ABUJA — Education researchers have called for greater use of reliable school data in planning and policy decisions, saying evidence can help authorities identify weaknesses and direct resources more effectively. They said information on enrolment, attendance, teachers, infrastructure and learning outcomes should form part of routine education management. Data is particularly important in a large and diverse education system such as Nigeria's. Schools in different regions can face very different challenges, meaning a single intervention may not produce the same results everywhere. Reliable information allows authorities to identify those differences and design more targeted programmes. Enrolment figures can show how many children are entering school, but attendance data provides additional information about whether pupils are regularly participating. A child who is formally enrolled but frequently absent may still be at risk of falling behind. Monitoring attendance can therefore help schools identify problems early. Learning assessments provide another layer of information. They can show whether pupils are acquiring expected skills and which subjects require additional attention. When assessment data is combined with information about teachers and infrastructure, policymakers can better understand possible causes of poor performance. Data quality is essential. Inaccurate or outdated information can lead governments to allocate resources based on a false picture of conditions. Education authorities need systems that allow schools to update information regularly and verify records. Training school administrators in data management can improve reliability. Technology can make data collection easier, but digital systems require investment. Schools need appropriate devices, connectivity and technical support. Where digital access is limited, authorities may need transitional systems that combine electronic and manual processes. Data protection is also important because school records can contain personal information about children, teachers and families. Authorities must ensure that information is stored securely and used for legitimate educational purposes. Schools should also receive feedback from the data they provide. If teachers and administrators submit information but never see how it influences decisions, reporting can become a routine administrative burden. Sharing useful findings can encourage better participation. Education data can also support accountability. Governments can compare planned targets with actual outcomes and identify programmes that are not producing expected results. Public reporting can help citizens understand whether education investments are improving schools. However, data should not be used simply to rank institutions without considering their different circumstances. A school serving a remote community with limited resources may face challenges that require additional support rather than punishment. Researchers also stressed the importance of combining quantitative information with local knowledge. Statistics can show where a problem exists, while teachers and communities can often explain why it exists. Both forms of evidence are valuable. Better use of education data can improve planning at federal, state and local levels. It can help authorities identify teacher shortages, infrastructure gaps, attendance problems and learning difficulties. It can also support evaluation of reforms by showing whether outcomes improve over time. Nigeria's education system requires significant resources, making efficient allocation particularly important. Reliable data can help ensure that available funds are directed toward areas with the greatest potential need. Strengthening education information systems should therefore remain part of broader efforts to improve learning. Evidence cannot replace good policy or effective implementation, but it can make both more informed. When authorities know what is happening in schools, they are better positioned to decide what should happen next.