Around 250 million children globally are unable to acquire basic skills despite increasing enrolment in primary school. Understanding the knowledge and data ecosystems in foundational learning (FL) is crucial for evidence-based decision-making, which addresses the learning needs of all children. In sub-Saharan Africa (SSA), learning poverty is especially severe at the foundational level, exacerbated by fragmented data and evidence, accessibility issues, and a lack of trust among stakeholders.
The observations drive the work of the Unlocking Data Initiative, which seeks to enhance the flow of education evidence use. Specifically, our work examines the state of foundational learning evidence and data systems in SSA, using Cameroon, Kenya, and Malawi as case studies. In doing so, we identified key challenges that impede evidence-based decision-making and undermine the ability of African education systems to deliver quality foundational learning outcomes.
To understand the foundational learning space in the three countries, we conducted situational analyses that employed a mixed-methods approach, combining systematic literature searches, desk reviews of evidence, stakeholder consultations, and primary data collection.
Key findings from our FL ecosystem assessment indicate that significant gaps remain when disaggregating existing data by gender, location, grade, and other critical variables in Kenya. In Malawi, FL data often lacks granularity at the district level, leading to limited visibility of marginalized communities, while Cameroon shows regional imbalances. Regarding evidence generation and flow, our comparative analysis shows that ongoing efforts frequently prioritise literacy compared to numeracy and socio-emotional skills. Moreover, weak linkages are observed between data systems and education policy, resulting in the underutilisation of FL evidence for decision-making.
Drawing on these results, among others, we recommend that education decision-makers in SSA purposely budget and allocate resources toward strengthening data systems, enhancing FL teachers, school leaders, and ministry officers’ data capacity, and promoting partnerships and data sharing.
Keywords: Foundational learning; Data systems; Cameroon; Kenya; Malawi.