The Evidence Agenda in Education: An International Perspective

Abstract

In this chapter the authors provide an overview of the evidence-for-education landscape across countries. Although the importance of using evidence to inform policy and practice in education was identified over 20 years ago, many education systems are still struggling to make this a reality. The enormous expansion of publicly available data on education and its increased access by diverse stakeholders has only contributed to the complexity of the endeavour. In recent years it has become clear that providing data and research and promoting evidence-informed policy does not ensure that the knowledge will actually be used. Furthermore, data and research can and will also be misused, selectively used or even abused. Therefore, the appropriate use of knowledge should be a high priority on the evidence agenda in education. Illustrated by two country cases the authors argue for a systematic effort to promote appropriate use through building capacity at the local level and creating a culture of evaluation and self-reflection across the system. Peer learning networks and the engagement of a broader range of stakeholders can be powerful levers for establishing a holistic culture for the use of evidence.