Sep 2026 - EMIS Meetup: From the field: country use cases, what worked, what didn’t and what’s next

Great. Hi everyone. It is lovely to see you all here again for the second ever community of practice uh meetup. So thank you so much for your interest. It's been quite exciting again to have the voting happening on the community of practice. Uh we had two different topics. One was looking at country use cases understanding you know what has worked what hasn't worked and what's the way forward and another was uh the school inspection school observation it came very close but a lot of you voted I think there was about 43 people who voted and and we've come to the the country use case as the one that you were really interested to hear from so huge huge thanks for that uh engagement on the community of practice and we still hope to see more of you really asking questions and engaging uh in the space uh as we move along for our next monthly meetup. So I'd just like to say a very big warm welcome to the team from Nigeria. We couldn't have asked for a better team to come and join us for today's community of practice meetup. Um Adowali and Edson are online and they've very kindly taken the time to think a little bit through what has been the big ambition for the country. um how they've moved from going at a quite pilot stage 11 to 12 states and then going nationwide and we're going to hear a lot about how complex that has been uh the fantastic vision that the ministry has had and what the journey is to get there. So, um, I'd like to really not take too much time. Um, but I think everyone will really enjoy hearing from one of I think I can say one of the most complex EMIs environments in terms of the scale, in terms of uh the the federation uh the the the the strategy. So, we really welcome you Adawale and Edson. And as soon as you're ready, please feel free to um share your slides. Um then we can do some introductions of yourself and team in please feel free at any moment just to pop your questions down into the chat box and we'd also like to know who you are and where you come from. So feel free to in the chat box just say your name and where you're from so that we can get a better picture of who of who you are. So to the the core team in Nigeria really big welcome and and over to you. Thank you. >> Okay. Good morning Sophia. Good morning everyone. My name is Adali from Nigeria. I work with the Federal Ministry of Education Abuja. I work with the Nigeria Education Management Information System of the Ministry which is the Apex body in charge of reporting, disseminating, publishing Nigerian education data. And I have with me Mr. Edison. Please introduce yourself. Good morning all. My name is Em. I'm also from Federal Minister of Education. Um under the branch name is that is Niger Education Management Information System. We also work with a new um infrastructure which is NDI. Um we're also like you said before almost the consider education data and uh we collect what is reported from the school down to the federal level. Thank you. So thank you Mr. Edison. So we'll be moving on to our presentation and the topic we picked for this presentation is the fieldwork talking about what worked, what are the challenges and what are the next steps. I don't know if you can see my screen please. >> Yes, very well. Thank you. >> Okay, thank you. Thank you very much. So in the context of Nigeria the DHS2 system started as a pilot which is supported by UNICEF and UNICEF is supporting 12 states in the country. So the initial aim or objective of the DHIS2 platform was for UNICEF to have a system they can use to monitor their support the 12 supporting states they are giving support to to have education data from the those state because it has been challenging getting data from the state and FCTs FCT we have different silos of data the federal ministry of education has it own system which is manual and electronic. Then the state some of the states too will tell you they have their own EMI system and that is what they are going to use. Some of them are making use of access some of them will make use of exert to populate their data. Some of them will even populate their data in Microsoft Word and send to the federal. And we also have the commissions managing the junior and senior sorry the basic education which is the primary and the junior education which is the universal basic education commission. And we have the NSC which is the national education sorry national senior secondary education commission which is in charge of the senior secondary education system in the country. They also have their system. So we have different silos of data of system of which we use to collect data and harmonizing this data is one challenge. Number two validating the data coming from these different endpoint is also a bit challenging because it is what they give you that is what we report and you have to rely on what they are giving us. So the DHIS2 system started from pilots in the country and now it is now the single source of education data education management information system in the country whereby the 36 state and the FCT is making use of it and you can see at the bottom of the slide you can see we have 36 state plus FCT national engagement we have 124,548 schools that reported for the 2024 2025 but that doesn't mean that is the total number of schools we have in the country. We have over 220,000 schools but for the first inception we are able to record 124,548 schools and we have over 40 million learners recorded on the system that is male and female and if you want to get the public report for this you can also visit the EMIS that is mis.education education.gov.ng to get access to the public dashboard. So moving on to the next slide. Why Nigeria needed a different approach? Like I mentioned earlier, they have a large decentralized education system which requires time for processing of the data because this data is coming from different systems. different system and as the time they will come the visibility becomes a problem because if data is not timely for the purpose of what you want to use it for then that data is useless because even though your data is reliable there is accountability there's flexibility and every other thing if the data is not timely because the data you are supposed to use for 2024 2025 academic session you are just getting the data in 2025 2026 academ section then I don't think there's any purpose for that data when you want to make your decision you want to make policies you want to make budget for that 2025 2026 sorry 2024 2025 academic year because you already in another academic year academic year which you'll be having different enrollment figures different total number of teachers different classrooms and so on and so forth so that was why we needed a different approach, the scalability, the scale and complexity, the fragmented process, data coming in from different silos and the decision making gap which is a a really big problem for the country. So when the country adopted the DHIS2 system, we just find a way to domesticate it in the country and that is why we are seeing DNS one platform multiple education parages which the DNA is stand for the digitalized Nigeria education management information system powered by DHIS2 because the minister went for a conference and he was telling them about DHIS2 and Somebody asked him that what is the meaning of DHIS and he said it is district health information system. So they are trying to see how it is going to work in education. So that was when the minister decided that okay we are going to just do domesticate it in education just give it something the people will not feel somehow by the time you tell them the full meaning of the acronym it is still the DHIS system but at the surface it's having a a different name and based on what we have in our DNS presently we have the annual school sensors which collect schools data enrollment staff classroom facilities infrastructure and so on we have the learner registry which was just introduced in the 2025 2026 academic year talking about individual learner records and registration we have the school safety based on the emerging crisis in the country now where we have different arms of group coming up non-state actors coming up and dabilizing the country which is also affecting the educational system the honorable minister felt it would be good to have this system whereby we can get information about the schools being attacked, what's happened, when it happened so that at least we'll be able to use it for decision and and planning towards helping the school in order to c all this act of violence, boundary, vandalism and so on and so forth. And we have the dashboard whereby we have the visualizer. We make use of our analysis and the purpose of this is for decision making in the system. The journey so far from the pilot to the national acceptance stage. I can mention the when it was first initiated in the country the purpose was just for 11 sorry 12 states which was supported by the UNICEF. But now when the system came on board and a presentation was made to the minister he was was so blown away and he was like okay this is the kind of system I want whereby in my office I'm seeing what is happening in the country I don't need to wait for my directors the em officer from the state for them to give me information I myself as a minister I'm interested I want to see what is going on so when he saw the flexibility the user friendly system and the ecosystem of the DHIS2. That was what brings about the adaptation of the system and he directed that all the remaining 25 states then key into the system and presently we have trained all the 36 state and FCT at the local government level and every state in the country must report their education data into the DA DMing system powered by the DHIS2 and presently it is being institutionalized because the minister said any other system that is not damaged we can't use the data coming from it. So even the commissions under the ministry the ub the nse they are all keen into the system because everybody needs data and how we can achieve it is to work together work as one and see how we can make use of the data coming from this system to help the country at large. So my next slide is talking about scaling across the country. Like I mentioned the 36 state and FCT are making use of this system now and the way the country is designed country is divided into six geopolitical zones. We have the northwest we have the north >> sol. So the capacity building training was done in all the zones down to the local government and we have 774 local government areas in the country. So the capacity was done for all the MS officers in the states. I won't say all. So I because based on the based on the positive of funding we have we and pick two persons from each of the LGA and also at the state level we picked from the state ministry of education the state education board which is in charge of basic education. We picked from the senior secondary commission in the state. We pick from the private association also in the state and any other agency or commission in charge of education system. That is where we are talking about the support structures. Any other system in the state that is in charge of education, we are bringing everybody on board. So that one person will not say we are not being carried along. So we don't know what the system is all about. So we can't make use of the system. We make sure that everybody is being carried along in order to make the system a success. And what worked for what work for us we talking about growing ownership now that the dies is accepted in the country it is accepted at the federal level is accepted at the state level. All the governors of the country, the minister made a presentation to them at the Nigerian governor's forum. So even the governors of the country has adopted it in their state. All the commissioners of the education and chairman of subb has adopted it in their state. So nobody is using any other system. If you are using any other system, you can use it as your state. But you must also also still use the DNA system. And like I mentioned, we've done capacity building nationwide covering the 774 local government areas in the country. And the training was answer because part of the requirement for any officers that attend the training was a laptop, an Android phone and also a tablet. And the way the DHIS2 system is at least it has been it has been a good journey so far learning different thing based on how the system is when you want to do your analysis you can create indicator based on what you want and what are the challenges we had during our training. You know we when when we went to the local government level we going to meet with different people and definitely we have different people with different skills. So you see some people finding it difficult to type in the URL in their browser. Everybody, most of them or I would say all of them had a smartphone. But you know based on the way the digitization of the world is going, everybody is making use of smartphone, Android, iOS, WhatsApp, make use of Instagram, make use of Facebook. But those are applications that they just open and they just make use of. But now when you tell them open your browser, type in https this this this. So by the time some of them are typing maybe because of the keyboard auto correct it changes some of the parameters and start having issue. So you notice that we had to support them in typing the correct URL URL and tell them that anytime they are trying to access a URL and they having issues the first thing is to check the URL and check also check their internet. If their internet is stable and they are sure that they have a good data system, sorry, a good data network, then they should check their URL to see that okay, what they are typing is the correct link and not any other thing and we had connectivity issues because of the land mass of the country. The country is so big that even in the state capital of some states we had network issue that we had to change one network to another network to another network. That was also part of the challenge we experienced but at the end we able to overcome that also talking about the data quality like I mentioned earlier whereby you see a school diving in that they have 1 million enrollment. We just concluded the education sector analysis in Lagos last week and data was needed for the analysis. So we extracted data from the DMing system for 2025 2026 which is still ongoing. So there was a case for Lagos whereby the data was extracted for their junior school and the total enrollment for the junior school was reading 11 million plus. By the time we drill down, we notice that just one particular school was reporting that they had 10 million learners is not possible. It's not even realistic. So data quality in order to so training them on data quality whereby they should be able to check what is coming in guide the schools because one of the system we adopt in the country is that the data is coming from the primary source which is the school the air teachers and the principles. So the purpose of us training down to the LGA is for the LG officers to cascade the training down to the schools in their various LGA because of posity of fun we couldn't go down to the LG to the school level. So once the office two officers are trained at the LGA they expected that they should cascade this training down to the schools in the LGA supporting the school principals the school editors and proprietors in completing the form and giving them adequate assistance they need and like I mentioned about the ammonization where data is coming from data is coming from NA is coming from the state using access using Exel using W and all those things and also the user administration you only have access to what you are given an LG officer in Lagos states cannot have access to any other data that is not within his or LG in Lagos state talk more of having access to data in another state is not possible and a state officer take for example Cano we only see what is happening in the 44 local government in this state. I will not see beyond that for this or our state and the lessons learned so far for Nigeria is now it is a single source of fruit for the country has been directed by the honorable minister and even the Nigerian governor's forum has adopted it. So it is what the country is using presently and we intend to continue using it for our education data. Number two is the capacity building is central not an addon. training must continue beyond initialize because what you what you told them during the training they are asking you the same thing because some of them are not used to the system maybe they have their way of collecting data some of them using word some of them using ex some of them even using paper so now bringing a system I remember one of our trainers I told them I said thank god that we all have a smartphone we are used to digital economy what we are trying to teach you now is not entirely different to what you have known We are only telling you how this system works. Every system has a unique way in how they operate. So we are only telling you on how this system works. Don't say because you've used a system before this is how it should work. No, this system is having its own uniqueness and you must follow the guidance in order to make use of of this system. So we are still looking at still giving the state more trainings in order to help them moving forward because you see a lot of them still calling this thing is not working their language is not working and by the time you ask them what is not working you check what they are talking about like oh I was using this one I did not know this one that one so they still need further support not just a one time training that you say we've trained them and that is all Then also talking about what the system is configured to to reflect in the local context for education. The data quality requires governance and accountability. Like I mentioned, since we are making use of it as our single source of truth, the data coming out of it, we should be sure that this data is reliable and data accountability and the scale up requires deliberate change of management. not the way we have been doing things. We need to see it in another approach that this is how we want things to continue going. And what is next for Nigeria is number one the institutionalization of dmemes which is which is presently I would say it is institutionalized but based on the fact that we are still in the early stage. So we are open and we are seeing it that it will remain a single source of truth for education data in the country. strengthening number two strengthening national and subnational capacity. I remember when we were introduced to the system also even at the national we had to undergo some trainings and we are still even undergoing training with the HISP Nigeria team teaching us and guiding us how to manage the system as a super admin for the country what we should be doing what we shouldn't do and all that so we too will be able to guide and support the states and local government on how to make use of the system and number three is the improved data quality and feedback loops. So I think also we should should be looking forward how maybe engaging the state maybe monthly, maybe quarterly, maybe by annually in order for them to be giving feedback what they think we should do, how we should improve the system, how we can how to make sure that the data coming from the system is of good quality and number four the amunization of standard data standards which I have mentioned that presently that is being executed presently. All the commissions or agencies under the education umbrella is coming together and making sure that it is just one system one instrument. Everybody is being is is using an advanced interperability whereby if we are having data coming from another system like let's say ministry of health we should be able to relate it with what we have in ministry of education without needing to say we want to create another system entirely we want to go in another route system should be able to give us everything we need aspect the last one is the embedded routine Data use the purpose of the data is not for keeping sake or not just for reporting is to drive evidence based decision making policy formulation in terms of budgets also to allocate resources when we are talking about teachers non- teaching staff it is data that will guide you just don't say as a governor I want to employ more teachers what is guiding that I want to employ more teachers is you that you want to employ so that the people will know that you are working or you have something a data that is guiding you that okay when you look at the people teacher ratio in the state you have more learners than the teacher which is leading you now that okay now I need more teachers or I want to build more classroom are you looking at the people classroom ratio that yes I may need more classroom in the state before we go ahead and build classroom because in some states you see them building more classroom building more schools at the They don't have learners, they don't have teachers because the resources they made use of was not accurate and was not reliable. They just felt okay let us do it this way and at the end of the day the buildings are there nobody is using it. the resources are just being wasted when they could have an incident and you see some schools they don't have good classrooms they have very shabby very bad classrooms when they could have renovated those classrooms or even build more classrooms in those schools for the learners in those school so these are the six next step for the country that we are looking towards and our message to the DHIS to community is the journey from a DHIS Pilot to the national acceptance is driven not only by technology but by people, partnerships, capacity and continue. Uh because it seems we are losing a little bit of the internet connection and Edison can you hear us? So the internet connection I think dropped completely. So go maybe u and colleagues that are online. Let me put up my video. We we'll just wait for Adawali and to join back. Um but in the meantime, if you have any questions or thoughts you want to add into the chat, that would be really great. This gives us a bit of time to to chew on what we've heard. And um I'm sure there's a few few questions or thoughts. I can see that Thomas has dropped something into the into the chat. But Thomas, we'll just take a quick pause while we get Adal and Edison back. >> We are we are here. >> Welcome. Great. >> We missed you. just as you were saying the um the message that you would want to give to the DHIS2 community. We saw we saw your slide but we missed uh your final thought there. Hopefully your internet is holding up there. Hello Sophia, can you hear us? >> Yes, loud and clear. >> Uh, sorry, you know, network. >> Yes, >> but I believe you could get the presentation up to the end, right? >> Absolutely. Thank you so much. So, thanks Adal. Thanks Edison. Really, it's um we've asked folks if they want to pose any questions. So, we've got a few things in the chat. >> Would you like us to take some of those questions now and open up the conversation? >> Yes. Yes, you open up for questions now. Thank you. >> Okay, great. Thank you so much. It was really a a really thorough overview and I think what I can say is thanks for helping us to to try to track the journey as you've been through it. So, uh we really really appreciate appreciate that. So, Thomas, um, feel free to to speak Thomas if you'd like. Otherwise, I can read out your >> read out your question. >> Hello everyone. Uh, my name is Thomas. I work for Blue Square. You might have heard of the company eventually. Um, so yeah, thank you for the very very nice presentation. That was very clear and and very interesting. Um, so yeah, thank you for that. Um I was wondering because you were mentioning that one of the issue you've been uh you've been facing was was uh some some issues linked to the the scale up of the project and and that brought some user management issues in terms of uh user roles and and like also I guess sort of customer service. >> Um that's that's an issue it's been we've been facing in many many many projects. uh and each time there's kind of a custommade uh solution to this and so I'm always interesting interested into into learning about what's your solution or what the what is the solution you brought in this in this specific project >> sorry please um during your time Mr. Thomas sorry when you asking the question [clears throat] >> so do you want me to to re ask the question sorry >> network off so we didn't get repeat twice >> okay I I'll make it short then uh regard regarding your your user management issue while scaling up uh what practical solution did you bring to to this uh issue. So maybe we've lost the team and well if you're speaking then we you're on mute but just in terms of managing so many users is um Thomas's question. Any thoughts around that or Edison maybe? [clears throat] >> Hello Sophia. Hello Sophia. >> Yeah. Hi. >> Hi. So we we switch our network because the previous one we using was was perfect from the beginning. I don't know what happened towards this the end now. So I don't know if you can help us with Mr. Thomas question so as we don't ask him to repeat his question again. >> Absolutely. Thanks Thomas. I'm going to take the pattern for you. So uh one of the biggest things um that many countries face is how to manage uh how to how to look through user management because you have many many many uh users um and it's an issue Thomas says is faced by many projects whenever someone wants to scale up how do we even think about managing users um so maybe you want to give just a bit of thought on either what you've done or some of those challenges es you've had or maybe some of the things that you want to look at moving forward. But he's saying it's always a very interesting to hear the topic from from others because we all having the same issues. So just in terms of user management issues that you've been facing and any plans for how you're going to think about that as you continue scaling. >> Okay. Thank you. So for the user management initially as a country we have a policy we call it education management information system policy MS policy that is guiding anything that has to do with education management information system in the country and it is still the same policy the new system is relying on even though we are looking towards reviewing the policy so as to bring in what is presently achievable in the country. So for that we are looking towards signing rules in in this order whereby schools have access only to what is happening in their school with their school code and password to log into the system. The LGA officers manage the schools in their various LG their specific LGA while the states is managing what is happening within their state. And at the federal level we have access to what is going on in the state. But even at the federal our access is restricted. Like take for example the DHI two system the DNS we have what we call data entry. As a federal user we don't have access to data entry because it is not our role to make use of data entry. At the state level they don't have access to data entry because because it is not their role. The only person that have access to data entry is the schools. No other person have access to data entry. Any data that is coming into the system has to come from the first node which is the school and like I mentioned during my presentation that presently we have over 220,000 schools in the system. which is equivalent to the users or more based on the officers allocated to manage the schools the LGA and at the federal level too. So and it will keep increasing based on the fact that we have new schools especially private schools just coming on board because the honorable minister has been working with the private school to make sure that every every schools is registered on the system. Thank you. Amazing. Thanks. Thanks for the question, Thomas, and thanks Adawal for the explanation. I think as as more is learned and more is documented, this could be another really good uh topic moving forward for the COP. It's it's good to hear that it's it's interesting for others as well who who are scaling up, of course. And then I see we've got also a comment. I'm just want to say hi. I see so many so many people that we know online, which is great. And uh Lukeman Jaji, I see you've dropped a question here. You've also said um great excellence and clear presentation, but just wondering to know if you want to ask your question to the team or please feel free. >> Thank you very much Sophia. Good morning everyone. Uh at least from this side. Uh my name is Lukeman from the African Union. Um thank you for the for the excellent presentation. I think um my my um question is coming more from a policy angle. I mean what kinds of policy provisions facilitated this um adoption by the 36 states at a very um fast pace? Um because I mean something being adopted within a year or a year plus is very fast from a policy angle. Uh were there policy provisions that were made or was it just the presentation by the governor uh to the governor's forum uh was enough for the adoption and um after it was adopted were there kind of um um um some kind of you know uh uh legal policy level uh um intervention that the the federal level had to do to the to the subnationals as well to to make this uh uh easily adopted. Thank you. Thank you Mr. Lukeman for your question. So when we started the presentation when I was introducing myself I work with the Nigeria education management information system which is the which is an umbrella under the federal ministry of education and it is the apex body for reporting any education data within the country and outside the country and there is already a policy which is the education management information system policy em policy that drives anything relating to education data in the country and it was last reviewed 2021 whereby it talks about how data should be transmitted how data should be submitted from the federal which is the name is to the states which is the semis which means state education management information system down to the local government lemies that is local government education management information system is a policy on ground that is backing up all these things. But because the way the system was initially whereby it was more of manual that is paper paperwork before we start migrating to cap which is computer assisted programming interface when we started which the DNS the DH DM is powered by DHIS2 now brings in about the integrated MS talking about having data not just about the annual school sensors. Now we have learner registry added to the dyn safety also added to the learner registry. So so we don't have to develop different systems for us to get different data that we want. So when the dmies came on board and the minister gave a directive we were banking on the em policy that was already on ground. So like and like I said we are looking towards reviewing the policy to specifically state that DNS is the single source of truth for education data in the country just to bring in what is currently being obtainable in the country. No when you do a policy after a year or two you start seeing some additions some things that are not relevant which should be subtracted from the policy. So I believe that maybe this year or next year the policy will be reviewed to capture everything the DMs is all about. But presently it is still the em policy that was last reviewed 2021 that we are banking on and that is why we are able to have the adoption of the 36 state and FCT coming on board because ideally they report their data to us just that it is not timely and they have different system. Some of them make use of access some make use of exel some put their data in Microsoft word and just submit and some of them have a system that they are using. I remember the UNESCO UI system some of the states are also using that to submit their data. Thank you. So Mr. Luma I think you still want to ask further question. >> Yes. Yes. Thank you very much. The second point I noted is what you had already started talking to. Um we know from the continental level as well that um the the technology adoption for ME system strengthening is not a homogeneous process. Um and I say that because even in one country you have different subnationals using completely different systems. Uh and the ministry of education also using uh um a completely different system. Um is the plan to ensure that there is uniformity in systems adoption that you want Lagos to use DHIS every other state in Lagos. Is is is that the plan or is there are there plans in place or are there policy provisions for uh um like a a standard on uh interoperability or a standard on data exchange across systems is that is that is somewhere in the pipeline I'm asking this question because we we're also learning what other countries are doing so uh and it would be nice to also understand what Nigeria is doing in this in this space so that uh we facilitate cross cross country learning and and and exchange. Thank you. >> Okay, thank you for that question. So the present status for the DNS in in the country is the system that every state the 36 state and FCT are going to and make use of and presently every state are making use of it because it was adopted by the Oh, sorry, Adali. We're losing you with your connection. So, I'm thinking I see also looking at synergizing, for example. Yeah. So, um, our colleagues dropped there. So, whilst they come back, Abd Malik, I see that you have your hand up. I think you were going to come in um to answer the question by Yes, please go ahead. >> Yes. Uh, good morning all. I only want to also contribute uh to what Wally is trying to say. In Nigeria, we have a procedures of when we are implementing within the Nigerian context where we have what we call the JCC. Uh the JCC bring all the memos and ideas of what to be done and then the secretaria will scrutinize it and present it to the national council of education uh in a meeting where it is rectified that uh this policy has been agreed. So that process has been started and then I know maybe subsequently uh hopefully in January when we will have a uh national council of education the DNS policies and uh will be passed and then the state government all the state governors and the local government will buy into ideas of what we are what we are doing. So we it is work in progress. Thank you very much. Thank you so much Abdul Malik Adal. We just continued um because you hear dropped. So I hope that's okay. >> Yes, it's fine Sophia. So Mr. Malik is one of our boss in the federal minister of education. So he has given the best answer. Thank you. >> Thank you so much and thank you Mr. Abdul Malik. We appreciate it. >> Wonderful. So I think we've also got a question. Um, see we got 10 minutes left. We have a question from Betty wondering Betty if you would like to ask your question. >> Good morning, good afternoon everyone. Thank you for the nice presentation and uh giving us an overview of uh the process that you went through you know for the digitization of the education management system and it's very interesting to see other countries experience and we learn uh so much from them. I just wanted to ask um the perspective of uh the organizational challenge you have passed through because uh sometimes it's not the technological challenge we usually face uh during implementation of uh any uh management information management systems and uh we have seen uh many organizational challenge trying to implement uh many systems And we just want to understand if there were any imple organizational challenge you know in uh maybe at every level assigning focal persons and were people actually acceptable when you actually went to the offices of uh education and I just want to understand if there were any uh challenge and we would like to learn more from those challen challenge. Thank you. >> Acceptance challenge. >> Okay. Thank you. Betty, are you talking about the acceptance of the DNS in the country or you are talking about the general challenges you have as an organization? Yes, I think uh broadly general challenge you have but one of it could be acceptance you know from previous systems going through new systems trying to adopt these newer systems and uh even like the process you have went through >> okay thank you I would say for the country we don't have any sort of that challenge because I remember in one of our trainings some of the officers from the not because in the northern part of the country they make use of the UI the UNESCO UIS system and they've been using that for a long time. So when they were coming for the for the training what they had in mind was can this system do what they want they've been using UIS this is what they get from UIS us is the best system this one that one so at first they were having that reluctant nature of accepting the system but after the third day of the training when we were asking for their feedback they were so happy and like okay this is what they want they want a system that if I query Because one of the challenge we have in the country is having a system but you can't get your data out of the system. They will tell you it is our data and it is true. The state owns the data. The federal does not owns the data. We just ammonize everything that is coming in from the 36 state and our job is to coordinate and manage and also report for the country. So when they see that okay they can go into this actually go into the system what one school in a particular local government field they can actually have access to it and make use of it. So if they have access to all the data coming into the system and they can do analysis and they don't want to be doing analysis manually it is for them to just speak that and analysis is coming up for them like using different chart not mean downloading a table now start thinking of what kind of chart do I want to use is it a bar chart is a line chart and this and that but when you look at the DNS powered by the DHS to they have different kind of chart in the visualizer everything is so they see that Okay, they don't need any other thing. This is what we need. So if the system is having this so our job is just to make sure that our data is coming in and when I want to make use of for it for analysis or there's a request coming into the state that they want this kind of data from the state then we can give them then the acceptance was easy for us when we after introducing the participant I mean the states to the system and we able to move there and also we have an organizational structure the state ministry of education in charge of the secondary and private schools and the state universal basic education board sub in charge of the basic primary and junior school. So and we are always making sure that they are working together in order to achieve the same goal for the states because the we can't say the state universal basic education board report their data while the state min education doesn't report and we want to make use of that data. No, we always making sure that the two bies, the two agency comes together and make sure that they report the state data as one because we can't report half data. It is not possible. It has to be a whole data. Thank you. >> Amazing. Thank you so much Ado. Thanks Betty for your your question. So I see we have only five minutes left and there's quite a lot of questions which is really really great. Thank you so much. Um I'm wondering if we take a new question or if we summarize all the questions into one and then request the team to go see what do you think would be the best. Um I I think um well it's up to the speakers uh they're they're presenting today. So if they'd like to um you know get a summary of the questions and answer them broadly and then people can uh follow up maybe in the coop post in the discussion and ask their question their follow-up questions there if they want. Um should we try to do that at a while a couple of broad thematics for the last uh the last piece before we end for today? Yeah, but before moving on to that, one of our boss from the federal minister of education is raising up his hand in person of Mr. BBC. I don't know if you allow him to add to what we have presented. Thank you. >> Absolutely. Please sir, feel free to go ahead. Thank you so much for joining. Sorry, Mr. Can you unmute your mic so that you can talk, sir? >> Hello. Yeah. Thank you. Thank you so much, Sophia, and the rest of the team. Can you hear me, please? >> Yes. very well. >> Yeah. I just want to chip in a little my colleague in the office have already explained most of the things they were supposed to know. Uh you know somebody was asking I see Mr. Lukeman also was asking a question whether the state or government have uh state government have already buying into the the platform as of today. As of today the all the states are buying into the DNS platform which uh we we communicated to states. Okay. A a partner asked us to to to find out why whether state have already buying into the platform and we got we got message from all the state that they've bought they bought into the the platform. So as I speak to you now all the states state six state and FCT is using this platform for the data collection and also the minister have also tried in one one or two ways to bring in state into the into the using of this platform and the last time he called the state all the state to Abuja and they set up a committee a committee that will be um in charge of this data collection where all the uh the stakeholders in the in the state uh uh in the state data collect this data from the schools and also I'm aware that also that very soon uh they're going to be a kind of a step down training to the to the schools because what are doing the data is actually coming from the from the school which is the last node data is coming from the school so you need to train the the the the teachers or the designated officers that are collecting this that are also getting this data from the school to the platform. So I think uh for awareness andation I think we have uh the federal education have done well and the states are are buying to it. Thank you. >> Thank you very much sir. so much appreciated and uh just wonderful to see that the the full team is here and thank you for that um fulfilling in the context for us as well. Many many thanks and I see >> yes go ahead. >> Sorry Sophia guys. Sorry colleagues I just wanted to chip in this quickly just for 10 seconds. Um we've been having conversations with the Ministry of Education around organizing a national dialogue on EMIS system strengthening in in Abuja. Uh that conversation I think was uh the minister told us it's probably going to be around October. We don't know the exact date yet. Uh but um I would get your contact information from uh from Sophia and uh keep you in the loop. Uh because the presentation you gave today is something that we believe that uh it's it's useful. Uh it will help us perhaps design our interventions better to to Nigeria uh around EMI system strength. It looks like your issues and challenges around technology is about is almost solved. So if you're looking for financial resources for others, it will be around just training and capacity building and provision of uh uh um you know much more teaching and uh learning learning um uh training and learning for for for the relevant officers. Uh I think we can take the conversation to the to the forum. I'm going to sign up there now and then we'll take it from there. Thank you. Thank you so much to you Luke Lukaji and uh it's wonderful to have the African Union join as well for this really really great presentation and colleagues I see there are so many nice questions there's also lots of comments saying great presentation we've had Kennedy hasn't had his question looked at or Lynette um I also see that um let's see Aani as well so maybe what we should do is continue as as Lukeman mentioned this conversation on the community of practice. We'll make sure that the questions are there and um hopefully Adawali that's okay with you all that we can we can continue talking about this great um great work that you're doing on on the COP. >> Okay. Thanks Sophia. That is that is that is okay. We can we can we can continue the communication and the question and answering on the COP. So we can >> thank you so much. >> Great. And I just want to say thank you again so much for making this our second EMIOP really really a great success. You can see everyone super happy. So I love these and I appreciate so much um your the time and effort that everyone took. So thank you again. See you on the coop and uh say hi everyone. Good job guys. [laughter] >> Full team there. You're going straight into training. Good luck. [laughter] >> Bye everyone. Thanks to everyone on the TP for joining. We see you next time. >> Thank you. Bye Sophia. >> Bye everybody. >> Good job. Bye.