Strengthening research use in education policy: International landscape

Using evidence well and systematically is fundamental for improving the learning experience and outcomes of all students and ensuring equity in education. Despite enormous effort and investment to reinforce the quality, production and use of education research, using evidence in policy and practice remains a challenge for many countries and systems. This paper reports on the findings of an OECD study that mapped actors and mechanisms facilitating the production and use of research in education systems. Data was collected from ministries of education in 37 systems representing 29 countries through a survey and follow-up interviews. This paper focuses specifically on research use in policy making. Findings depict a wide range of actors that facilitate research use. While respondents reported various research mobilisation mechanisms, these focus primarily on linear research transfer and relationship building. Only a minority of countries have a systems approach. Based on an analysis of reported actors, mechanisms and barriers, the paper concludes that in many systems the current set of mechanisms is not sufficient to achieve a systematic use of evidence in policy. What seems to be missing is an acknowledgement of the complexity of evidence systems and an appropriate system-level coordination of this.

Idioma