ERICC Policy brief _ Overcoming political and technical barriers to advancing education data systems in protracted crises

The global learning crisis is most severe in conflict- and crisis-affected settings, where over 234 million children face disrupted schooling, displacement, and trauma that undermine their learning, wellbeing, and long-term development. Meeting their needs is central not only to safeguarding education rights, but also to building resilience and stability. Yet, the evidence base for action remains weak. Reliable data on access, continuity, quality, and holistic learning outcomes is limited or inconsistent. Where data exists, it is often fragmented across parallel systems, delayed, or withheld for political economy reasons, making it difficult for governments, donors, and humanitarian agencies to design effective policies and track progress.Challenging the status quo is essential, as information on school damage and displacement following conflict or disasters…