Insight 4: Strengthening Data Literacy
Insight 4 delves into the imperative of building robust data literacy across diverse stakeholders within the EiE ecosystem including the MOE at different levels.
From comprehending the fundamental concepts of EiE to empowering school-level actors and enhancing the capacity of users, this insight underscores the transformative potential of effectively transforming data into knowledge to drive adapted actions. By linking long-term capacity development to real-world needs and fostering a deeper understanding of data value chains, the EiE community can navigate challenges and amplify the impact of their efforts. Let's explore the key dimensions of Insight 4, illuminating the path towards a more data literate and empowered EiE community.
Enhance Understanding of EiE and implication throughout the Data Value Chain
Even seasoned EiE data experts may lack a comprehensive understanding of the nuances of Education in Emergencies (EiE), leading to potential drawbacks in the quality and relevance of the produced data. It is imperative to ensure that all EiE actors possess a nuanced understanding of the EiE data ecosystem. This includes a clear grasp of what EiE data comprises, how it is generated, and its diverse applications.
We have seen that the findings have informed practice. One district manager was excited to report that they were able to use data to get self-study materials distributed. They feel like they are empowered. Previously it was a power struggle to convince politicians to intervene, but now district managers are able to use data. If they want to build a school where there is need, with data, they can see and demonstrate where support is needed. A game changer for them!
Support EiE Data Users – especially MOE at all levels – throughout the entire data value chain
The capacities of EIE data stakeholders - especially within the Ministries of Education (MoEs) - often focuses on data gathering, with limited emphasis on analysis or the strategic use of data for planning purposes. Numerous users of Education in Emergencies (EiE) data face challenges due to a lack of even basic data literacy, leading to difficulties in interpreting simple indicators. Building data literacy further extends to the ability to compare and contextualise data, as well as recognizing instances when data may not align logically.
The absence of clarity regarding data collection methods further compounds issues, hindering users from ensuring the reliability and trustworthiness of referenced data. To address these challenges, it is essential to prioritize building data literacy among users at central and at the subnational level. This initiative empowers them to comprehend, articulate, and advocate for the specific support required in various contexts.
The challenge [is] trying to make [data frameworks] ‘light touch’ but standardized: ensuring data generated are comparable, but flexible enough to ensure country contexts are appreciated. […] It’s also important to provide [comprehensive] data process support, and flagging where data don’t make sense.
Align Trainings with Real-world Needs and Emphasizing Long-term Capacity Development
Sustainability, relevance, and effectiveness of capacity-building initiatives are maximized when activities are directly linked to concrete real-world tasks and ongoing processes (i.e., JENA, ESA/ESP, Annual Abstract). Given that a significant portion of crisis planning, and response occurs at subnational levels, it is crucial to design trainings for subnational actors that are not only locally contextualized but also responsive to their specific needs. Rather than initiating future capacity-building efforts from scratch, it is advisable to build upon existing resources and experiences, ensuring a more seamless and impactful integration of knowledge and skills.
It is important to make [accessible] a training curriculum and related materials to prepare education officers at the different levels of the education system to understand and engage in the whole data chain [processes]. This could be designed locally (in-country) or provided as generic materials that can be contextualized for different contexts. Furthermore, [Training of Trainers (ToT)] materials targeting national MoEs, who would be tasked with the responsibility of cascading the training to the sub-national level[,] would also be equally important
Empower School-level Data Collectors with Enhanced Data Literacy
Teachers and other school-level actors are frequently relegated to the role of mere data collectors, overlooking their role as primary users of the data. There is a pressing need for a paradigm shift that empowers teachers to become active participants in the EiE data ecosystem. They should be capacities to engage with data meaningfully from its provision to the use to diminish barriers to quality and safe education the most at risk or emergency affected learners. Enhancing data literacy among school-level actors holds the potential to significantly improve crisis preparedness and response at the school level, aligning with both subnational and national educational objectives.
The senior staff know what different indicators mean. They are taking the data from the schools. [However,] at schools, they enter the data, but maybe they don’t know the aims of the data, why they are collecting the data. We need to raise awareness at the lower levels. We need to explain why we need their data, and then we need to report back to them. We need to work more with the people who are engaging in data production.