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.”

Overview of the Tackling Education and Skills Data Challenge in Africa (ESDC) Initiative

Africa faces a data challenge 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 & 2025-2034), 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 initiative, “Tackling Education and Skills Data Challenge in Africa (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 and use 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 initiative’s ongoing efforts to strengthen Kenya national capacities on quality education and skills data production and utilization, a comprehensive country needs assessments has been undertaken, priority areas identified, and an action plan developed.

ADEA therefore seeks a dynamic and experienced in-country institution to support the Ministry of Education in Kenya (MoE Kenya) in implementing impactful capacity-strengthening interventions, based on the validated 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 to meet the following objectives:

• Operationalize the Kenya Education Management Information System (KEMIS) for Technical and Vocational Education and Training (TVET) and Higher Education (Basic Education function is already completed)
• Strengthen KEMIS interoperability
• Strengthen education data policy, governance, and sharing systems.
• Enhance knowledge and analytical capacity on education and skills indicators.
• 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 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: KEMIS policy and operationalization

The priority area is structured under six specifics objectives:

i. Operationalize KEMIS for TVET and Higher Education Sub-sectors

MoE Kenya has made significant progress with KEMIS development, particularly in building the core platform architecture and strengthening data management capacities within the Basic Education sector.

To expand on this foundation, relevant modules are now needed to be developed, configured, and deployed to support data collection, integration, and management for the TVET and Higher Education sub-sectors.

In this perspective, the in-country partner institution will mobilize technical expertise and work in close collaboration with key education stakeholders to design, test, deploy, and evaluate these specialized modules on the existing KEMIS platform. This exercise includes the following:

• Mapping, designing, and validating data workflows tailored to TVET and Higher Education institutions.
• Customizing and configuring dedicated TVET and Higher Education modules within the core KEMIS architecture.
• Training institutional users, data officers, and administrators on system operations, specifically focusing on data entry, management, reporting, and analytics
• Evaluating system adoption and data accuracy following deployment.

Deliverables:

• Mapping report on the workflows for TVET and Higher education
• Validated TVET and Higher Education data workflows
• Demonstrated functioning of TVET and Higher Education modules on KEMIS platform upon testing.
• Validated training materials (training need assessment report, training syllabus, manual and PowerPoint presentations, training video pre and post-test)

ii. Strengthen data policy

A clear data policy governance framework serves as the foundational pillar for ensuring data quality, security, integrity, and privacy across the entire education ecosystem. To support the broader operationalization of KEMIS, the in-country institution, in close collaboration with MoE Kenya, will establish a unified governance model to guide system usage, access, and compliance. More specifically, the in-country will:

• Develop a framework on education, research, and training data management policy
• Establish a technical committee on education, research and training in data management
• Disseminate the framework on education, research, and training data management policy

Deliverables:

• Framework on education, research, and training data management policy.
• Functional technical committee on education, research and training in data management.
• Report on the dissemination of the framework on education, research, and training data management policy

iii. Strengthen data governance

• Develop and validate a comprehensive Education Sector Data Governance Framework.
• Define data ownership, rules, standards, processes, stewardship, responsibilities and decision-making arrangements.
• Establish data classification, access, security, privacy and retention rules.
• Define the rules and standards for the use of AI in education and skills data.

Deliverables:

• Education Sector Data Governance Framework.
• Policy document for the use of AI.

iv. Strengthen KEMIS data-sharing systems.

In addition to data policy and overarching governance, a dedicated Data Sharing Framework is critical to guarantee data accessibility while maintaining security, privacy, and institutional trust. The in-country partner institution will work alongside MoE Kenya to establish transparent protocols, governance mechanisms, and standard operating procedures (SOPs) that govern inter-agency and inter-institutional data exchanges. More specifically the in-country institution will:

• Develop data-sharing agreements and protocols among relevant institutions, agencies and Government systems
• Define data purpose, users, access rights, frequency and conditions for data sharing.
• Establish procedures for data requests, approval, sharing, and use.
• Develop/update relevant policies, guidelines, and standard operating procedures.

Deliverables:

• Data-sharing agreements and protocols among relevant institutions, agencies and Government systems
• Document on procedures for data requests, approval, sharing and use

v. Strengthen KEMIS interoperability

To unify Kenya's three education sub-sectors (Basic Education, TVET, and Higher Education) and other sectors or agencies into a single source of truth and eliminate data fragmentation, KEMIS requires a secure, automated data transaction ecosystem. The in-country institution will mobilize relevant technical expertise and work alongside MoE Kenya to build and deploy robust integration architectures and interoperability protocols. In more detail, the in-country institution will:

• Develop interoperability architecture: Define integration standards, protocols, data exchange architecture and security requirements
• Establish KEMIS Data Bus: Configure secure, scalable and resilient data exchange infrastructure
• Develop Application Programming Interfaces (API) standards: Standardize APIs, authentication, authorization, data formats and integration protocols
• Integrate education agencies: Identify priority agencies; develop and test APIs; establish secure data exchange and validation mechanisms
• Integrate institutional Enterprise Resource Planning (ERPs): Assess existing basic/university/polytechnic/TVET ERPs; develop integration protocols and APIs; test automated data exchange
• Integrate government systems: Identify relevant Government systems; establish secure interfaces and data-sharing arrangements
• Integrate assessment data: Assess existing assessment data systems; develop integration protocols
• Establish procedures for maintaining and monitoring interoperability: Implement logging, transaction monitoring, reconciliation, alerts and performance monitoring
• Integration testing: Test data integrity, security, performance, interoperability and error handling

Deliverables:

• APIs for KEMIS’s interoperability

vi. Strengthening development of KEMIS platform.

To ensure the long-term sustainability, scalability, and operational continuity of KEMIS, complete technical documentation and rigorous requirements engineering must accompany all system builds. The in-country institution will lead the formulation of core platform specifications for outstanding registries/modules while providing continuous post-deployment support to maintain high platform adoption and performance. The keys activities include:

• Develop Detailed Requirements and System Design (DRSD) documents for outstanding registries/modules on the KEMIS platform.
• Develop and validate requirements and specifications for outstanding registries/modules.
• Provide post-deployment technical support and user guidance’s/modules for outstanding registries/modules on the KEMIS platform

Deliverables:

• Technical support and user guidance for outstanding registries/modules on the KEMIS platform
• DRSD documents

B. Priority area 2: 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 CESA and SDG 4 monitoring and evaluation frameworks to enhance understanding and support alignment with reporting requirements.
• Review, or /develop and validate where none exists, the national education and skills monitoring framework in terms of the level of integration of relevant indicators from CESA/SDG4 monitoring frameworks.
• Provide technical support and practical approaches to align national education and skills indicators with global and continental priorities.

Deliverables:

• Validated training material (training need assessment report, training content, training report, training video pre and post-test )
• National education and skills frameworks include selected indicators from CESA and SDG 4 frameworks (reviewed or validated if new).
• Revised national education indicators framework including selected indicators from CESA and SDG 4 frameworks.

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 data processing and analysis life cycle
• Use of external data sources and evidence
• Best practices in reproducible research

Deliverables:

• Validated training materials (training need assessment report, training syllabus, manual and PowerPoint presentations, training video pre and post-test)

iii. Develop executive/data analytics dashboard and integrate attendance data

To enhance data accessibility for senior management, the in-country team will support MoE Kenya in developing an executive data analytics dashboard that includes attendance data. Specifically, the institution will:

• Assess information needs of senior leadership and evaluate current data availability.
• Develop the dashboard featuring tiered access levels for different user roles.
• Gather feedback and implement necessary adjustments to optimize the dashboard.

Deliverables:

• Information need and data availability report
• Executive data analytics dashboard including attendance

iv. 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:

• Validated training material (training need assessment report, training content, training report, training video pre and post-test)

v. 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

vi. 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

vii. 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, its digitization and guidelines.

Deliverables:

• Revised education and skills data collection tools, digitization and guidelines.

viii. 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.

ix. 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

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 narrative reports.

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.

Deliverables:

• 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

Interested applicants lacking some skills and competencies in one or several areas of this consultancy may form a consortium, and the application should be submitted by a lead institution. Where a consortium is proposed, a lead institution must be identified and will assume overall responsibility for the assignment, including contractual obligations, coordination consortium partners, quality assurance, financial management, and submission of deliverables. The proposal should clearly show the contribution of each consortium member and demonstrate how the consortium’s combined expertise strengthens the achievement of the assignment objectives.

i. Institutional Qualifications

• Legally registered in Kenya or within the East 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 CESA/SDG4 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.
• Expertise in EMIS platform development
• Expertise in API and data exchange tools development

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 methodology and plan for implementing the capacity-building plan.
• Detailed budget Proposal: A realistic budget aligned with the country plan.
• References: Contact information for at least three references from previous assignments.

Applications must be sent to adea-applications@afdb.org no later than Sunday, November 15, 2026 at midnight GMT. The subject of the e-mail should be “ADEA ESDC Initiative in Kenya”.

For any clarification or additional information, please contact adea@afdb.org, by Friday, 6th November 2026.

Information session will be organized during the week 9th November 2026.

Due to the large number of applications, only selected candidates will be contacted by official mail.

Annexes: 

• In-country institution budget template
• Technical specification of KEMIS platform