Closing the Data Gap: How ESMIS Can Revolutionize Education in Tanzania

A New Era for Education Data in Tanzania

Tanzania has long relied on the Basic Education Statistics in Tanzania (BEST) reports as its primary source of education data. These reports, produced by the President’s Office–Regional Administration and Local Government (PO-RALG), have focused mainly on lower levels of education, leaving higher education institutions, particularly private universities and colleges, underrepresented. This gap in data collection has raised concerns about the accuracy and comprehensiveness of national education planning.

In a significant step forward, the Ministry of Education, Science, and Technology has introduced a new system called the Education Sector Management Information System (ESMIS). Designed to address these shortcomings, ESMIS aims to collect, analyze, and manage data from all educational institutions, including both public and private schools, colleges, and universities.

Education Minister Prof Adolf Mkenda emphasized the importance of this initiative during an earlier speech. He stated that the new system would allow for the production of annual education statistics reports that go beyond what BEST provides. Through the use of information and communication technology (ICT), the ministry will now generate comprehensive data from all schools and universities, including those in the private sector.

The Need for Integrated Data Systems

Currently, the Tanzania Commission for Universities (TCU) publishes data on university enrollments, admissions, and graduate numbers. However, analysts suggest that this information often falls short of the needs of policymakers, researchers, and development partners. An education policy expert at the University of Dar es Salaam, Dr Salome Kessy, highlighted the challenges posed by the absence of a single integrated system.

Dr Kessy explained that fragmented data makes effective planning difficult. While BEST provides insights into primary and secondary education, and TCU covers universities, there is no system that links the entire education chain. She believes that ESMIS has the potential to change this situation.

According to Dr Kessy, the lack of robust higher education data also hinders the assessment of whether Tanzania is meeting workforce demands in key sectors such as health, ICT, and engineering. She warned that without accurate data, the country risks misaligning its education investments with labor market needs.

Lessons from Other Countries

Tanzania is not the first country to attempt a unified education statistics system. Several nations, including Kenya, Rwanda, and Malaysia, have made notable progress in integrating education data into their national planning frameworks.

Kenya's National Education Management Information System (NEMIS), launched in 2018, provides real-time data on learners, teachers, and institutions. It has been credited with reducing ghost enrollments, improving resource allocation, and enhancing accountability in public schools. Similarly, Rwanda's Education Management Information System (EMIS) has become central to the country’s education reforms, especially in monitoring teacher deployment and assessing the impact of digital learning initiatives.

A 2022 UNESCO review noted that countries with centralized education data platforms not only improve transparency but also attract more support from international partners. Tanzania could benefit similarly once ESMIS becomes operational.

The Importance of Comprehensive Data

The stakes are high as Tanzania's education sector continues to expand rapidly. Student enrollment in higher education surpassed 400,000 in 2024, according to TCU figures. However, private universities, which account for a significant share of this enrollment, often operate outside central data reporting frameworks.

By integrating these institutions, ESMIS will provide a clearer picture of the sector’s true size and performance. Experts argue that this could influence everything from budget allocations and infrastructure planning to the evaluation of national skills gaps.

Education consultant Dr Thomas Jabir described the move as “long overdue.” He stated that a complete dataset helps the government and stakeholders know where to invest and how to evaluate outcomes. Without data, reforms remain a matter of guesswork.

He added that access to accurate data will also strengthen accountability. Once the system is open and transparent, it will be easier to track whether funds allocated to education are used effectively. He emphasized that ESMIS is not just a technical tool but also a governance tool.

Challenges and Future Prospects

The ESMIS team submitted its prototype to ministry directors earlier this month for review and recommendations. Once completed, the system is expected to become a cornerstone for education planning and reporting.

However, challenges remain, including the need for capacity building in data entry and analysis, especially in rural schools and colleges where ICT infrastructure is limited. Experts also warn that the system’s success will depend on consistent funding and political commitment.

Despite these challenges, optimism prevails. Prof Mkenda has emphasized that ESMIS is part of the ministry’s broader vision of an education sector guided by research, evidence, and inclusivity. He stated that every study conducted and every dataset collected should contribute meaningfully to the improvement of education for all Tanzanians.