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Finding Data: Data on Education - Africa


  • Africa Program for Education Impact Evaluation
    Designed to evaluate Whole School Development (WSD) program, a comprehensive school management and capacity building program in The Gambia.

  • Barro-Lee Educational Attainment Dataset
    Contains enrollments at all education levels (primary, secondary, and tertiary) for a sample of 89 countries from 1820 to 2010 at 5-year intervals. Contains estimated educational attainment for the total, female and male populations from 1870 to 2010. The estimates are available in 5-year intervals for 89 countries. Contains projections of educational attainment for the total, female and male populations from 2015 to 2040. The estimates are available in 5-year intervals for 146 countries. Can also be found in an easy to use interface from the World Bank which also contains the supplement from IIASA/VID which provides projections to 2050.

  • Botswana Household Income and Expenditure Survey 2002-2003
    Tabulations only. First household income and expenditure survey since 1993-1994, this survey covers income, expenditures and household characteristics including education, occupation, assets, cooking fuel, water and sanitation.

  • Burkina Faso - Community Monitoring and Evaluation for Better Health and Education Services Delivery 2011-2012

  • Children, Transport and Mobility in Sub-Saharan Africa, 2007-2008
    Focused on the mobility constraints faced by children in accessing health, educational and other facilities in Ghana, Malawi and South Africa.

  • Education Statistics (World Bank)
    Worldwide data on education from national statistical reports, statistical annexes of new publications, and other data sources. Includes public expenditure data.

  • Kenya Open Data
    Governmental data from Kenya often to the subnational level.

  • Liberia - Household Income and Expenditure Survey 2014-2015
    Collected detailed information at the household level in Liberia on the following topics: education, health, employment, water and sanitary practices, household resources, grants, crime, conflicts and recent shocks to household wealth.

  • Madagascar - Public Expenditure Tracking Survey in Education 2006, First Round

  • Madagascar - Public Expenditure Tracking Survey in Education 2007, Second Round

  • Malawi - Schooling, Income, and Health Risk Impact Evaluation Household Survey 2007-2008, Round I (Baseline)

  • Mali - Enquete sur le Suivi des Depenses dans le Secteur de l'Education jusqu'a Destination 2005

  • Mozambique - Education Outcomes National Panel Survey (NPS) 2002-2008

  • National Income Dynamics Study (2008+)
    Face-to-face longitudinal survey of individuals living in South Africa as well as their households. Designed to give effect to the dimensions of the well-being of South Africans, to be tracked over time. At the broadest level, these were: Wealth creation in terms of income and expenditure dynamics and asset endowments; Demographic dynamics as these relate to household composition and migration; Social heritage, including education and employment dynamics, the impact of life events (including positive and negative shocks), social capital and intergenerational developments; Access to cash transfers and social services.

  • Nigeria - Teacher Development Programme In-Service Training Component Impact Evaluation 2014, Baseline Survey
    The quantitative baseline survey for the phase 1 Impact Evaluation (IE) of the Teacher Development Programme (TDP) In-Service Training component is the first of 2 rounds, for which data collection took place in October 2014 - January 2015. The endline follow-up survey is planned to begin in June 2018.

  • School-to-work transition survey (SWTS) micro data files
    Between 2004 and 2006, the ILO partnered with 8 countries (Azerbaijan, China, Egypt, Iran, Kosovo, Mongolia, Nepal, Syria) to pilot its SWTS.

  • South Africa - General Household Survey
    Annual household survey specifically designed to measure the living circumstances of South African households. Collects data on education, health and social development, housing, household access to services and facilities, food security, and agriculture. Free registration is required. Preceded by the October Household Survey.

  • South Africa: KwaZulu-Natal Income Dynamics Study (KIDS), 1993-1998
    Combines the KwaZulu-Natal portion of the 1st South African national household survey, the Project for Statistics on Living Standards and Development (PSLSD) with a re-survey of the same households from March to June 1998. Combining the 2 surveys yields a panel dataset in which the same individuals and households have been interviewed at 2 points in time. In 1993, the KwaZulu-Natal portion of the PSLSD sample was representative at the provincial level, conditional on the accuracy of the 1991 census and other information used for the sampling frame, and contained 1519 households of all races. It was decided not to re-survey the small number of white (112) and coloured (53) households in 1998. So the 1998 sample includes only African and Indian households. The 1993 survey was an integrated household survey similar in design to a World Bank Living Standards Measurement Survey. The main component was a comprehensive household survey that collected a broad array of information on the socio-economic condition of households and included sections on household demographics, household environment, education, food and non-food expenditures, remittances, employment and income, agricultural activities, health, and anthropometry. The 1998 household questionnaire largely followed the 1993 version with a few important changes: (1) greater focus on individual ownership of assets and control over their use; (2) expanded emphasis on those individuals not living in the household but economically linked to it; (3) four new sections on economic shocks, social capital, assets brought to marriage, and household decisionmaking. Community surveys were also completed in both years; the 1998 community questionnaire included new sections on economic shocks and social capital in addition to sections on local economic activity, infrastructure, and prices. Must be requested from IFPRI.

  • South Africa: KwaZulu-Natal Income Dynamics Study (KIDS), 2004
    The 3rd round of the KwaZulu-Natal Income Dynamics Study (KIDS) dataset contains information on the socio-economic circumstances of households. This 3rd round conducted in 2004 re-interviewed households contacted in 1993 and 1998. The 2004 questionnaire is based on the original 1993. It includes the collection of anthropometric data from children aged 6 years or less. New modules include the administration of a literacy test to children aged 7-9 years, a module on employment histories, and a module on the Child Support Grant (CSG). Also, several existing modules have been expanded or amended, including the information on deaths in the household, the module on health and caring, that on social capital and the information collected on children. Must be requested from IFPRI.

  • South African Schools Data Base 1996 and 1996 (revised)
    Consists of a schools database in MS Access 97 format. There are detailed geographic information such as magisterial districts, national roads, provincial and national boundaries of the schools in the data base.

  • South Sudan - High Frequency Survey 2012-2014, Panel Data
    Followed a small number of households in 4 state capitals in South Sudan: Juba, Wau, Rumbek and Malakal. Over the period of the pilot survey, households were visited 6 times. Collected a panel data set to monitor the welfare and perceptions of citizens in 4 of South Sudan's state capitals. Aimed to provide the Government of South Sudan with high frequency, high quality data on social, economic and security conditions in the country.The survey used tablet computers to collect real-time data on market prices, exchange rates and household welfare in the major towns of South Sudan.

  • South Sudan - High Frequency Survey 2015, Wave 1
    Monitored welfare and perceptions of citizens in all accessible areas of South Sudan. Contains information on security, economic conditions, education, employment, access to services, and perceptions. It also includes comprehensive information on assets and consumption, to allow estimation of poverty.

    Sample Size: Representative sample of 3,550 urban and rural households in 6 of South Sudan's 10 former states: Western Equatoria, Central Equatoria, Eastern Equatoria, Northern Bahr El Ghazal, Western Bahr El Ghazal, and Lakes state.

  • South Sudan - High Frequency Survey 2016, Wave 2

    Sample Size: 1,189 urban households were interviewed in 7 of the country's former 10 states

  • South Sudan - High Frequency Survey 2016, Wave 3

  • South Sudan - High Frequency Survey 2017, Wave 4

  • Tanzania - Community-Based Conditional Cash Transfer Program Impact Evaluation 2009-2012, Baseline, Midline, and Endline surveys
    The overall objective of the pilot is to test how a conditional cash transfer (CCT) program could be implemented through a social fund using a community-driven development (CDD) approach, and to learn about what systems may need to be in place to achieve positive results for highly vulnerable populations.

  • Tanzania - Education Quality Improvement Programme Impact Evaluation Baseline Survey 2014-2015

  • Textbooks and test scores in Kenya
    Contains data that were collected for a series of randomized evaluations conducted in 2 poor and densely settled rural districts in western Kenya, Busia and Teso. These evaluations were implemented to assess the impact of different kinds of school assistance programs. These interventions included the provision of texbooks and school grants. The ultimate purpose of these evaluations is to provide guidance to primary schools on how to improve education outcomes in rural Kenya.

  • Third International Mathematics and Science Study: International Curriculum Analysis, 1992-1995 (TIMSS)
    Provided curricular and textbook information from each country participating. Comparative study of education in mathematics and the sciences conducted in over 40 countries on 5 continents. The goal was to measure student achievement in mathematics and science in participating countries and to assess some of the curricular and classroom factors that are related to student learning in these subjects.

  • Trends in International Mathematics and Science Study (TIMSS) (1995+)
    Provides reliable and timely data on the mathematics and science achievement of U.S. 4th- and 8th-grade students compared to that of students in other countries. Collected in 1995, 1999, 2003, 2007, and 2011. Next round of collection will be in 2015. Also see the NCES Bibliography for literature that has used this data.

  • Uganda - Public Expenditure Tracking Survey in Education 2002

  • UNICEF: Monitoring the Situation of Children and Women
    Contains the full range of statistical information made available by UNICEF. Includes the official global statistical databases published in The State of the World's Children. Indicators on child survival and health, child nutrition, maternal health, water and sanitation, education, child protection, HIV/AIDS, immunization, and Millennium Development Goals.

  • wanda - Adolescent Girls Initiative (AGI) Evaluation 2012-2014
    The Adolescent Girls Initiative (AGI) pilot was implemented by the Government of Rwanda as part of an 8-country initiative led by the World Bank aimed at promoting the economic empowerment of adolescent girls. The development objective of the Rwanda AGI was to improve employment, incomes and empowerment of disadvantaged adolescent girls and young women (aged 16-24), and to test two integrated models for promoting these goals.

  • Wellbeing in Developing Countries (2003-2006)
    Series of studies which aim to develop a conceptual and methodological approach to understanding the social and cultural construction of wellbeing in developing countries (26 community profiles in Bangladesh; Ethiopia; Peru; Thailand). Include details on (1) physical description of the community; historical background and key events; people (population and demographics); languages, religion, social settlement; material resources (occupation, market, infrastructure, provision of government and non government services); natural resources and land use (water, livestock, forest, wildlife, crops); human resources and processes (education, migration, health); socio-political resources (social and political groups, local institutions, social stratification); cultural resources (traditions and beliefs, religious and non religious events); values and satisfaction; incomes (self-employment, wage income, and in kind); expenditures (production costs, food and non-food items); and credit and saving behavior. (Free registration is required)

  • Zambia - Expenditure and Service Delivery Survey in Education 2002

This page last updated: October 21, 2009