Toward Data-Driven Education Systems: More Data and More Evidence Use

Governments and organizations have generated copious amounts of data and analysis to support education decision-making around the world. While continued investments in education data collection, curation and management are necessary, the ultimate value of evidence is not in its production, but its use. Information does not necessarily translate into better decisions because those who produce education data are often far removed from those who make crucial decisions about education policies, programs, and investments. With limited insight into what evidence decision-makers use and need, the likelihood of non-use and misuse of information is high. There has been surprisingly little systematic research on the types of information education decision-makers in developing countries value most – and why. This paper aims to help the global education community take stock of what information decision-makers use to manage change and measure results. It analyzes data from two surveys of education stakeholders in low- and middle-income countries on their use of data in decision-making.