This post is the 13th in a blog series published in 2019 in the context of a collaboration between the Association for the Development of Education in Africa (ADEA) and the Global Partnership for Education.
Despite the progress made by African countries in producing and using education data to support planning and inform policy and decision-making, many gaps persist.
Several evaluations undertaken in the last decade by ADEA and other development organizations showed that most African countries face several challenges in producing education statistics that are timely, accurate and comprehensive.
This challenge is even more pronounced in conflict, post-conflict and fragile countries, where the number of refugees or internally displaced is high.
In addition, the coordination of actors within countries remains weak and the collection and reporting of data are fragmented and involve several ministries and institutions responsible for education management information system (EMIS).