In a significant move towards improving education across the continent, African parliamentarians have shown keen interest in adopting data-driven governance approaches. This development came to light during recent high-profile events at the Pan-African Parliament (PAP) in Midrand, South Africa, held from September 16-20, 2024.

Nyasha Mpani, Project Leader of the Data for Governance Alliance (D4GA) at the Institute for Justice and Reconciliation, participated in the proceedings. Mpani presented “Using Data to Improve Education: Creating Strong and Inclusive Learning Systems in Africa” to the various parliamentary committees. The presentation emphasised the critical role of data in addressing educational challenges such as access, affordability, and high student-teacher ratios.

Mpani urged the members of parliament to adopt data-driven governance approaches, against the backdrop of the 2024 African Union year of  education.  This call to action aligns with Article 17 of the African Charter, which aims to build resilient education systems preparing citizens for 21st-century challenges.

The events also included a joint seminar on “Agenda 2063: Fostering an Africa Fit for Children,” attended by various AU organs and civil society organizations. Douglas Wanja, East Africa Coordinator of D4GA, presented findings from Afrobarometer, highlighting challenges that make education unfit for African children.

Parliamentarians showed interest in obtaining country-aggregated data, underscoring the perceived value of data in improving policy and citizens’ lives. This interest was further reinforced during the 12th Annual Conference of Speakers of National and Regional Parliaments, which focused on building resilient education systems in Africa. The conference emphasized the critical role of parliaments in creating an enabling legislative environment for educational reforms. It also highlighted the growing acknowledgment among parliamentarians of data’s importance in enhancing educational outcomes.

As Africa continues to strive for improved education systems, this shift towards data-driven governance marks a significant step forward. The insights gained during these events are expected to inform ongoing efforts to advocate for evidence-based educational policies across the continent.

The collaborative spirit exhibited during these events, bringing together diverse stakeholders from governments, institutions, and development partners, signals a united front in tackling Africa’s educational challenges. As the continent moves forward, the role of data in shaping effective policies and practices in education governance appears more crucial than ever.