Functional Area 1 Learning Series: Using Evidence to Transform Education Policy
About the FA1 Learning Series
This Learning Series is part of the work of the SDG4-Education 2030 High-Level Steering Committee (HLSC). The HLSC is the apex body of the Global Education Cooperation Mechanism, mandated to provide strategic guidance, review progress and make recommendations on actions for countries to achieve the Sustainable Development Goal 4 (SDG4) on quality education and lifelong learning opportunities.
The HLSC pursues this mandate through three Functional Areas (FAs), supported by respective Technical Committees: FA1 is on evidence-based policy and practice, FA2 is on data and monitoring and FA3 is on financing.
This Learning Series falls under FA1, with the objective to promote evidence-based policy formulation, planning and implementation. This objective is achieved through in-country capacity assessments, international peer-learning and cooperation activities, as well as production and dissemination of knowledge products.
Why the need for evidence-based policy formulation, planning and implementation?
While research generates a wealth of data and evidence on education, its uptake in policy, planning, and implementation remains limited in many countries (NORRAG, 2021). This is due to two broken feedback loops: (a) between researchers and policymakers, and (b) between global and local levels.
Evidence usage is not only insufficient but also uneven across the policy-making process. Many systems use research for problem identification, policy design, and evaluation, but fewer use it to spark dialogue, shape legislation, or influence decisions (OECD, 2022). Ensuring evidence-based policies requires integrating evidence across all policy cycle stages.
This Learning Series is designed as peer learning webinars aiming to address knowledge-policy-practice gaps throughout the policy cycle by bringing together policymakers, practitioners, researchers, and relevant stakeholders to discuss their experiences and learn from each other in using evidence in policy and practice to make change. Learning Series webinars are structured around key stages of the policy cycle, with each session zooming into evidence use and uptake in a distinct phase. The first four webinars begin in July 2024. All sessions are offered online.
Dive into the Learning Series
This Learning Series is designed as peer learning webinars aiming to address knowledge-policy-practice gaps throughout the policy cycle by bringing together policymakers, practitioners, researchers, and relevant stakeholders to discuss their experiences and learn from each other in using evidence in policy and practice to make change. Learning Series webinars are structured around key stages of the policy cycle, with each session zooming into evidence use and uptake in a distinct phase. The first four webinars began in July 2024. All sessions are offered online.
Registration
Previous sessions
On situational analysis, policy planning, policy monitoring and policy formulation
Session 1 – Evidence in situational analysis: Using evidence in a situational analysis to move policies forward
11 July 2024, 14.30-16.00 (CEST)
Once an issue is on the policy agenda, a situational analysis must be conducted to comprehensively examine the conditions and context surrounding the issue. For instance, when a country targets foundational literacy, situational analysis entails assessing the current state of literacy, literacy teaching methods, educational resources and existing barriers by mapping, collecting, and analyzing evidence such as large-scale national assessment data, information about teacher training and qualifications, results of research studies and stakeholder perspectives – including those of teachers, youth and marginalized populations.
This session delved into strategies for using evidence to comprehensively understand the issue at play. The session was organized in collaboration with the UNESCO International Institute for Education Planning (IIEP) as part of the .
Session 2 – Evidence in policy planning: Using evidence to operationalize, cost and implement policy plans
10 October 2024, 14:30-16:00 (CEST)
Moving from a policy solution to an operational plan requires the use of data and evidence to design and cost specific actionable steps for implementation. Data and evidence allow education actors to assess resource availability, analyze risks, estimate costs, identify bottlenecks, and project implementation timelines. Developing a robust operational plan is key to convincing political decision-makers to formally adopt a proposed policy.
This webinar, organized as part of SDG4-Education 2030 High-Level Steering Committee Learning Series and , focused on how to leverage data and evidence to accurately project resources in view of the operationalization and costing of feasible and effective policy plans.
Speakers:
- Jean-Claude Ndabananiye, Programme Specialist, IIEP-UNESCO
- Javier Gonzalez, Director, SUMMA
- Stefania Sechi, Education Specialist - Education Finance, Global Partnership for Education (GPE)
- Bénéwendé Bonaventure Segueda, Permanent Secretary of the Strategic Development Plan for Basic and Secondary Education (PSDEBS), Ministry of National Education, Literacy and Promotion of National Languages (MENAPLN), Burkina Faso
MartÃn Benavides, Director, IIEP-UNESCO, moderated the Debate.
Closing by Gwang-Chol Chang, Chief of Section of Education Policy, UNESCO. What is the FA1 Learning Series and what is yet to come?
Session 3 – Evidence in policy monitoring: From evidence-based analyses to practice and policy reforms in Africa
30 October 2024, 15:00-17:00 (CET)
Policy monitoring entails the systematic observation of policy implementation to track progress, identify challenges, make adjustments, and assess preliminary results. This session will focus on using reliable data and statistics to monitor education policy within Africa, specifically under the SDG4-Education2030 Agenda and the Continental Education Strategy for Africa 2016–2025 (CESA 16–25). The session will present methodologies and key findings from the and outline how data and evidence are being used to offer new insights and ideas on contemporary education issues to inform the second Continental Report on SDG 4 and CESA.
Participants learned from policymakers and researchers how global and continental agendas have influenced education systems in Africa and how ongoing monitoring can help identify needs, solutions, and refine future strategies. This session was organized in collaboration with the UNESCO Multi-sectoral Regional Office for West Africa.
Speakers:
- Sonia Guerriero, Programme Specialist, Section of Education Policy, UNESCO
- Guillaume HUSSON, Chief of Education, UNESCO Dakar Office
- Ali-Mohamed Sinane, Programme Specialist, UNESCO Dakar Office
- Soukeyna Diallo, Consortium pour la recherche économique et sociale (CRES), Senegal
- Linda Jones, Chief of Education, UNICEF Innocenti
Session 4 – Evidence in policy formulation: How to use research evidence to construct policy solutions
14 November 2024, 14:00 - 15:30 (CET)
Engaging with research, and ensuring research evidence is used well, is key to professionalizing education policy making processes, and ultimately to improving educational outcomes. On the one hand, systematic and thoughtful engagement with research in policy requires ensuring the right skills, in the right measures, within and across policy organizations. Human resource tools and strategies are key to building these skills. On the other hand, to support policy makers’ research engagement, specific arrangements such as structures and processes are needed at an organizational and system level. These include a supportive regulatory environment, governance and organizational structures, and concrete arrangements that allow for the necessary systems, tools, resources and time to use research.
The final edition of the 2024 FA1 Learning Series took place on 14 November at 14:00. This was a joint session with the Organization for Economic Co-operation and Development (OECD) and explored how research evidence can be used to develop practical policy solutions. Panelists spoke about the human resources, governance structures, and mechanisms needed to ensure that research is effectively translated into policy and practice. Representatives of EdLabs in Ghana and Cote d’Ivoire shared their experiences putting these mechanisms into practice.
Speakers:
- Borhene Chakroun, Director, Division of Policies and Lifelong Learning Systems, UNESCO
- Andreas Schleicher, Director, Education and Skills, OECD
- Kwame Akyeampong, Professor of International Education and Development at The Open University, Ghana EdLab
- Abdoul Aziz Adama, Right-Fit Evidence and Policy Manager, Francophone West Africa, Innovations for Poverty Action, Cote d’Ivoire EdLab
- Rien Rouw, Strategic Advisor, Dutch Ministry of Education, Culture and Science
- Leonora Harty & Dr. Chiara Loda, Assistant Principal Officers, Evidence for Policy Unit, Department of Further and Higher Education, Research, Innovation and Science, Ireland
- Gwang-Chol Chang, Chief of Education Policy Section, UNESCO
