A model for streamlining and systemising the management of data in KCCA Primary Schools

Abstract

Public primary schools in Kampala face a significant challenge of fragmented and inconsistent data management practices. This challenge undermines effective planning, service delivery, and policy implementation, and limits progress toward achieving the Sustainable Development Goals, particularly inclusive and equitable quality education. The study aimed to develop a data management model to streamline and Systemise planning processes and enhance service delivery in Kampala’s public primary schools. The objective was to address inefficiencies arising from varying data management practices across schools and to propose a coherent system that supports reliable decision-making. A mixed-methods research design was adopted, combining surveys and interviews with teachers, headteachers, and officials from the Ministry of Education and the Kampala Capital City Authority (KCCA). This approach enabled a comprehensive understanding of existing data management practices, challenges, and stakeholder requirements for a model for streamlining and systemizing the management of data. Findings revealed significant barriers to effective data management, including low ICT literacy, inadequate infrastructure, insufficient training, limited financing, and weak policy enforcement at the school level. In response, the study developed a three-tier data management model comprising People, Process, and Technology. The People tier emphasises stakeholder roles, collaboration, and trust; the Process tier introduces a structured workflow for planning, data collection, analysis, sharing, and archiving; and the Technology tier focuses on enabling infrastructure, policy frameworks, and data security. Validation by education stakeholders confirmed the model’s clarity, relevance, and potential impact, while noting challenges related to resources and capacity. Overall, the study demonstrates that streamlined and systemised data management is both necessary and feasible for KCCA primary schools and provides a practical foundation for improving educational planning, policy execution, and outcomes, with potential for replication across Uganda’s education sector.