September 2026

As an education leader, I have come to see that data is much more than a reporting requirement. We have always collected information, completed tables and reviewed results. But the real value of data lies in what it enables us to do differently.

For me, becoming a data-driven district is not primarily about having more information. It is about building a culture in which evidence shapes our decisions, how we allocate resources and the support we provide – and where we are prepared to ask what lies behind the numbers

What will take our district to the next level is not the data itself, but how we conduct our business

That shift changes the questions we ask. Instead of simply asking whether learners are performing well or poorly, we need to ask: Where is the challenge? Why is it happening? And what do we do next

In iLembe, the KwaZulu-Natal district I lead, this has meant using the Data Driven Districts (DDD) Dashboard, which brings together school and learner data, to move beyond broad measures of performance to identify the particular subjects, grades and schools that require attention. When we identify an underperforming subject, we can go further into item and error analysis, looking at how learners answered each question and where they went wrong. This helps us understand not simply that learners are struggling, but where the difficulty lies and what kind of intervention might address it

The same principle applies at learner level. Performance and attendance information can help us identify learners who need attention, but the numbers are only the starting point. It is not just the numbers; data allows us to go deep. We need to understand the circumstances behind those numbers so that the support we provide responds to the actual problem

This is where data becomes a leadership tool rather than simply a reporting tool

For me, being better informed changes the way I lead. When I have the right information, I can arrive at a school with a clearer understanding of its context. I can ask more precise questions, focus my attention where it is most needed and target interventions more accurately and more quickly

Historical information is particularly valuable because it allows us to identify patterns and understand how problems have developed over time

That means that by the time I get to the school, my intervention is accurate, and it’s timely

But I have also learned that data-driven education cannot be reduced to academic performance alone. Learners do not exist in isolation from their schools, teachers, families and communities. Attendance, discipline, teaching practice, leadership, curriculum and circumstances outside school can all influence whether a learner succeeds

That is why our approach in iLembe needs to be holistic. Data helps us identify where attention is needed. Professional judgement and engagement help us understand why. And targeted support provides the response

This represents a different model of accountability. It is not about using data to assign blame. It is about using evidence to take responsibility for improvement

That also requires a particular kind of leadership. Data does not remove the need for professional expertise; it strengthens it. As leaders, we still need to interpret evidence, challenge assumptions, listen to teachers and understand the realities behind the figures. Most importantly, we need to remain willing to learn

There is no point at which any of us can say, “I’ve learned everything.

I believe this is one of the most important lessons for education systems seeking to improve learner outcomes. The goal is not to become better at producing data. It is to become better at using evidence to see problems earlier, understand them more deeply and respond more deliberately

Ultimately, data is most powerful when it brings us closer to the learner – not further away

When the number on the page prompts a better question, a more targeted intervention or a deeper understanding of what a learner needs, data stops being an output of the system and becomes an instrument for changing it.

The Data Driven Districts programme is implemented by New Leaders Foundation on behalf of the Department of Basic Education, supported by the Michael & Susan Dell Foundation.