Evaluating a big data–driven resource allocation framework in selected Namibian schools and regions

This research provides a comprehensive evaluation of the implementation and effectiveness of a Big Data-driven resource allocation framework within a variety of schools and regions in Namibia. The primary aim of this framework is to effectively address the significant disparities in resource distribution that exist between urban and rural educational institutions. To do this, the framework brings together a wide variety of datasets including student performance data, demographic trends, and socioeconomic indicators. Through multiple lenses we can see more accurately what Influences Equality in Education. Through these data sources, the paper shows the role of data analytics in shaping policy and making decisions in the educational sector. The study highlights both the benefits and drawbacks of implementing the framework. On the plus side, improved means better allocation of resources as it helps in identifying the areas which are needed for better learning and greater equality. Nevertheless, the study also uncovers technological limitations which currently hinder the effective use of data and analytics tools. Moreover, it mentions the level of data literacy among the educators. Furthermore, this level of data literacy is low and hinders their use of data. Also, it notes that school should shift towards adopting data-driven decisions to make cultural changes. This cultural change is really important. Not only will it ensure that the benefits of Big Data-driven framework are reaped. But it will also ensure that the educational leaders make use of data to improve functionality. Keywords: Big Data, Resource Allocation, Education System, Namibia, Data Analytics, Educational Equity.