Mapping What Matters: FLN Evidence Gaps in Cameroon, Kenya, and Malawi.

Insights from the July 9 Unlocking Data Webinar on Who produces and uses data? A Dialogue on Evidence, Power, and Participation in African Education System

By Sherifa Nashipu, Research Fellow at eBASE Africa

“Data must serve not only decision-makers, but also the communities it represents.”

On July 9, 2025, stakeholders from across Africa came together for a powerful virtual dialogue exploring the role of data, power, and participation in shaping education systems. Hosted by the Unlocking Data Initiative, the webinar focused on a key output of the initiative: newly developed Education Evidence Gap Maps (EGMs) for Cameroon, Kenya, and Malawi. These maps shed light on where education research is currently concentrated, where gaps persist, and how stakeholders can make better-informed decisions.

This recap highlights the key insights and discussions from the event. 

Mapping the Gaps: What the EGMs Reveal

The session kicked off with a presentation of the new Education Evidence Gap Maps, which visualize research trends and gaps across various themes within foundational learning.

Key findings included:

• In Cameroon, there is limited research on foundational literacy and numeracy (FLN), with most available data found in grey literature. Thirty-eight out of fifty-five studies were published by male researchers, leaving female researchers in the minority. Additionally, there is a notable lack of systematic reviews or experimental studies. Many publications appear in English and are produced by male researchers, often published in ministry journals (60%). Recommendations included promoting bilingual research, translating key studies into local languages, and encouraging more female authorship in FLN topics.

Evidence Gap Map, Cameroon. 

• In Kenya, while more women are involved in foundational learning research, most publications still come from male authors. Key gaps were found in research on curriculum development, teacher training, and education access for marginalized populations like refugees and migrants. Notably, there was little to no data on systematic reviews.

Evidence Gap Map, Kenya. 

• In Malawi, women dominate FLN research output, marking a contrast with the other two countries. However, education policies are often developed with minimal supporting evidence, highlighting a disconnect between data production and policy formulation.These findings underline both shared and country-specific challenges in generating and using evidence to strengthen education systems.

Evidence Gap Map, Malawi.

Building a Culture of Evidence Use

Beyond the technical findings, the webinar also illuminated the broader ambition of the Unlocking Data Initiative, a Pan-African partnership between eBASE Africa, EdTech Hub, Education Sub-Saharan Africa (ESSA), the University of Malawi’s CERT, and the Zizi Afrique Foundation.

Rather than focus solely on generating more data, the initiative aims to cultivate inclusive, locally grounded evidence ecosystems. Its approach centers on:

Placing local decision-makers at the heart of evidence production and use
Prioritizing actionable, demand-driven research
Building infrastructure rooted in African needs, priorities, and leadership
This shift, from data quantity to data relevance, was echoed passionately by one speaker, who described the vision behind the initiative:

“We’ve built a community of practice, bringing together diverse stakeholders to work with existing data. What’s exciting is how we’re flipping the lens, focusing on the demand side. We're not just producing research, but responding to real questions from the ground and serving the children and communities we love.”

Looking Ahead: Takeaways and Next Steps

The dialogue reinforced a central truth: meaningful education reform requires more than data, it demands shared responsibility, contextual understanding, and collective action.

Key takeaways included:

1. National Research Agendas: Build inclusive research agendas that engage all stakeholders, especially at the subnational level.
2. Data Portals: In Malawi, plans are underway to connect data holders and create a portal to increase visibility and coordination across the sector.
3. Gender and Language Equity: In Cameroon, stakeholders recommended more bilingual and female-led research, as well as translating studies into local languages.

Join the Movement

The Unlocking Data Initiative is reshaping how education data is produced, shared, and used, centering African voices and lived experiences to create responsive, equitable systems.

Visit the Unlocking Data website to learn more about the Evidence Gap Maps.