was Liberia’s strong sense of national ownership. Rather than being donor-driven, the process was led by Liberians themselves - government leaders, statisticians, planners, ICT teams, and regional officers. They spoke openly about challenges: limited internet, lack of dashboards, and insufficient computers at county level. Yet they also expressed pride in their determination to build a system that works for Liberia, not just to meet international reporting requirements.

These commitments were consolidated into a costed three-year EMIS Action Plan, outlining six priority areas that will anchor Liberia’s transition to a modernized and inclusive data system:

1. Policy and Governance: Strengthening EMIS legal and policy instruments with clear enforcement mechanisms aligned to Liberia’s Education Sector Plan (ESP).
2. Data Systems and Standards: Introduction of a national unique Learner and Teacher ID system for integration, monitoring, and traceability.
3. ICT Infrastructure: Investment in servers, dashboards, and connectivity for decentralized, real-time data collection.
4. Data Quality Assurance: Institutionalization of an annual validation framework and standardized data accuracy protocols.
5. Capacity Development: Establishment of annual training for EMIS staff and county focal points to build technical expertise in ICT and statistical methods.
6. Sustainable Financing: Endorsement of a financing framework where the Government of Liberia will contribute 60% of resources, with 40% expected from development partners

The plan, with a total budget of USD 4.5 million, reflects a strong commitment to domestic financing with 60% from government and 40% from development partners.

After listening to regional peers share their experiences, Liberia’s national team - comprising education officials, county officers, statisticians, planners, and development partners, examined how these lessons could be adapted locally. Through the National Dialogue, these stakeholders co-designed Liberia’s own roadmap, focusing on four urgent priorities:

• A legal framework that compels all schools, public and private, to submit data.
• Unique learner and teacher IDs to track progress over time.
• Stronger ICT infrastructure and data integration across ministries.
• Sustainable domestic funding to reduce reliance on donors.

These steps are not just technical fixes. They are about making every learner visible - especially girls, children with disabilities, and those in rural areas. Strengthening EMIS is, at its heart, a gender equality and social inclusion issue.

Beyond the technical discussions, the Peer Review reminded everyone that KIX is about people - the commitment of those who serve in education systems, the voices of national leaders making change happen, and the connections among researchers, policymakers, and partners that make collaboration real. It is these human links that turn data systems into systems of trust.

A System of Support and Collaboration 

For us, the Liberia Peer Review was more than a technical exercise - it was a collective reaffirmation that KIX is about people: the dedication of those who serve in education systems, the voices of national leaders driving change, and the networks that make collaboration possible.

At its heart, GPE KIX builds a system of support and solidarity. We left Monrovia encouraged, knowing that the lessons exchanged among our countries are paving the way for stronger, more equitable data systems across Africa. For Liberia, this solidarity provides strength for the road ahead - as it works to finalize a comprehensive EMIS policy, integrate equity indicators more fully, and align its data systems with continental norms and global commitments like SDG 4 and the Continental Education Strategy for Africa (CESA 26-35).

To sustain this momentum, Liberia could explore fostering South–South collaboration, for example, exchange visits where Liberia’s EMIS team shadows The Gambia’s ongoing DHIS2-for-Education integration or Sierra Leone’s GIS-based school mapping, would strengthen applied learning and regional capacity. Such collaboration transforms peer review outcomes into continuous improvement cycles.

Benefits of KIX System EMIS Peer Review to the Host country;

a.    the peer review helps identify systemic challenges and institutional gaps in Host country's Education Management Information System (EMIS), enabling targeted improvements;
b.    the exercise allows for capturing best practices from peer countries, providing opportunities for Host country to learn from others and adopt effective strategies; and

c.    AU-IPED and the KIX Africa 19 Hub will provide technical and financial support for Host country's EMIS.

Looking Ahead

Liberia is at a pivotal moment. With strong political will, lessons from peers, and a clear action plan, the country is committed to establishing a robust, digitized, and sustainable EMIS. With its implementation, Liberia will not only benefit from strengthened evidence-based decision-making but also ensured equitable education opportunities for every learner.

The Liberia EMIS Peer Review was not just about data systems. It was about us - African colleagues, coming together across borders, sharing lessons, and building trust. It was about recognizing that behind every number is a child, a teacher, a community. And it was about ensuring that no learner is left invisible.

Liberia’s EMIS journey also reinforces a broader lesson for the region: that data systems are social systems – built on trust, collaboration, and shared responsibility. As The Gambia finalizes its EMIS 2.0 digital migration, Sierra Leone strengthens its learning assessment integration, and Nigeria scales state-level EMIS accountability frameworks, Liberia’s commitment adds a vital piece to West Africa’s collective education data ecosystem.

This is particularly timely, as Liberia prepares to publish its new 2024 Annual School Census in the coming months - a milestone that will showcase the country’s progress toward a more data-driven and digitally empowered education system.

Together, these efforts represent a regional movement toward equity-focused, interoperable, and sustainable EMIS platforms capable of transforming education governance in Africa.

About the Authors
AU-IPED, Honorable Thomas Momo Parker - Deputy Minister for Planning, Research and
Development, Liberia, Seedy Jallow - SEO System Analyst, EMIS and ICT Unit, Directorate
of Planning (PPARBD), The Gambia , John Chidi - Assistant Director, Federal Ministry of
Education, Nigeria.