1. Context and justification

Overview

The Association for the Development of Education in Africa (ADEA) is a critical voice of education in Africa that seeks to empower African countries to transform schooling to meaningful learning. ADEA achieves its goal through its continental-level work and country-focused support using the thematic-based Inter-Country Quality Nodes (ICQNs) – communities of practice for peer learning, knowledge exchange, and experience sharing. Its vision is to create “a high-quality education and training system for accelerated sustainable development of Africa.” ADEA’s mission, therefore, is to “serve as an open and flexible pan-African organization that informs and facilitates the transformation of education and training systems for resilience, human capital development, and youth empowerment in Africa.”

Tackling Education and Skills Data Challenge (ESDC) Project Overview

Africa faces a data crisis in education and skills. Since the Education For All (EFA) 2000 and transcending subsequent major global and continental frameworks (MDGs, SDG4, AU Second Decade of Education for Africa 2006-2015, Continental Education Strategy for Africa 2016-2025), the availability of quality education and skills data for informed decision-making has been a perennial challenge in many African countries. This is in terms of evidence-based research, policy, planning, implementation, monitoring, and evaluation of impact. The COVID-19 pandemic exacerbated the situation, especially for the education sector. In many African countries, the education sector did not contribute significant comprehensive data to inform change in policy and practice responses regarding continued remote education and reopening of learning institutions.

Due to the above-identified challenges, ADEA is partnering with the Mastercard Foundation Centre for Innovative Teaching and Learning (CITL) in a five-year project, “Tackling Education and Skills Data Challenge (ESDC)”, to strengthen the capacity of up to 30 African countries “to produce, report and utilize quality data on education and skills for informed decision making in policy, planning, programme implementation, monitoring, and evaluation of impact.”

This initiative is expected to achieve the following objectives:

• Create an appetite for leadership to demand quality education and skills data. This will result in a shift in the decision-making approach to be more evidence-based.
• Strengthen the capacity of the Ministries of Education in the selected African countries to use quality data to reform their education sectors to provide quality education and skills to the youth.
• Provide a platform for peer learning, knowledge exchange and experience sharing among African countries on the production, management, and use of data on education and skills.
• Build regional peer learning for greater coordination and planning in education at regional level.
• Develop a roadmap for scaling up the 30-country experience to other African countries.

As part of the ESDC project’s ongoing efforts to strengthen national capacities on quality education and skills data production and utilization, comprehensive country needs assessments have been undertaken, priority areas identified, and action plans developed. ADEA engages in-country institutions to support the implementation of the action plans.

ADEA therefore seeks a dynamic and experienced in-country institution to support the Ministry of Education in Kenya (MoE Kenya) in the implementation of impactful capacity-strengthening interventions, based on agreed action plan, for sustainable growth in education and skills data production and use in the country.

2. Purpose of the Assignment

The selected in-country institution will support MoE Kenya in implementing the agreed action plan to meet the following objectives:

• Enhance knowledge and analytical capacity on education and skills indicators.
• Strengthen documentation practices related to the production and use of education and skills data.
• Improve the dissemination of education and skills data to inform policy and practice.
• Strengthen the policy framework for educational, research, and data management

This will entail, among others, coordinating the delivery of the capacity-strengthening interventions and ensuring the achievement of set deliverables.

3. Scope of work

The in-country institution, under the leadership and guidance of MoE Kenya, will be responsible for implementing the following activities:

A. Priority area 1: Data Reporting and Dissemination

i. Align the national monitoring framework to the continental and global education monitoring framework National Education Sector Plan (ESP), Continental Education Strategy for Africa (CESA) and SDG4.

Improving coherence between national and international education monitoring efforts is essential to enhance education planning and reporting. This activity will focus on aligning the national monitoring framework with the Education Sector Plan (ESP), the Continental Education Strategy for Africa (CESA), and SDG 4.

The in-country institution will work with MoE Kenya to implement the following activities:

• Training Ministry staff on the SDG 4 and CESA monitoring and evaluation frameworks to enhance understanding and support alignment with reporting requirements.
• Review, or /develop and validate where none exists, the national education monitoring framework in terms of the level of integration of relevant indicators from SDG4/CESA monitoring frameworks.
• Provide technical support and practical approaches to align national education and skills indicators with global and continental priorities.

Deliverables:

• Training modules
• National education indicators framework including selected indicators from SDG 4 and CESA frameworks (reviewed or validated if new).

ii. Train central level staff on data analysis

Strengthening the capacity of central-level ministry staff in data analysis is a strategic investment to strengthen evidence-based decision-making and improve the use of data for policy and planning. This activity aims to enhance skills in data processing, analysis, and reporting by leveraging dedicated applications and software to enable reproducibility, improve efficiency, and automate routine tasks.

The in-country institution will develop and implement a context-based training module to build staff competencies in:

• Education and skills data processing, analysis, interpretation and visualization
• Automation of the data processing and analysis life cycle
• Use of external data sources and evidence
• Best practices in reproducible research

Deliverables:

• Training modules
• Training report
• Evaluation report

iii. Train senior management on data-driven decision-making

To reinforce the use of evidence in decision-making, the in-country institution will develop and deliver a tailored training module covering:

• Interpretation of key education and skills indicators
• Best practices and techniques for translating evidence into action
• Leadership in evidence-informed culture

Deliverables:

• Training modules
• Training report

iv. Conduct stakeholder mapping

To enhance data production and use coordination, the in-country institution will conduct a comprehensive mapping of education stakeholders. This mapping will:

• Categorize stakeholders according to their roles in the education system
• Identify gaps and overlaps in data management responsibilities
• Provide a clearer understanding of the overall education data ecosystem

Deliverables:

• Stakeholder mapping report

v. Carry out the data need assessment survey while considering the scope in each of the state departments.

To ensure that ministry-produced data meets the needs of education stakeholders, the in-country institution will conduct a data needs assessment. The assessment will result in a report highlighting types of data to be collected in alignment with the revised national indicator framework.

Deliverables:

• Data needs assessment report

vi. Develop customized education and skills data collection tools for the three State Departments

Based on the findings from the data needs assessment, the in-country institution will develop revised data collection tools and guidelines.

Deliverables:

• Revised education and skills data collection tools and guidelines

vii. Develop education and skills data quality assurance manual

To improve the quality of education and skills data provided by different stakeholders, the in-country institution will support the ministry in developing a Data Quality Assurance (DQA) manual. This process will include:

• Assessing current practices and tools used to ensure data quality
• Developing a clear, comprehensive framework to guide consistent and reliable data management

Deliverables:

• Manual of standardized procedures for data quality validation.

viii. Develop and launch an education and skills data dissemination strategy

To enhance data accessibility across all education stakeholders, the in-country institution will support the ministry in developing a comprehensive data dissemination strategy. This will involve:

• Assessing current data dissemination practices
• Benchmarking against best practices
• Developing a clear strategy document to improve access to education and skills data
• Launching the strategy during a workshop with participation from all key stakeholders

Deliverables:

• National education and skills data dissemination strategy

B. Priority area 2: Policy Development

i. Develop a framework on education, research (higher education), and training data management policy

To build a strong data and evidence production system, the in-country institution will support the ministry in developing a clear and actionable framework. This framework will provide:

• Guidelines for effective data management and use
• Defined institutional arrangements
• Strategies for capacity building across relevant stakeholders
• Dissemination of the framework on education, research, and training data management policy

Deliverables:

• Policy on education, research, and training data management

ii. Establish a technical committee on education, research (higher education) and training data management

To strengthen coordination and oversight of data management, the in-country institution will support the ministry in establishing a technical committee composed of key stakeholders. This committee will:

• Provide guidance on data collection, analysis, and use
• Ensure adherence to established policies and frameworks
• Facilitate collaboration and information sharing across institutions

Deliverables:

• Validated Terms of Reference for the TWG
• Institutionalized and functional TWG in Education and Skills Data

iii. Support production of education statistical booklet (for recently collected data)

To enhance the availability and use of education data, the in-country institution will assist the ministry in producing a comprehensive statistical booklet that:

• Presents key education indicators in a clear and accessible format
• Summarizes trends, achievements, and gaps in the education sector
• Serves as a reference for policymakers, stakeholders, and the public

Deliverables:

• Education statistical booklet

C. Financial and logistic assignments:

1. Finance functions:

• Manage project budgets and track expenditures.
• Ensure financial transactions follow agreed standards and donor requirements.
• Prepare and share financial reports regularly for review.

2. Logistics functions:

• Manage procurement of goods and services required for implementation.
• Coordinate travel, meetings, and other operational requirements.

Deliverables:

• Quarterly financial report.

D. Communication and Advocacy

Communications on the project at the country level and advocacy on important thematic issues are essential to its success.

The in-country institution will undertake the following communications functions:

• Co-create with MoE Kenya and ADEA the development of a communication strategy, and publicity and training materials (content for infographics, etc.)
• Support to the project’s communications officer with creation of content for knowledge management for the duration of the project at the country level with country insights (blog pieces, dispatches, policy papers, articles, Op-ed, etc.)
• Provide support on country insights to the project’s communications officer on best approaches to operationalize the country communications strategy
• Support with media engagement and monitoring during the duration of the project in the country.
• Support with the preparation and drafting of communications report for the duration of the project in the country.

Deliverable:

• Communications strategy
• Monthly communications report
• Media monitoring report

4. Timeline

The implementation of the country action plan is estimated to be completed within a maximum of 12 months.

5. Qualification and Experience

i. Institutional Qualifications

• Legally registered in Kenya or within the Eastern African region, with authorization to operate in Kenya.
• Minimum of 5 years of proven experience in education data management, capacity building, and training.
• Demonstrated experience working with government ministries and education stakeholders.
• Proven ability to manage donor-funded projects with transparency and accountability.
• Data Management Proficiency: Expertise in data collection, analysis, management, and reporting, with a focus on education and skills data.
• Training and Facilitation Skills: Proven ability to design and deliver high-quality training programs, workshops, and mentorship sessions.
• Coordination: Ability to organize and manage training sessions, workshops, and events, including travel and accommodation for participants.

ii. Operational Capacity

• Financial Management: proven capacity to manage project funds with transparency and accountability.
• Procurement: demonstration of the implementation of standard procurement practices.
• Human Resources: demonstrate the ability to implement standard Human Resources management practices
• Grants Management: ability to run donor funded programs.
• Governance: involvement of management in projects.
• Audits: proof of annual financial audits
• Risk management: documented key aspects in the risk management plan

iii. Stakeholder Engagement and Collaboration

• Partnership: established relationships with Ministries of Education and other relevant stakeholders.
• Communication skills: effective communication and interpersonal skills to engage effectively with stakeholders.
• Result-driven oriented
• Quality Assurance: A commitment to deliver high-quality outputs, including training modules, reports, assessments, etc.
• Innovation: Willingness to adopt innovative tools, technologies, or methodologies to enhance the effectiveness of capacity-building activities.

iv. Expertise of Proposed Team

• Project Manager with expertise in education data systems.
• Data Management Specialist with experience in SDG4/CESA indicators.
• Training & Capacity Building Specialist experienced in developing and delivering training programs.
• ICT/Dashboard Developer proficient in Power BI or similar tools.
• Monitoring and Evaluation Specialist to track project implementation.

6. Application Requirements

Interested institutions must submit the following documents as part of their application:

• Organizational Profile: Mandate of the institution, including mission, vision, and key achievements.
• Legal status of the entity.
• Relevant Experience: 5 years of proven experience in education and skills data production and analysis and conducting capacity development programmes.
• Team CVs: Detailed CVs of the project implementation unit.
• Proposed Methodology: A clear and detailed plan for implementing the capacity-building plan.
• Detailed budget Proposal: A realistic budget aligned with the country plan.
• References: Contact information for at least five references from previous assignments.

Applications must be sent to adea-applications@afdb.org no later than November 7, 2025, at midnight GMT. The subject of the e-mail should be “ADEA ESDC Project in Kenya”.

Annex 1: In-country institution budgeting template Finance