The Ministry of Education and Training (MoET) in Eswatini together with GPE and partners identified data and evidence as a high priority enabling factor for education system transformation and is working with partners to strengthen data systems, ensuring that learners with disabilities are included in monitoring and data collection.

This aims to guarantee that no learner is left behind in education planning and resource allocation.

A GPE KIX funded applied research project to empower districts and schools with data supports the ministry to enhance data-driven decision making by enhancing system functionality and integrating disability indicators into the Education Information Management System (EMIS).

Stakeholder engagement to capture disability data

In December 2024, the Eswatini government formed a technical working group for early identification and intervention of disability with representation from key departments and ministries.

With support from UNICEF, the working group developed guidelines for incorporating disability indicators across Eswatini’s national data systems, aiming to ensure reliable and timely data to improve disability-related services and interventions across the education and health sectors.

Then, the MoET convened a stakeholder meeting in partnership with the KIX research partner HISP engaging representatives from primary and secondary schools serving learners with disabilities, to discuss how data on disability inclusion could be effectively captured in key routine data collection exercises:

• The 16^th Day Survey: a rapid survey conducted on the 16th school day of the year to capture key enrollment and attendance data
• The Annual Education Census: a comprehensive yearly data collection exercise covering all schools to gather detailed information on learners, teachers, and school resources
• Individual-level data collection: detailed information on each learner and teacher, such as demographics and performance, to inform planning.

Revision of data collection tools and inclusion of Washington Group questions

Following the engagement, revisions were made to the data collection tools to accommodate inclusive education data needs, including information relevant to both academic and vocational education pathways for learners with disabilities, the unique grade structure and subjects in specialized schools, and the availability of textbooks for learners with special needs.

The revision included making use of the Washington Group Short Set (WG-SS), a globally recognized tool to collect data on disability through simple questions. Instead of asking whether someone “has a disability,” it focuses on functional domains such as seeing, hearing, walking, remembering, self-care, and communicating.

The standardized questions help generate comparable, reliable data on children and youth with functional difficulties.

Using the WG-SS questions enabled the system to capture not only the presence of difficulties, but also their severity or functional impact.

For instance, among learners with visual impairments, the system now distinguishes between those who cannot see at all, requiring assistive devices such as Braille machines, and those with some difficulty in seeing, who may only need corrective spectacles.

This enables the ministry and schools to understand barriers to learning, design inclusive policies, and track progress toward equitable education.

Additionally, the section on learner enrollment in the Annual Education Census was updated capturing the number of learners disaggregated by age and sex in each grade. Such granular data is critical for effective planning, budgeting, and targeted resource allocation.

After these adjustments were implemented, the tools were tested at school level. This ensured the system's readiness and relevance for use nationwide. After piloting, focal teachers received training on the revised tool and disability data needs.

These figures highlight a need for continued capacity building to ensure that all schools are equipped to identify and report on learners’ needs accurately.

Data flows from classrooms to policy and planning

With these improvements, better data starts to flow from classrooms into EMIS, giving policy makers a clearer picture of learners’ needs. With stronger data, Eswatini can target support where it is needed, ensuring learners with diverse needs are not left behind.

The next priority for the MoET is to create mechanisms that allow EMIS to connect with other systems tracking learners with disabilities. This will reduce duplication, prevent data gaps, and build a more nuanced picture of learner needs.

MoET is also designing customized dashboards to make information on learners with disabilities easier to visualize, and plans to disseminate this information through regular reports and bulletins to drive decisions based on data.