Education ministry says data usage will eliminate foundational learning gaps

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Uganda’s education system is grappling with a challenge in foundational learning, with many learners struggling to master basic literacy and numeracy skills. 

It is for this reason that education sector leaders are calling for a shift toward using data to improve learning outcomes.

Education ministry permanent secretary, Kedrace Turyagyenda, says there is urgent need to embrace data-driven decision-making in education emphasizing that data is not just a tool but a game-changer for Uganda’s education future.

“We have a serious problem. Some of our children, especially in rural areas, can’t read, write, or perform basic math. Addressing these gaps requires a critical need for data to identify and respond to weaknesses in the education system,” she explained.

Turyagyenda was addressing key partners and education stakeholders from the Education Ministry at GPE KIX Project Review meeting at Kabira Country Club in Bukoto, Kampala city on March 7, 2025.

She called on leaders at all levels to adopt a data-driven approach noting that with real-time data on student performance, teachers, headteachers and education officials can make informed decisions that drive meaningful improvements.

Primary education state minister, Dr Joyce Moriku Kaducu, echoed Turyagyenda’s sentiments, stressing that data is crucial not only for decision-making but also for resource allocation and effective planning.

Primary education state minister, Dr Joyce Moriku Kaducu. (Credit: Richard Ategeka)

“Data is the cornerstone of education. It’s essential for planning, decision-making, and ensuring resources reach the right places,” Kaducu said.

Kaducu urged for continued collaboration among all education stakeholders to ensure that data-driven reforms shape the future of Uganda’s education system.

“Our work here is for the benefit of our children, our parents and the future of this country. Let’s continue working together to strengthen our local education systems,” she added.

Commissioner basic education Cleophas Mugenyi highlighted the importance of data in several key initiatives, particularly during the COVID-19 pandemic.

“Without this system, we wouldn’t have opened the schools. The data-driven approach also helped local governments design district improvement plans and analyse results from the Primary Leaving Examination (PLE),” Mugenyi said.

Empowering schools and districts

Director programmes at HISP Uganda, Prosper Behumbiize, said the education ministry, in partnership with HISP Uganda, is working to empower districts with digital platforms for independent data management.

“This initiative has been tested in four districts: Mayuge, Gulu, Ntungamo and Wakiso since 2019 and is now set for nationwide expansion,” Behumbiize said.

He explained that the programme equips districts with laptops and storage cabins to ensure data is organised, secure and easily accessible.

“Our biggest achievement is getting districts to have data at their fingertips, right at the click of a button,” he added.

Turyagyenda outlined her vision for a future where data is central to Uganda’s education system.

“We have to wake ourselves up,” she urged, adding that a robust data-driven framework is essential for improving student performance and teacher effectiveness.

She proposed that simple indicators to track student progress monthly could help teachers identify and address learning gaps early.

“We can have these graphs in our schools, done per week. You don’t have to have a very complicated machine,” she said.

Challenges

Behumbiize pointed to the need for capacity building at the district and school levels to manage the new technologies.

“We must ensure that human resources at the district and school levels are supported and equipped to manage the new technologies,” he said.

Denis Okot, headteacher at Cwero Primary School in Gulu, raised concerns about power outages and inadequate knowledge among some headteachers, particularly in private schools, to complete data reporting tools.

“We are challenged by unstable power supply, which hinders data entry, and some schools lack the knowledge to fill in the termly tools properly,” Okot noted.

Despite these challenges, the emphasis on data as a tool for transforming Uganda’s education system is clear. By building capacity at the local level and continuing to embrace technological solutions, Uganda aims to close its foundational learning gaps and ensure that students graduate not only with certificates but with the skills needed to succeed in the 21st century.

Background

HISP Uganda has been working with the education ministry since 2019 to decentralise the management of education data at the district and school levels.

The project aims to empower districts with the tools, resources, and training necessary to manage their own education data independently.