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

Posted on by Jillian Makungu in Blogs

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

Unlocking the Power of Data in Africa’s Education Sector

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BY CHARLES GACHOKI AND NAFISA WAZIRI

In recent years, the open data movement in Africa has experienced remarkable growth. What started as a focus on government programmes and portals has expanded into a dynamic ecosystem where civil society, research institutions, and the private sector drive the demand for data. To offer some perspective on the growing interest and importance of this issue, the African Union has estimated that the economic benefit of open data could equate to around 1-2 percent of GDP in Africa. Rallying behind this call, initiatives like the Data Governance for Africa Initiative have invested over US$1 million in the last year alone. Despite this progress, Africa’s open data performance still lags behind the global average. 

At its core, the open data movement is about empowerment. By making public sector data accessible, citizens can better understand how their governments are performing and hold them accountable for unmet goals. In the education sector, the stakes are high. Data shapes narratives, and those narratives influence power, policy, and resource allocation. This underscores the core objectives of the Unlocking Data Initiative. Established in 2020, and with recent support from the Global Partnership for Education Knowledge and Innovation Exchange (GPE KIX) and the International Development Research Centre (IDRC), this initiative has set out to strengthen education data systems and offer contextually responsive solutions to the challenges faced by researchers in Africa. 

Why Open Data Matters

As education reforms sweep across sub-Saharan Africa, the politics of data have become increasingly complex. Who controls access to data? Who decides how it’s used? And most importantly, how can data drive real change for learners, especially the most vulnerable?

Through the Unlocking Data Initiative, a consortium of Pan-African partners (eBASE Africa, EdTech Hub, ESSA, the University of Malawi’s Centre for Educational Research and Training (CERT), and Zizi Afrique Foundation) are at the forefront of efforts to answer these questions. This initiative (active in Cameroon, Kenya, and Malawi) aims to ensure that data becomes a powerful tool for educational transformation. 

To engage with partners and actors in the space, the Unlocking Data Initiative hosted a webinar on August 21, 2024, to launch the new phase of activities as part of the KIX grant. A wide range of organisations and participants including, representatives from the Ministries of Education in Cameroon, ⁠Mr TohMoh Joseph (Technical Advisor), Kenya, Mr Bartholomew Lumbasi (Director of Policy), and Malawi, ⁠Mr. Lanken Nkhata (Ag Head EMIS). These representatives joined researchers and education advocates through this interactive session to discuss data democratisation and explore ways of increasing access to and uses of education data. 

The Barriers to Unlocking Data

While the potential of open data is immense, early findings from the Unlocking Data Initiative research activities resonate with the experiences of stakeholders and partners. Simply put, significant challenges remain:

  1. Accessibility and Transparency: Many public datasets are difficult to access or not openly available, and the processes for requesting data can be opaque and bureaucratic. This includes a lack of clear metadata, original documentation, and contextual information to support the interpretation and appropriate use of the data. 
  2. Interoperability and Standardization: Data across different government agencies and programs often use different terminologies, formats, and definitions, making it difficult to aggregate and analyse data holistically. 
  3. Data Quality and Reliability: The quality of data collected is another critical issue. Inconsistent methods, outdated information, and political interference often undermine the reliability of evidence. For African nations to tell their stories and address challenges like learning poverty effectively, they need authentic, high-quality data that reflects their realities.
  4. Ethical Dilemmas in Data Sharing: Balancing transparency with confidentiality is a constant challenge. CSOs working with vulnerable populations must navigate ethical considerations, especially when data contains sensitive information about learners. Without proper anonymization and responsible use protocols, the risks of harm increase.
  5. Collaboration and Trust: Perhaps the biggest hurdle is the lack of collaboration between stakeholders. Mistrust, competing priorities, and unclear frameworks for data sharing create barriers that limit progress. For instance, while initiatives like Education Evidence for Action (EE4A) have made strides in fostering partnerships, much more needs to be done to bridge gaps and build trust.

A Path Forward

The Unlocking Data Initiative offers a promising model for change. By mapping foundational learning ecosystems, identifying gaps, and building capacity, this initiative is laying the groundwork for stronger, more collaborative data ecosystems.

Key strategies for success include:

  • Co-creation: Bringing together governments, CSOs, researchers, academics, and private organisations to design data tools and processes that are inclusive and responsive to local needs.
  • Digital Innovation: Establishing digital evidence hubs, such as the one proposed for Kenya’s Ministry of Education, to improve access and streamline data sharing.
  • Trust-Building: Developing clear policy frameworks and agreements to guide data sharing and ensure mutual accountability.
  • Capacity Building: identifying and plugging capacity gaps, especially with state actors and researchers, to not only be able to share data but also increase its usage in their decision-making.

By addressing these challenges head-on, Africa’s education sector can harness the full potential of open data to improve learning outcomes, reduce inequities, and drive sustainable change.

Join us!

Unlocking data isn’t just about technology or policy—it’s about collaboration, trust, and a shared commitment to the future of Africa’s learners. As the Unlocking Data Initiative and other efforts gain momentum, it provides a blueprint for how data can transform education systems and, ultimately, lives.

The question is no longer whether open data can make a difference but how we can overcome the barriers to make it a reality. Let’s continue the conversation—and the work—of Unlocking Data for a brighter future. Please visit our website and follow our partners CERT. eBASE, EdTech Hub, ESSA, and Zizi Afrique Foundation on social media. You are also invited to participate and contribute to this work by joining our community of practice and Unlock the potential of Data!