Insights for Researchers and Policy Makers from the 2nd KIX Research Symposium

KIX stands for Knowledge and Innovation Exchange, a program that benefits from funding from the Global Partnership for Education and the International Development and Research Centre. The Second KIX Continental Research Symposium featured in this two-part blogpost was organized in Abidjan in Côte d’Ivoire on October 4-6, 2023, by the KIX Africa 19 and 21 Hubs, both established in 2020. The Africa 19 Hub covers 18 English-speaking countries plus Mozambique. The Africa 21 Hub covers mostly francophone countries. Both Hubs collect, generate, exchange, and facilitate the effective use of data, knowledge, and innovation for education policy formulation and implementation in their respective GPE-eligible countries. 

Countries are represented in the Hubs by focal points designated by their respective Ministries of Education, most of whom were at the symposium. Also present were many African researchers and staff from United Nations and other agencies as well as a wide range of civil society organizations. This provided a unique opportunity for discussions between the close to 300 researchers and policymakers present. The event featured plenaries, panels, breakaway sessions, synthesis discussions, and poster presentations. 

Participants hailed from over 40 African countries. The theme for the symposium was “Strengthening Data Generation and Analysis for Resilient, Inclusive, and Better Performing Education Systems in Sub-Saharan Africa.” This post summarizes a few of the recommendations made by participants. These recommendations are not new, but they are worth restating because they matter. 

On data collection and accessibility, a coordinated approach to data collection and accessibility is crucial within and across countries. This applies to data generated by governments, researchers, and international organizations as well as civil society. By harmonizing data collection and ensuring consistency, accuracy, timeliness, and accessibility, policymakers can have reliable information for decision-making. Establishing interconnected data management systems matters as well to ensure seamless data generation and utilization. By connecting various sources of information, policymakers gain a holistic view of education and can allocate resources more efficiently. Finally, collecting more data on learners with disabilities and other marginalized learners is required to provide inclusive education services.

On collaboration, research, and innovation, fostering collaboration between universities and governments can help break down silos and ensure effective use of research findings. Ministries often overlook the relevance of researchers in shaping policies, but together, they can drive innovation and improve education systems through sharing and using research findings. Allocating funds for research, including scholarships and grants, is also needed to encourage and support researchers in pursuing innovative and impactful studies. Involving school leadership in decision-making also matters to promote shared responsibility and collaborative approaches. By leveraging the expertise of school leaders, policymakers can learn from the grassroots level and design more consultative policy implementation strategies.

On inclusive and equitable education opportunities, exploring the effectiveness of a bilingual approach in teaching learners, particularly at the primary level, can lead to improved learning outcomes. By leveraging students' language skills, education can be more inclusive and effective. Increasing funding with a focus on rural and hard-to-reach areas, matters as well, including as incentives for teachers to work in those regions. By addressing inequalities, education systems can become a more equitable and inclusive.

Symposium participants also stressed the need for more regular and efficient communication and information sharing strategies. They emphasized that research findings must be clearly communicated to non-academic audiences, and that governments and researchers should collaborate and engage in dialogue throughout the research process. Closer collaboration between knowledge creators and decision makers can lead to more targeted, demand-driven research with practical, applicable findings.

Data were collected among participants through online surveys before and after the symposium. Without going into details here (briefs will be prepared summarizing the data), it is worth noting that in the post-event survey, 9 in 10 respondents stated that the symposium had exceeded their expectations (38% stated that the symposium more than met their expectations, and 50 % stated that the event delivered much more than expected). All respondents felt that the presentations were either relevant or highly relevant in strengthening their knowledge towards the six KIX thematic areas (learning assessment systems; improving teaching and learning; strengthening early childhood education; achieving gender equality in and through education; data management systems strengthening; and equity and inclusion). 

Participants were asked whether the symposium helped them in specific areas. This seems to have been the case with the share of respondents responding in the affirmative as follow by area: Identification of new research and evidence (98% responded yes); Ideas gained on how to improve educational data (84%); Ideas gained to strengthen gender equality and inclusivity (76%); Identified new policy and practice options (78%); Strengthen knowledge and skills (78%); and New or stronger relationships built (94%). 

In conclusion, the symposium appears to have offered valuable insights for both researchers and policymakers. The feedback shared by participants underscored the importance of timely data generation, collaboration among stakeholders, and data/evidence-driven decision making. These takeaways are not surprising, but they matter to strengthen our collective commitment to transforming knowledge into impactful action within sub-Saharan Africa’s education systems.