Bridging the Data-Evidence Gap in Education for Improving Foundational Learning in Malawi

By Paul Chiwaya, Louiss Saddick, Halima Twabi, and Esme Kadzamira

Invisible evidence and inaccessible data undermining the progress of foundational learning in Malawi. What will it take to make evidence visible and data accessible?

Introduction

In this blog, we explore gaps in evidence availability and data accessibility that hinder informed decision-making on foundational learning in Malawi, and discuss the key actions needed to make evidence visible and data accessible. We conducted a country situational analysis to map data and evidence on foundational learning since 2010. The findings reveal that despite increasing recognition of the importance of foundational skills such as literacy, numeracy, and socio-emotional competencies, progress is held back by high internal inefficiencies, poor learning outcomes, and an underutilised evidence base that remains sparse, fragmented, and often inaccessible (⇡Kadzamira et al., 2025; ⇡Asim & Gera, 2024).

The state of Foundational Learning in Malawi

Malawi’s education system has long struggled with chronic resource constraints, inadequate infrastructure, high repetition rates, and high pupil-teacher ratios—factors that continue to undermine the delivery of quality foundational education. These systemic challenges have made it difficult to ensure that all children acquire basic literacy and numeracy skills. Despite concerted efforts by the government and development partners, learning outcomes at the foundational level remain alarmingly low.

National assessments conducted since the early 2000s, such as the Early Grade Reading Assessment (EGRA) and Early Grade Mathematics Assessment (EGMA), reveal that a significant proportion of Malawian learners in the early grades are not meeting the expected benchmarks for reading and numeracy (⇡Pouezevara et al., 2012; ⇡Brombacher, 2019). These challenges are particularly acute in rural areas, where shortages of qualified teachers and adequate learning materials are most severe (⇡Asim & Gera, 2024). 

To help turn the tide, international organisations like Save the Children, USAID, and the World Bank have stepped in with programs to boost foundational learning in Malawi. These programs have introduced early literacy and numeracy interventions, teacher training, and community engagement initiatives. But there’s a catch—without reliable data to track progress, it’s difficult to determine their effectiveness, identify what works and what doesn’t, and sustainability build on any gains made.

Data gaps and inaccessibility: A major barrier to progress

A significant obstacle to improving foundational learning in Malawi is the lack of accessible and reliable data. Accurate data collection is crucial for understanding the state of learning in the country, identifying improvement areas, and measuring the effectiveness. One of the key issues is the sheer inaccessibility of data. Much of the data on foundational learning is collected through large-scale assessments, national surveys, and international evaluations. Yet, this information is not always publicly available or easily accessible to stakeholders who need it most. While government ministries, international organisations, and research institutions may collect valuable data, the lack of a centralised database or platform to share and access this data presents a major barrier to progress.

Data is often siloed, either within government agencies or within the organisations that commissioned the studies. These restrictions limit collaboration and hinder the use of data to inform national policies and programming. Without clear, open, and transparent data systems, stakeholders such as educators, policymakers, and civil society organisations struggle to make data-driven decisions to improve foundational learning.

Furthermore, limited access to education data in Malawi hinders efforts to identify gaps and inconsistencies in the data system, making it difficult to gain a clear understanding of the challenges learners face in acquiring foundational skills. For instance, while assessments like EGRA and EGMA provide some insight into literacy and numeracy learning outcomes, far less information is available about socio-emotional learning. Data on the learning environment, including teacher-student interactions, the quality of instructional materials, and the role of parental involvement, is also scarce. This incomplete picture means that interventions may only address a portion of the problem, inadvertently leaving critical areas overlooked.

The invisibility of evidence: A hindrance to effective policy

The problem of invisible evidence is closely tied to the issue of data gaps. Even when data is collected, it is often not synthesised into actionable evidence that can inform policy, programs, and decision-making. As a result, foundational learning interventions in Malawi are sometimes based on assumptions rather than robust evidence, reducing their overall effectiveness.

Another aspect of this challenge is the limited analysis of students’ progress over time. Although our mapping exercise revealed the existence of longitudinal datasets that can be used to analyse students’ progress over time, these datasets have not been analysed. As a result, it is difficult to determine whether interventions aimed at improving foundational learning have sustained effects on learners’ outcomes. Furthermore, limited research exists on the specific needs of different regions, such as rural versus urban areas, which can result in one-size-fits-all solutions that may not address the unique challenges faced by various communities.

Addressing the gaps: Steps toward improvement

While the challenges related to data and evidence are significant, they are not insurmountable. Several key actions can be taken to address these issues and increase the use and users of foundational learning data in Malawi:

  • Strengthening data systems through co-creation of a centralised data portal: One critical step is strengthening Malawi’s education data systems. This should involve creating a centralised platform where data from different sources—government assessments, donor programs, and independent studies—can be housed and accessed by all stakeholders. Such a platform should prioritise openness, accessibility, and transparency, allowing for real-time data sharing and breaking down existing data silos.
  • Improving data collection: There is a vital need to improve the quality and scope of data collection efforts. Beyond literacy and numeracy, data should also capture socio-emotional skills, teacher quality, classroom environments, and parental involvement. To ensure inclusivity and relevance for targeted interventions, data must be disaggregated by region, gender, socioeconomic status, and disability. Furthermore, regular feedback sessions are essential for identifying gaps in data collection methods and tools and for continuously improving data systems. 
  • Transforming data into actionable evidence: Collecting data is only the first step. Malawi must invest in systems and processes that transform raw data into actionable evidence. This includes establishing well-resourced national and sub-national data analysis units capable of synthesising complex datasets into clear, evidence-based policy recommendations. At the sub-national level, tools like dashboards enable rapid data visualisation and support timely, informed decision-making. These tools also play a critical role in identifying data gaps and improving data collection methods and tools.
  • Engaging stakeholders: Addressing the foundational learning crisis requires a collective effort from all stakeholders involved in the education sector. This includes the Ministry of Education, development partners, civil society organisations, and local communities. Regular stakeholder engagement will ensure that on-the-ground realities inform interventions and address the unique needs of different regions and groups, moving away from potentially ineffective one-size-fits-all approaches.
  • Fostering a culture of transparency and accountability: Finally, there needs to be a greater emphasis on transparency and accountability on data within the education sector. This can be done by, among other things, revising data-sharing policies to allow ethical sharing and access to important education data and creating agreements between the Ministry of Education and stakeholders to support evidence-based planning. By making data and evidence publicly available, the government can foster a culture of transparency and accountability. This, in turn, will encourage education stakeholders to utilise data-driven approaches in designing, implementing, and evaluating foundational learning programs, ultimately leading to more effective and sustainable outcomes.

The promise of foundational learning in Malawi cannot be realised without addressing the critical gaps in data and evidence. Strengthening data systems, improving the accessibility of information, and turning data into actionable evidence are essential to building an education system that provides every Malawian child with the skills they need to succeed in life. By confronting these challenges head-on, Malawi can ensure its foundational learning programs are effective, equitable, and sustainable, laying the groundwork for a brighter future for all. 

References

  • Brombacher, A. (2019). Research to Investigate Low Learning Achievement in Early Grade Numeracy (Standards 1–4) in Malawi: The victory of form over substance. HEART. https://docs.edtechhub.org/lib/AIUSUUNA
  • Kadzamira, E., Saddick, L., Twabi, H., & Chiwaya, P. (2025). Exploring the Foundational Learning Data and Knowledge Ecosystem in Sub-Saharan Africa: Malawi’s Situational Analysis. Unlocking Data. https://doi.org/10.53832/unlockingdata.1019

What it takes to move from education evidence to action

By Unlocking Data Initiative

This blog highlights key insights from a recent webinar that focused on foundational learning data from Cameroon, Kenya, and Malawi

Data and evidence are crucial in improving educational outcomes, including foundational learning. However, fragmented data ecosystems, limited accessibility to evidence and data, and mistrust between stakeholders continue to hinder its full potential. The Unlocking Data Initiative has been driving conversations to increase the use and users of data across sub-Saharan Africa. Since 2024, the initiative, funded by a GPE-KIX grant has been working in Cameroon, Kenya, and Malawi to map foundational learning data and implement collaborative research methods with data stakeholders to address bridge data gaps. In February, our webinar explored the state of foundational learning data in these countries, as published in 3 situational analysis reports for each of Kenya, Cameroon, and Malawi, as well as a cross-country report comparing challenges and lessons learnt. The webinar highlighted key challenges, opportunities, and practical ways to strengthen evidence use in foundational learning. Here are our key takeaways:

A critical first step: What do we know about the definitions of foundational learning in Unlocking Data focus countries?

As explained by Rigobert Pambe, Deputy Programme Lead at eBase, in Cameroon, foundational learning lacks a clear definition within policy and practice, making it difficult to align interventions across the region. While strong policies exist, implementation remains a challenge, particularly in conflict-prone areas. In Kenya, foundational learning focuses on improving learning outcomes for learners between the ages of 4 and 10.

The stakeholder landscape for foundational learning

Cameroon’s strong policies that drive foundational learning are embedded within the country’s education-governing institutions. Data from the country’s situational analysis reveal that the universities are not very involved in research on foundation learning. Most of the research outputs found focused on literacy and a little bit on teacher professional development. Areas like numeracy, social and emotional learning, and inclusive education were relatively neglected. 

In Kenya, the county government takes charge of early child development education (ECDE), while the national government delivers education services for primary 1 and upwards. This leads to fragmented efforts and inconsistent policies across the different levels of learning. 

In Malawi, foundational learning is managed across multiple ministries. The Ministry of Gender, Community Development, and Social Affairs is responsible for early childhood education, while the Ministry of Education focuses on basic and other levels of education, with little collaboration. This leads to gaps in data use and decision-making. 

Is fragmentation limiting data use and causing mistrust within the ecosystem?

Across all three countries, mistrust between government agencies, researchers, and policymakers limits the effective use of data. Governments often prefer to rely on their data, while researchers struggle to access official datasets. In Cameroon, research on foundational learning is limited, with universities largely disengaged. Much of the available data is published in English, limiting accessibility for francophone audiences, but also indicating limited opportunities for women to engage in data generation and publishing. A gendered analysis of publications also indicates limited female presence in the data generation space. In Kenya, researchers often reference data from the development sector or donor organisations such as the World Bank. In most cases, this data is easily accessed by development partners from the government because of a seemingly credible engagement between the government and the development sector. Meanwhile, in Malawi, researchers hold valuable insights on early childhood education, but much of their work remains siloed within universities, never making its way into classrooms where it’s needed most. This is mostly driven by researchers who fear the possibility of exposure of gaps in the data collection process and having their data plagiarized.

Gaps in foundational learning data

Across the countries of focus, research tends to focus heavily on literacy, with minimal attention to numeracy, social-emotional learning, inclusive education, and pre-primary readiness. Special needs education data remains scarce, making it difficult to design and implement inclusive policies. Data collected by governments is often outdated by the time it reaches decision-makers, as there is little integration with data collected by the respective ministries and departments, civil society organisations (CSOs) and universities.

What do we learn from what is working?

There are various opportunities to improve data use and data sharing. The Kenyan county governments are increasingly seeking support to package data into actionable reports, signalling a willingness to open data to the rest of the ecosystem and a shift towards evidence-based decision-making. In addition, a foundational learning community of practice has been formed to offer technical assistance on foundational learning policies and resource mobilization. Networks of organisations in Cameroon are coming together to share knowledge and set a common agenda for foundational learning, while in Malawi, new district-level data collection initiatives are piloting real-time dashboards, allowing for timely decision-making based on local needs.

How can the data ecosystem be strengthened across the three countries?

“The Kenyan universities, ministry directorates, and departments are now reaching out to co-create data collection tools, synthesize existing evidence, and in general strengthen the research functions. This is a good endorsement towards the long-term goal of evidence use in decision-making,” says Charles Gachoki, Research Manager, Evidence Synthesis and Translation, Zizi Afrique Foundation. To help strengthen this collaboration and put data into good use, creating champions and communities will encourage lateral learning for decision-making based on evidence.”

Building a central data repository will help in establishing a single open and accessible source of truth when it comes to connecting all data sources. Rigobert Pambe emphasises the need to establish a way to set up policies for data sharing, collection, and archiving. This unified, open-access platform for foundational learning data could streamline collaboration among stakeholders. While this could be a stronger solution, it needs an intentional and strategic investment in training and setting up digital systems that could help stakeholders collect, share, and analyze data more effectively.

There continues to be a call to create data sharing and archiving policies, in which clear regulations on data access, confidentiality, and use are put in place to build trust and increase data availability. There is an opportunity to learn from the other sector. For instance, in Malawi, the agricultural sector has successfully created a shared data portal linking donors, government agencies, CSOs, and academia. A similar model could be adapted for education and the stakeholders in Malawi are working on it, starting with building stakeholders’ capacity at the district level.

Moving Forward

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