Strengthening Data Practices in Eastern Africa’s Higher Education

In the first interview of the Perspectives initiative, Ben Ruhinda, Senior Systems Officer at the Inter-University Council for East Africa (IUCEA), shared insights into the pressing challenges and strategic priorities surrounding data collection and management in Eastern Africa’s higher education sector.

One of the most significant challenges facing the region is the lack of harmonized indicators and data management practices. While data is collected across countries and institutions, differences in definitions, standards and levels of system maturity make comparison and exchange difficult. “When we collect data, we must agree on common indicators,” Ruhinda explains. “Without shared benchmarks, what is measured, where and when, it is hard to ensure clarity and meaningful comparison.”

The need for harmonization goes beyond national borders. Data users are not limited by geography, and mobility across sub-Saharan Africa requires shared practices that support transparency, comparability and exchange. Linking data more clearly to quality assurance and policy guidance is also essential. In many cases, data is collected without sufficient alignment to its intended use in decision-making processes.

Addressing Data Challenges through HAQAA3

To address these challenges, Eastern Africa has prioritised the harmonisation of higher education systems, particularly through quality assurance (QA) and accreditation frameworks. The development and classification of regional QA mechanisms, alongside the alignment of standards and curricula, play a central role in strengthening data systems. Training QA teams and reinforcing institutional management systems are equally important steps, as quality assurance processes place high value on reliable and structured data.

HAQAA3 contributes to these efforts by supporting harmonised standards, capacity building and strategic alignment across regions. Through collaboration and training initiatives, the programme helps address gaps in tools, templates and technical expertise. “Clear definitions of standards and common templates for information are critical,” Ruhinda notes. HAQAA3 also supports reflection on governance and data management tools, ensuring that all stages of the data cycle, from collection to use, are considered.

Strengthening data management systems is particularly urgent given the rapid growth of higher education in Africa. Accurate and reliable data enables better planning, forecasting and investment decisions. “If you do not manage student data effectively, you cannot plan for expansion,” Ruhinda stresses. The quality of data directly influences the quality of education provision, the mobility of qualifications and skills, and the strategic development of a common higher education area in Eastern Africa.