In its latest publication, Toward a Data-Driven Education Sector in The Gambia: The Impact of Leadership and Collaboration, GPE highlights how strategic vision and coordinated partnerships have transformed the nation’s education system—even in the face of limited resources.
Despite spending nearly 40 per cent less on education compared to many sub-Saharan African countries, The Gambia has achieved outcomes that rival, and in some cases surpass, regional averages. Primary school completion rates now match the sub-Saharan African average, while lower-secondary completion rates are an impressive 30 per cent higher than the regional benchmark.
According to GPE, this success stems largely from the Gambia’s deliberate and effective use of Education Management Information System (EMIS) data. By relying on evidence to guide resource allocation, planning and monitoring, the country has maximised impact on learners’ outcomes.
The path to a data-driven education sector has been marked by consistent innovation and strong partnerships. In the early 2000s, with support from the UK’s Department for International Development (DFID), The Gambia pioneered the use of geospatial data through GIS technology for education planning.
Between 2006 and 2008, the UNESCO Institute for Statistics (UIS) and the International Institute for Educational Planning (IIEP) strengthened national capacity by introducing standardised school identification systems and simulation tools. These systems later proved critical during the COVID-19 pandemic, enabling the rapid distribution of emergency education funds.
From 2009 to 2018, regional collaboration expanded through initiatives led by the Association for the Development of Education in Africa (ADEA), which helped establish EMIS standards and promoted peer learning across the continent.
Since 2019, the adoption of the DHIS2 system for education, supported by GPE and the University of Oslo, have enabled individual-level data collection. Partnerships with Google, Microsoft and Cisco have further enhanced digital tools and training, including the launch of a Master’s degree programme in education data at the University of The Gambia.
GPE stresses that coherence across these diverse interventions was made possible by strong sector leadership. By harmonising contributions from multiple partners, The Gambia ensured that initiatives complemented rather than duplicated each other, sustaining progress and maximising efficiency.
The report underscores that the Gambia’s experience offers valuable lessons for other countries: a clear vision, country-led processes and a strong culture of data use can drive meaningful education reform even in low-resource environments.
Looking ahead, GPE identifies the next frontier as leveraging digital innovation to better integrate education data systems with broader government structures, promoting greater inclusivity and efficiency.
The Gambia’s story sends a powerful message: when leadership, collaboration and evidence are prioritised, data-driven education reform can transform not only classrooms, but entire societies.
