Data Must Speak

Le gouvernement togolais, à travers le plan sectoriel de l'éducation (PSE) 2014-2025, vise à atteindre une éducation primaire universelle de qualité. A travers cet objectif, le gouvernement reconnaît les défis actuels en liaison avec l'accès et la participation à l’éducation primaire, ainsi que dans la rétention de tous les écoliers Togolais. Mieux comprendre les performances des écoles fait partie des actions nécessaires pour relever ces défis.

The Data Must Speak (DMS) research team at UNICEF Innocenti has worked closely with Ministry of Education partners to co-create and conduct in-depth analyses of administrative data. Often, lack of data is seen as barrier to creating evidence-based policy. However, when it comes to education, the vast majority of existing administrative data is still undervalued and underused. Harnessing the potential of existing datasets is not only cost-effective but sustains ownership and investment in national data systems.

Cette note thématique, dont le sujet traite de l’education des filles: leurs apprentissages et leurs progressions dans le systeme educatif Togolais, fait partie d'une série de notes thematiques qui présente les résultats principaux de l’analyse quantitative de la recherche Data Must Speak (DMS) au Togo. En fusionnant et en analysant les bases de données administratives déjà existantes dans le pays, cette série met en évidence les ressources et les facteurs contextuels spécifiques associés aux bonnes performances scolaires au Togo. Plus important encore, elle vise à informer le dialogue politique et la prise de décision au Togo et dans d'autres pays intéressés.

Data Must Speak - une initiative mondiale mise en œuvre depuis 2014 - vise à combler le manque d’évidence afin d’atténuer la crise de l'apprentissage en utilisant les données existantes. La recherche DMS sur les modèles positives est cocréée et mise en œuvre conjointement avec les ministères de l'Éducation et des partenaires clés. Elle s'appuie sur des méthodes mixtes et des approches innovantes (telles que l'approche modèle positive, les sciences du comportement, la recherche sur la mise en œuvre et la science de la mise à l'échelle) pour produire des connaissances et des enseignements pratiques sur "ce qui fonctionne", "pourquoi", et "comment" mettre à l'échelle ces solutions locales.

Cette note thématique explique les raisons pour lesquelles il est important d'investir dans la profession enseignante. Cette note fait partie d'une série de notes thématiques qui présente les résultats principaux de l’analyse quantitative de la recherche Data Must Speak (DMS) au Togo. En fusionnant et en analysant les bases de données administratives déjà existantes dans le pays, cette série met en évidence les ressources et les facteurs contextuels spécifiques associés aux bonnes performances scolaires au Togo. Plus important encore, elle vise à informer le dialogue politique et la prise de décision au Togo et dans d'autres pays intéressés.

The pandemic has aggravated a learning crisis and put global goals in jeopardy. And yet, even in the most challenging educational contexts, some schools outperform others located in similar contexts and with an equivalent level of resources. Why do these exceptional schools, known as ‘positive deviant’ schools, achieve improved outcomes in learning, retention, equity and gender equality? Data Must Speak (DMS) – a global initiative implemented since 2014 – aims to address the evidence gaps to mitigate the learning crisis using existing data. DMS’s research component is co-created with ministries of education. It relies on mixed methods to generate knowledge, alongside practical lessons about ‘what works’, ‘why’ and ‘how to’ scale grassroots solutions for national policymakers and the broader international community of education stakeholders. The research utilizes innovative and complementary approaches of positive deviance, behavioural sciences, implementation research and scaling science to identify and scale up behaviours and practices of ‘positive deviant’ schools. This methodological review presents key definitions, concepts and methodologies of those approaches to guide and inform the development and implementation of the DMS research at country level. By drawing on existing examples from research on education and other fields, this review also offers best practices and lessons learned from those approaches that can be used as a common reference and standard language for future application.

Join educational researcher Nina Alonso for this podcast series as she shares powerful stories from teachers around the world, talking in their own words about their own experiences.

Authors: Kevin Clidoro and Sophia Kousiakis  While there are many valuable innovations in education, few are brought to scale. The Data Must Speak (DMS) Positive Deviance Research and District Health Information Software 2 (DHIS2) teams strive to ensure that innovations in education are scaled up by co-creating research with key partners and stakeholders from inception to policy transformation. Both initiatives are funded by the Global Partnership for Education (GPE) Knowledge and Innovation Exchange (KIX) which promotes actionable research and improved evidence use that is demand-driven by national education systems. How does a co-creation approach strengthen the use and impact of our research? The DMS research and DHIS2 teams share the outcomes from co-creating research on utilizing Education Management Information System (EMIS) data. Outcome 1: Well-aligned research with in-country priorities and needs The EMIS hosts most of a country’s education-related data and can inform priorities for improving the education system.  Countries face recurring challenges to build, maintain and utilize the EMIS data. Improving management information systems, such as EMIS, is more than finding the perfect software -- but a socio-technical undertaking filled with people and social networks. DHIS2 deploys a participatory action research approach, working closely with education partners and stakeholders at national, district and school levels to inform data systems strengthening.  University partnerships play a central role in cultivating in-country capacity to design, implement and maintain DHIS2. This drives innovation in the DHIS2 ecosystem that is government owned and responds to local needs.  In The Gambia, a PhD candidate based in the Ministry of Basic and Secondary Education (MoBSE) is focusing work on key policy directives connected to decentralized EMIS routines, such as data collection, validation and use. In tandem, a diploma and Master program in information systems, with a specialization in education management, is being established at the University of The Gambia (UTG); a partnership between MoBSE, UTG and University of Oslo. This initiative supports local institutions' engagement in EMIS research, provides training that is connected to real-world experiences and prepares a future EMIS workforce within the Ministry of Education (MoE). As part of its Stage 1 analysis, DMS research works with MoEs to harness the power of existing administrative datasets in generating evidence and improving decision-making.  The DMS research merges EMIS datasets with other existing datasets, such as examinations and learning assessments, across multiple years. For instance, the DMS team, together with the Niger MoE, linked EMIS data with local data on poverty to better understand the relationship between various socio-economic factors and school performance. In Côte d’Ivoire, the DMS team used an external database containing information on the presence of cocoa fields within a specific school’s vicinity. Linking EMIS data with such information resulted in deeper analysis regarding the relationship of schools’ context and performance.  The commitment of MoEs to utilize existing administrative datasets ensures that together, we can understand contextualized and specific education challenges within the country – such as resource allocation, teacher placement and learning outcomes.   Figure 1. Stages of DMS Positive Deviance Research Outcome 2: Strengthened capacities on data use and empowerment of education stakeholders  Continuous EMIS strengthening efforts are enabled by long-term investments in local capacity and community resources. The DHIS2 ecosystem enables a range of contributors -- ministries, education staff, researchers, experts, developers -- to build meaningful applications and services on top of EMIS. These services have an open-source license which enables access, improves data literacy, enhances ownership and allows innovations to be shared. In Uganda, various ministry departments, districts and partners identified a need to streamline, integrate and routinize data collection efforts, to reduce ad hoc data calls to district levels. Together, a digital integrated tool was developed, with dashboards depicting termly data for each implementation site, and program-specific dashboards visualizing gender, inclusive education, school feeding and health-related data. To date, District Education Offices (DEOs) have been able to submit enrollment numbers for 2023/24 budgeting, supported partners targeting learners for accelerated education programs, improved teacher transfers as well as provided accurate figures for health interventions targeting polio immunization and tetanus vaccinations. In addition, the tool has enabled districts to respond to data requested for scientific research by local universities.   Figure 2. A digital platform ecosystem approach to EMIS strengthening The empowerment of districts with data is essential to meet the many challenges faced in ensuring all children and youth gain their right to participate in quality education, as the district is the appropriate level for aligning national policies and interventions with reality on the ground. Capacity building of district staff is key in improving data use. The ability of districts to collect, analyze and share data with stakeholders has demonstrated the crucial role DEOs can have in improving education service delivery through evidence-based planning and resource allocation.  Outcome 3: Improved research uptake and impact on education systems Research co-creation improves evidence uptake and impact. When MoEs and key partners are meaningfully engaged throughout the entire research process, they become champions of the research who use the evidence to inform their own decision-making. To date, the DMS research has informed formal education sector planning processes in Lao PDR, Nepal and Zambia. In Ghana, the MoE has incorporated DMS research findings and recommendations into its application for a GPE Systems Capacity Grant, which aims to establish unique school identifiers to track school progress and identify trends over time, including within EMIS. Similarly, in Cote d’Ivoire, the MoE is convening a technical team to establish unique school identifiers to be able to keep track of the progress of cohorts of students through multiple years.  MoEs recognize the power of existing administrative datasets. Partner governments have demonstrated commitment through follow-up actions -- like mobilizing their own resources to continue strengthening their data systems, and increasing the use of existing data, which extend beyond the life of the DMS research. While a research co-creation approach can be challenging, it is ethical and inclusive. It also proves to be necessary in ensuring that investments to addressing education challenges are sustainable. Through a co-creation approach, research is aligned with in-country priorities, capacities are valued and strengthened, and uptake and impact are improved. For the DMS research and DHIS2 teams, a co-creation approach means always placing students and education stakeholders at the center of research and innovation.  This blog is the last in a three-part series sharing the value of prioritizing co-creation approaches when designing and implementing education research. The first blog detailed the ‘what’ and ‘how’ of the DMS research co-creation approach and the second blog described the realities and circumstances that arise when co-creating research.The DMS Positive Deviance research aims to mitigate the learning crisis by using existing data to understand the behaviours and practices of exceptional schools (i.e., positive deviant schools). It is co-created and co-implemented with Ministries of Education, partners, and key stakeholders. The DMS research relies on mixed methods and innovative approaches (i.e., positive deviance, behavioural sciences, implementation research, and scaling science) to generate knowledge and practical lessons about ‘what works,’ ‘why,’ and ‘how’ to scale grassroots solutions for national policymakers and the broader international community of education stakeholders. The DMS research is currently implemented in 14 countries: Brazil, Burkina Faso, Chad, Cote d'Ivoire, Ethiopia, Ghana, the Lao People’s Democratic Republic, Madagascar, Mali, Nepal, Niger, the United Republic of Tanzania, Togo, and Zambia. It is made possible through a coalition of donors: Global Partnership for Education (GPE) and International Development Research Centre (IDRC) Knowledge and Innovation Exchange (KIX), Hewlett Foundation, Jacobs Foundation, Norwegian Agency for Development Cooperation (Norad), Schools2030 initiative (Aga Khan Foundation), and UNICEF internal resources.   The HISP Centre at the University of Oslo (UiO) has a 30-year history with information systems strengthening; solidified into a vibrant ecosystem, around an open-source digital platform, DHIS2. Since 2019, DHIS2 has seen uptake in the education sector in 6 countries: eSwatini, Mozambique, Sri Lanka, The Gambia, Togo and Uganda. By leveraging a proven innovation in the health sector, the project seeks to enhance demand for data use at all levels of the education system, addressing the lack of a “turnkey” EMIS, that can be used sustainably and at scale. HISP groups act as the primary liaison to ministries and are led by DHIS2 experts, several of whom have completed PhD and MSc programs related to DHIS2/Information Systems at UiO or partner universities. They are staffed with experienced DHIS2 implementers, developers and trainers, who provide support for national, regional and international projects. DHIS2 for Education is made possible by Global Partnership for Education Knowledge and Innovation Exchange (GPE KIX), a joint endeavor by GPE and International Development Research Centre (IDRC), Norwegian Agency for Development Cooperation (Norad) and internal HISP Centre research funds.     

Authors: Kevin Clidoro, Jessica Bergmann, and Renaud Comba Since its launch in 2019, the Data Must Speak (DMS) Positive Deviance Research, together with Ministries of Education (MoE) and education partners, has worked to identify and scale the behaviours and practices of exceptional schools (i.e., positive deviant schools). Through a co-creation and co-implementation approach, the DMS research has generated evidence to contribute to addressing the learning crisis in 14 countries. However, the DMS research has faced unprecedented challenges brought about by the COVID-19 global pandemic. During the early stages of the research, the team and partners could not travel, engage in in-person activities, and sustain momentum for research implementation amidst emergency response. While the team has successfully adapted its activities, they were confronted with unforeseen realities when co-creating the research, even after pandemic restrictions were lifted. What are the realities and complexities of the research co-creation approach, and how does the DMS research team respond to these?  1. Different Perspectives and Capacities The DMS research team, MoE, and partners offer different perspectives and expertise when working together. The DMS research team recognizes the uniqueness of each country’s education landscape and acknowledges that the MoE and local partners are in the best position to drive change and impact within their own system. At the same time, the DMS research team brings technical expertise in research design, innovative methodologies, and data analysis.  As such, the DMS research team and partners engage in co-creation sessions through core and technical working groups (see Part I blog), even when these sessions can be time-consuming and difficult at times. These sessions are used to align priorities, capitalize on each other’s strengths, and support each other in driving the research forward and promoting its uptake. Co-creating research with local partners is our ???? to ensure results can improve #education systems worldwide.Hear what surprised Voahangy from the Ministry of #education in #Madagascar about our #DataMustSpeak research project ????Find about #DMS ????@Men_mada @UNICEFMada— UNICEF Innocenti (@UNICEFInnocenti) July 2, 20222. Competing Priorities and Changing In-Country Conditions One of the realities when co-creating research is the shifting priorities of governments and local partners. The DMS research has witnessed such shifts during the pandemic, where governments primarily focused on emergency response and recovery programming. These shifts naturally happen during changes in government leadership and political conditions. For instance, the DMS research in Ethiopia has moved at an uneven pace due to the pandemic response, recent conflict, and changes within the national government. As the DMS team has become more aware of the potential roadblocks for countries in each stage of the research, they have strategically moved to a non-linear implementation by preparing aspects of later stages, while earlier stages are still ongoing. This way, no research stages are stalled, and the overall timeline is not significantly affected. 3. Data-Related Realities: Access, Preparation, and Utility The DMS research leverages existing administrative datasets (e.g., Educational Management Information System [EMIS], learning assessments/examinations data, and household data) to identify positive deviant schools and scale their excellent behaviours and practices.  In Tanzania (Mainland and Zanzibar), the DMS team and partners sat together to source older datasets that were archived once a new data system was introduced.  One of the most common challenges of this research is merging years of data and/or data from different sources, especially when no unique school code stays constant over time and throughout datasets. In Ghana for example, to address issues on merging datasets, fuzzy merging (i.e., matching school names based on the degree of similarity in their spelling) was employed. Most importantly, this created the space to have in-depth conversations surrounding the power of administrative data and the value of having a multi-year analysis of merged datasets in policymaking.   4. Demand for Contextualized Research OutputsThere is a high demand from MoEs and local partners for contextualized and easily digestible research outputs. Usually, full reports are complemented with shorter thematic policy briefs. Additionally, to meaningfully co-create at country level and break down language barriers, DMS research outputs are written and published in the national language. For instance, in Lao PDR, thematic policy briefs in Laotian and English were prioritized over a full report when explaining the factors associated with school performance and present the behaviours and practices of positive deviant schools.  Aside from engaging with partners through high-level meetings and in-country, regional and international conferences, the DMS team has also produced an animated explainer video and recorded a podcast. As the DMS research progresses, new output formats and ways of effectively disseminating research findings will be piloted and tested to improve research uptake. More importantly, the DMS research’s dissemination and uptake strategy is aimed at promoting the research as a global public good. Research co-creation presents realities and offers new points of collaboration and understanding that may be uncommon in traditional research approaches. The DMS team believes that there is no “one-size-fits-all solution” to facing those realities.   One key lesson that the DMS research team has learned is the importance of staying true to the core principle of research co-creation – meaningfully engaging partners as co-owners – all throughout the research journey.  This blog is the second in a three-part series sharing the value of prioritizing co-creation approaches when designing and implementing education research. The first blog detailed the ‘what’ and ‘how’ of the DMS research co-creation approach, and the third will showcase the observable impact and lessons learned. Stay tuned! The DMS Positive Deviance research aims to mitigate the learning crisis by using existing data to understand the behaviours and practices of exceptional schools (i.e., positive deviant schools). It is co-created and co-implemented with Ministries of Education, partners, and key stakeholders. The DMS research relies on mixed methods and innovative approaches (i.e., positive deviance, behavioural sciences, implementation research, and scaling science) to generate knowledge and practical lessons about ‘what works,’ ‘why,’ and ‘how’ to scale grassroots solutions for national policymakers and the broader international community of education stakeholders. The DMS research is currently implemented in 14 countries: Brazil, Burkina Faso, Chad, Cote d'Ivoire, Ethiopia, Ghana, the Lao People’s Democratic Republic, Madagascar, Mali, Nepal, Niger, the United Republic of Tanzania, Togo, and Zambia. It is made possible through a coalition of donors: Global Partnership for Education (GPE) and International Development Research Centre (IDRC) Knowledge and Innovation Exchange (KIX), Hewlett Foundation, Jacobs Foundation, Norwegian Agency for Development Cooperation (Norad), Schools2030 initiative (Aga Khan Foundation), and UNICEF internal resources.    

Authors: Kevin Clidoro, Jessica Bergmann, and Renaud Comba The Data Must Speak (DMS) Positive Deviance research believes that the most significant agents of change in the education sector are grassroot-level stakeholders, and that they should be at the forefront of addressing education challenges within their contexts. As such, the DMS team co-creates our research with stakeholders and partners, working together on research design, data collection and analysis, and evidence uptake.  Traditional research approaches have often regarded key stakeholders only as end-users of knowledge. Whenever research is designed, data is collected and analyzed, and findings are disseminated, stakeholders are consulted in some stages but usually detached from the entire research journey. Sometimes, researchers only ask stakeholders to join a meeting at the start of a research project to introduce the design and methodology and at the end to share key findings. These research practices result not only in disengaged stakeholders but also in an underutilized sea of knowledge.   More recently, meaningful co-creation has gained prominence as a research approach for ethical, impact, and sustainability reasons. Having direct roots from participatory research approaches, the core principle of research co-creation is to engage stakeholders as co-owners of research. Rather than only being end-users, stakeholders are now active and fair partners. The DMS team works with local and national education stakeholders throughout the research journey with clearly defined purposes.  From research design to research uptake and impact, how can education research be co-created? Below is the five-step approach of the DMS research: 1. Identification of DMS champions from all levels Champions in the education sector are those who aspire to effect change, have relevant technical capacity and skills, and have a certain level of authority, such as staff from the Ministry of Education (MoE) and representatives from the development sector. The DMS research identifies and engages champions actively throughout the research journey. Engaging champions from the outset is particularly important to ensure buy-in from country-level stakeholders. For the DMS research, champions are key in building the DMS consultative and technical working groups. Working closely with the Ministry of Education in #Zambia means our #research can have a real impact on children's lives????Thanks to our great partners who make the #DataMustSpeak project come to life, already across 14 countries!➡️ https://t.co/PAz5cusWw8@unicefzambia pic.twitter.com/MLMGbbeTgu— UNICEF Office of Research - Innocenti (@UNICEFInnocenti) April 2, 20222. Formation of consultative and technical working groups The consultative and technical working groups (TWG) are two distinct groups of country-level stakeholders and partners. The consultative working group is usually composed of 20-25 members, including decision-makers and experts from the MoE, school-level stakeholders, development partners, and local academics. This group acts as a steering committee providing high-level inputs into the research design, methodologies, timelines, and uptake strategies. The TWG is a smaller, more specialized group composed of monitoring and evaluation experts and statisticians from the MoE and its agencies. This technical team is involved in the day-to-day implementation of the research – including data collection, data merging and analysis, as well as report writing.   3. Collaborative design and implementation of data collection tools with school-level stakeholders In all participating DMS research partner-countries, research tools are co-developed with key stakeholders. This co-creation strategy puts school-level stakeholders (e.g., school leaders, teachers and community members), the implementers of education programs and policies, at the center of evidence generation. For instance, representatives from various Lao PDR Ministry of Education and Sport and the National University of Laos, designed and reviewed the DMS research questions, methodologies, and instruments. Additionally, instead of hiring external enumerators, about 60 teachers-turned-researchers collected data from schools across the country, putting Laotian partners in the driving seat.  “I think it is important that teachers are involved in studies on education because it will help them get a better understanding of the different challenges to effective education and help identify solutions." – Soon to be Teacher4. Data analysis with key stakeholdersThe TWG and DMS researchers jointly prepare, merge, and analyze existing datasets to identify exceptional schools (i.e., positive deviant schools) in given contexts. The technical co-creation sessions help DMS researchers better understand country-specific contexts. They also strengthen the technical research capacity of the TWG members, fostering a symbiotic relationship where we both learn from each other. During a co-creation session in Madagascar, TWG members created their own statistical codes to analyze datasets further. As a result of the co-creation sessions, the Ghana MoE incorporated findings from the DMS research stage 1 analysis on factors associated with school performances when applying for the Global Partnership for Education’s (GPE) System Capacity grant.   5. Development of research outputs and dissemination strategies with country stakeholders Outputs from DMS research are co-developed with the MoE and country stakeholders. Due to the demand for contextualized research outputs, DMS researchers have prioritized producing outputs in easily digestible formats (e.g., thematic policy briefs, human-centered videos, and podcasts). In Togo, findings from DMS research stage 1 analysis were incorporated into a report and three thematic policy briefs in French. There is a lack of universal understanding of what research co-creation really is and how it can look in practice. Historically, co-creation has been used loosely to refer to any forms of research contextualization and stakeholder engagement. The DMS research team, partners, and key stakeholders work together to account for diverse expertise and capacity, and adapt to local contexts, cultures, and political landscapes. This is a critical component for meaningful and impactful research co-creation. This blog is the first in a three-part series sharing the value of prioritizing co-creation approaches when designing and implementing education research. The second blog will present key challenges of the DMS research co-creation approach, and the third will showcase the observable impact and lessons learned. Stay tuned! The DMS Positive Deviance research aims to mitigate the learning crisis by using existing data to understand the behaviours and practices of exceptional schools (i.e., positive deviant schools). It is co-created and co-implemented with Ministries of Education, partners, and key stakeholders. The DMS research relies on mixed methods and innovative approaches (i.e., positive deviance, behavioural sciences, implementation research, and scaling science) to generate knowledge and practical lessons about ‘what works,’ ‘why,’ and ‘how’ to scale grassroots solutions for national policymakers and the broader international community of education stakeholders. The DMS research is currently implemented in 14 countries: Brazil, Burkina Faso, Chad, Cote d'Ivoire, Ethiopia, Ghana, the Lao People’s Democratic Republic, Madagascar, Mali, Nepal, Niger, the United Republic of Tanzania, Togo, and Zambia. It is made possible through a coalition of donors: Global Partnership for Education (GPE) and International Development Research Centre (IDRC) Knowledge and Innovation Exchange (KIX), Hewlett Foundation, Jacobs Foundation, Norwegian Agency for Development Cooperation (Norad), Schools2030 initiative (Aga Khan Foundation), and UNICEF internal resources.    

Authors: H.E. Dr. Phouth Simmalavong, Minister of Education, Ministry of Education and Sports Lao PDR; Dr. Pia Rebello Britto, UNICEF Representative Lao PDR; Bo Viktor Nylund, Director, UNICEF InnocentiResearch methods traditionally separate data collectors from research participants. In educational research, those participants are often teachers. However, emerging methods are employing innovative techniques in which teachers play an active role in evidence generation. The learning environment is shaped by teachers, making them key actors within education systems. Co-implementing research with teachers could benefit the integration of evidence into practice and help answer key research questions.In Lao PDR, a country where student performance varies across districts and schools, the Ministry of Education and Sports (the Ministry) is piloting putting schools and teachers at the centre of evidence-generation. This effort contributes to the Ministry’s bid to meet SDG 4 (i.e., inclusive and equitable quality education and lifelong learning opportunities for all). The Ministry believes that teachers, being the implementers of education programmes and policies, should also be given the chance to actively take part in generating evidence.  Involving teachers in the Data Must Speak Research:The Ministry of Education and Sports, UNICEF Lao PDR Country Office, and UNICEF Innocenti – Global Office of Research and Foresight co-created and co-implemented the Data Must Speak (DMS) Positive Deviance Research, a mixed method research initiative to understand what makes schools effective and scale grassroot solutions to improve education outcomes across Lao PDR. Data Must Speak is an opportunity to design research methods that actively involves teachers and all other school-level stakeholders.During a technical workshop in Vientiane in October 2020, representatives from different departments at the Ministry, the National University of Laos, and UNICEF designed and reviewed both the methodology and instruments for the Data Must Speak Positive Deviance Research. Interestingly, instead of hiring external enumerators, the Ministry turned to 60 teachers in training from their local teacher training colleges to collect data that will help unpack factors influencing school performance in the country. Those soon-to-be-teachers, now also researchers, received a three-day training on using digital tools, such as smartphones and tablets, to collect and record data. They also received ethics training on how to appropriately engage with research participants. They were later sent into the field to interview students, teachers, and school leaders across 120 primary schools in eight provinces: Bokeo, Champasak, Houaphanh, Luang Prabang, Savannakhet, Vientiane Province, Vientiane and Xieng Khouang. What we have learned:A few months ago, those 60 teachers-turned-researchers were tasked with collecting data from schools across the country. They later shared their experiences and feedback on this new, exciting exercise. Their insights on involving teachers in the research implementation are outlined below: 1. It fosters teacher engagement as they participate in how the research is both designed and implemented. Co-implementing education research with teachers goes beyond engaging them through consultation. It provides them with concrete opportunities to contribute to and participate in decisions related to education programmes and policies. In the Data Must Speak research, teachers are involved from the outset, they help the research team make decisions on the research design, methodologies, and data collection instruments. Moreover, “teachers bring great insight and perspective through their hands-on experience with teaching students,”as one of the teachers involved in the research highlighted. 2. It promotes ownership and helps ensure follow-up actions based on research findings. Having teachers collect education data ensures that research outputs, will later be understood, used, and valued by end-users, particularly the teachers themselves. Additionally, it encourages teachers to take ownership of education data, programmes and policies. “I think it is important that teachers are involved in studies on education because it will help them get a better understanding of the different challenges to effective education and help identify solutions,”said one of the teachers who collected data for the research. 3. It enriches teachers’ understanding of education issues. When teachers take part in education research, they are further exposed to the realities and problems across the education system. This helps them better understand the interconnection between factors influencing school performance. More importantly, it grounds them as they implement context-specific solutions to problems in their classrooms. One of the soon-to-be-teachers underlined: “As part of this study, I got to see many different types of schools all over the country, from schools in the Northern parts of the country to the Southern provinces, all of which have their own approaches to teaching. The experience was enlightening, and I try to pick out the best practices from these schools and keep them in mind so that I can implement them and become a better teacher in the future.”When reflecting on their life experiences people often speak of the influence their teachers had on them. Not only do teachers play a fundamental role in their students’ learning, but they also serve as the backbone of education systems. At their best, teachers transform their understanding of the key factors of school effectiveness into the best learning outcomes for their students. The Data Must Speak research strives to create the space for teachers to be researchers, respondents, and beneficiaries all at once. What’s next?The Data Must Speak Positive Deviance Research in Lao PDR is progressing well amidst the COVID-19 global pandemic. Quantitative data collection was completed in 2021 in more than 120 schools. The research team, together with the Ministry, finalized the additional qualitative data collection in 12 schools in May 2022 in accordance with all national and local rules and regulations. Stay tuned for preliminary findings coming soon.The DMS Research is a multi-stage mixed-method initiative, co-created and co-implemented with ministries of education. It aims to generate knowledge about the positive deviant practices and behaviours of schools performing comparatively better considering their contexts. It also seeks to unravel practical lessons about ‘what works’ and how national policymakers and the broader international community can scale up these grassroots solutions. It is currently carried out in 14 countries across Africa, Asia, and Latin America with the support of the European Union, Jacobs Foundation, Hewlett Foundation, IDRC/GPE KIX, NORAD and Schools2030.For more information on the Data Must Speak Positive Deviance Research, please contact:Mr. Panya Chanthavong, Deputy Director General, Department of Education Quality Assurance, Ministry of Education and Sports Lao PDR, panya.c@moes.gov.laLeotes Helin, Chief of Education, UNICEF Lao PDR, lhelin@unicef.orgJessica Bergmann, Co-Manager Data Must Speak Research, UNICEF Innocenti, jbergmann@unicef.org 

26 January 2022,  Florence/Zurich — Why do some schools do better than others despite operating under similar – sometimes very difficult – conditions? How can others benefit from their local innovations? To answer these questions, UNICEF has established the Data Must Speak (DMS) Positive Deviance Research programme, which is currently active in 13 countries. With 9 out of 10 children in low-income countries unable to read by age 10, the DMS Positive Deviance research identifies promising existing grassroot solutions to education challenges and works hand-in-hand with local partners to scale these solutions and improve learning for every child. The UNICEF Office of Research – Innocenti, UNICEF Switzerland and Liechtenstein national committee, and the Jacobs Foundation are pleased to announce a new partnership to expand the Data Must Speak (DMS) Positive Deviance Research into an additional three countries across Africa and Latin America: Brazil, Côte d’Ivoire, and Ghana. The partnership aims to strengthen cross-country analysis and uptake of local solutions. “Empowering our partners in-country to identify local positive deviance schools in an evidence-based manner, replicate and share them with peers is a truly new way of addressing the learning crisis through global education initiatives,” said Nora Marketos, Co-Lead Learning Schools, Jacobs Foundation. The Data Must Speak research sheds light on untapped existing practices and behaviors of grassroot-level stakeholders such as teachers, head-teachers, and communities who are important change-agents in education. Leveraging UNICEF’s cross-country presence, the most promising solutions and effective approaches to adapting and scaling them can be shared and implemented across borders.  “Co-creating the Data Must Speak research with Ministries of Education and other relevant in-country stakeholders from the onset is crucial so that findings are used for improving learning outcomes for the most vulnerable children,” said Renaud Comba, Data Must Speak Research Manager at UNICEF Office of Research – Innocenti. The Data Must Speak research leverages the positive deviance framework in conjunction with innovative research methodologies such as behavioural insights, implementation research, and scaling science to provide evidence-based answers, for every child. First reports with relevant findings will be published mid-year 2022 on the Data Must Speak research project webpage. About the UNICEF Office of Research – Innocenti The Office of Research – Innocenti is UNICEF’s dedicated research centre. It undertakes research on emerging or current issues to inform the strategic directions, policies and programmes of UNICEF and its partners, shape global debates on child rights and development, and inform the global research and policy agenda for all children, and particularly for the most vulnerable. Visit www.unicef-irc.org. About UNICEF UNICEF works in some of the world’s toughest places, to reach the world’s most disadvantaged children. Across 190 countries and territories, we work for every child, everywhere, to build a better world for everyone. For more information about UNICEF and its work for children, visit www.unicef.org. The National Committee for UNICEF Switzerland and Liechtenstein serves as the public face and dedicated voice of UNICEF in Switzerland and Liechtenstein. For more information, visit www.unicef.ch. Follow UNICEF on Twitter and Facebook @unicefinnocenti. About the Jacobs Foundation  Headquartered in Zurich, Switzerland, the Jacobs Foundation is one of the world’s leading foundations in the field of child and youth development. Established by entrepreneur Klaus J. Jacobs and his family in 1989, the Foundation’s current endowment is valued at approximately CHF 7 billion. As an internationally active organization, the Jacobs Foundation commits an average annual budget of CHF 55 million to support research and programs in the fields of learning and education, visitwww.jacobsfoundation.org.  For further information please contact:   UNICEF Office of Research – InnocentiKathleen Sullivan, Chief of Communication, a.i.kcsullivan@unicef.orgTel. +39 05 52 03 32 22 Jacobs FoundationAlexandra Guentzer, Chief Communications Officeralexandra.guentzer@jacobsfoundation.orgTel. + 41 (0) 79 821 74 29     

12 May 22, Florence/London – UNICEF’s Data Must Speak Positive Deviance* Research is expanding into Tanzania. The research, which is now active in 14 countries, aims to improve education around the world by identifying best practices from schools that are doing well.The Data Must Speak (DMS) Research identifies these ‘positive-deviant’ schools and explores why they perform better than others despite operating under similar conditions. Using a mixed-methods approach, positive deviant schools will be analysed to identify exceptional behaviours and practices. By working hand-in-hand with Tanzanian Ministries of Education (MoEVT and MoEST ) and local partners, promising grassroot education innovations can then be scaled to improve learning for every child.Some Tanzanian schools involved in the DMS research will also be taking part in the Schools2030 project – a global initiative led by the Aga Khan Foundation which seeks to catalyse school-driven holistic learning innovations to improve quality teaching and learning across ten countries and 1000 schools. By identifying positive school-level trends and the factors that contribute to some schools outperforming others, the DMS Research will gather evidence that in the long term, will help efforts to scale positive trends to impact education systems and learners worldwide.The data gathered through this research, which is funded by the Jacobs Foundation as part of Schools2030’s research workstream, will then be used to produce accessible and actionable recommendations on how to scale these local solutions to ensure that children’s learning outcomes can be improved nationwide and in the entire global learning community. Specifically, results from this research will support the mission of Tanzania’s Ministries of Education to strengthen the country’s public education systems. Key insights are expected to be incorporated within Tanzania’s ongoing Education Development Plan, and findings from future stages of the research will continue to feed into government education sector planning.“Schools2030 and Data Must Speak share a core belief that teachers are the most important change-agents in education systems. This research partnership will allow us to identify and amplify examples of “what works” by teachers for teachers, to improving learning outcomes and equity,” said Dr Bronwen Magrath, Schools2030 Global Programme Manager.“Partnerships are essential in our goal to inform systems-change and drive action towards greater educational achievement. This new partnership is hugely welcomed, and we look forward to exploring the insights that high-performing Tanzanian schools can offer our global research,” said Renaud Comba, Data Must Speak Research Manager at the UNICEF Office of Research – Innocenti.Preliminary findings on contextual factors that contribute to school performance will be published by mid-2023 on the DMS research webpage.The research will form part of broader discussions about how best to promote cooperation and dialogue between schools, systems and societies to improve holistic learning outcomes that will be taking place at the inaugural Schools2030 Global Forum in June 2022 in Dar es Salaam.Notes to editors*Positive deviance research works through identifying individuals or organisations that are performing better than their peers, despite being subject to similar constraints or challenges.*The DMS research is currently operating in Brazil, Burkina Faso, Chad, Cote D’Ivoire, Ethiopia, Ghana, Lao PDR, Madagascar, Mali, Nepal, Niger, Tanzania, Togo and Zambia.About the UNICEF Office of Research – InnocentiThe Office of Research – Innocenti is UNICEF’s dedicated research centre. It undertakes research on emerging or current issues to inform the strategic directions, policies and programmes of UNICEF and its partners, shape global debates on child rights and development, and inform the global research and policy agenda for all children, and particularly for the most vulnerable. Visit www.unicef-irc.org and follow UNICEF Innocenti on Twitter, Facebook, Instagram and LinkedIn.About UNICEF UKUNICEF works in some of the world’s toughest places, to reach the world’s most disadvantaged children. Across 190 countries and territories, we work for every child, everywhere, to build a better world for everyone. The UK Committee for UNICEF (UNICEF UK) raises funds for UNICEF’s emergency and development work for children. We also promote and protect children’s rights in the UK and internationally. We are a UK charity, entirely funded by supporters. United Kingdom Committee for UNICEF (UNICEF UK), Registered Charity No. 1072612 (England & Wales), SC043677 (Scotland). For more information visit unicef.org.uk.About Schools2030Schools2030 is a ten-year participatory learning improvement programme based in 1,000 government schools across ten countries. Schools2030 supports teachers and students to design and implement education micro-innovations. These low-cost and scaleable innovations will inform and transform education systems to improve holistic learning outcomes for the most marginalised learners worldwide. Join the movement on Twitter, Facebook, and LinkedIn.About the Aga Khan FoundationEstablished in 1967, the Aga Khan Foundation (AKF) brings together human, financial and technical resources to address the challenges faced by the poorest and most marginalised communities in the world. Special emphasis is placed on investing in human potential, expanding opportunity and improving the overall quality of life. The Aga Khan Foundation is an agency of the Aga Khan Development Network.For further information please contact:UNICEF Office of Research – InnocentiKathleen Sullivan, Chief of Communication, a.i.kcsullivan@unicef.orgTel. +39 05 52 03 32 22Schools2030Sarah James, Global Communications ManagerSarah.james@akdn.orgTel. +44 207 387 3862; +44 738 489 2599UNICEF UKChloe Cole, Media & Communications Manager, Partnershipscolec@unicef.org.ukTel. +44 77 33 005 338   

The Global Partnership for Education Knowledge and Innovation Exchange (KIX), in partnership with the International Development Research Centre (IDRC) and the Global Partnership for Education (GPE), is pleased to invite you to the Third Annual KIX Symposium, which will be held virtually on October 12-13, 2022 from 12 NN – 1:30 PM CET.   

With reliable data, policymakers, school managers, teachers, and communities can identify problems, pose solutions, and direct resources where they are most needed. As part of the Africa Evidence Week 2021, UNICEF Office of Research-Innocenti is organizing a live webinar to share and discuss how UNICEF’s implementation of the Data Must Speak global initiative has supported countries in Africa strengthen the use of data and research for education management and decision-making. It will draw on panelists from Ministries of Education from Namibia and Togo, as well as UNICEF and its office of research. 

How can research play a vital role in ensuring strengthening of Education data systems and utilization for more data-informed decision-making?