LOKOJA — Kogi State education authorities have begun preparations for the 2025/2026 Annual School Census as the state moves toward digital collection of information from schools. The exercise is intended to provide reliable data for education planning, policy development and resource allocation. The state Ministry of Education launched preparations through a stakeholder sensitisation meeting involving education agencies, civil society organisations, media representatives and other groups. Officials said the census would be conducted through the Federal Government's Digital Nigeria Education Management Information System portal. Moving from manual records to digital reporting could improve the speed and consistency of education data collection. School information is needed to determine how many pupils are enrolled, how many teachers are available and what infrastructure schools require. Accurate data can help government identify areas where classrooms, teachers or learning materials are insufficient. The census is also important for monitoring changes in the education system. Population growth, migration and new school construction can alter the distribution of students and teachers. Regular data collection allows authorities to respond to those changes rather than relying on outdated figures. Digital systems can make it easier to compare information across schools and local government areas. They can also help authorities identify inconsistencies that require verification. However, successful digital reporting depends on connectivity, equipment and trained personnel. Schools in remote communities may face difficulties if they lack reliable internet access. Authorities may therefore need to provide technical support and alternative arrangements where necessary. Training is also important because school administrators responsible for entering information need to understand the system and the standards expected. Data quality should remain a priority. Inaccurate entries can affect decisions about funding and infrastructure. Verification processes can help ensure that reported information reflects actual conditions. Education data should also be handled responsibly. Information about students and teachers may include personal details that require appropriate protection. Digital systems need safeguards against unauthorised access and misuse. The census could support more evidence-based planning in Kogi State if its findings are properly analysed and applied. Authorities can use the information to identify schools requiring additional support and determine where new investments are needed. Data can also help evaluate whether existing programmes are producing the intended results. Education stakeholders said cooperation from schools and communities would be important to the success of the exercise. School administrators need to provide accurate information, while government agencies must ensure that data is used responsibly. A digital school census is not an end in itself. Its value comes from what authorities do with the information after collection. If the data is translated into better planning, targeted investment and improved school services, the exercise can contribute to stronger education outcomes. Kogi's move toward digital education data therefore represents part of a wider shift toward evidence-based management of the education system.