Back to Strengthening the Impact of Education Research
The Strengthening the Impact of Education Research project held its first country webinar on 27th and 29th April 2021. The webinar brought together around 40 participants representing 20 countries. The objective of the meeting was to identify key policy issues related to the use of research in policy and practice, and discuss how these could be addressed in view of countries’ and systems’ priorities. The two invited experts – Annette Boaz (United Kingdom) and Mark Rickinson (Australia) – gave insights into their perspectives on what harnessing the use of research involves and implies. Country representatives discussed their specific challenges and perspectives, and a number of themes were outlined for the project.
Agenda (27 April), Agenda (29 April) and Background document
This meeting gathered around 20 leading experts in the field of knowledge mobilisation. It aimed to inform the project’s analytical framework and discuss issues around the production of education research and its use in policy and practice. Participants discussed and provided feedback on the initial results of the policy survey and identified relevant areas and research questions for the project. The meeting included a panel with Gábor Halász, Annette Boaz and Vivian Tseng, and two presentations by David Gough and Linda Sonntag.
Two webinars were held for CERI member counties to present preliminary results from the policy survey conducted over the summer of 2021. Each session had around 30 attendees and the agenda included presentations from the OECD project team and from invited experts. Country practices on knowledge brokerage as well as programming and funding of education research were also presented from Finland, Hungary, New Zealand and Sweden. Countries gave valuable feedback and input on both the survey analysis and strategic direction of the project.
Agenda (February 22), Agenda (February 23) and Background document
A learning seminar was held in the Hague, 2-3 June 2022, and was hosted by the Dutch Ministry of Education, Culture and Science. The Netherlands had expressed interest in organising a learning seminar to address their challenges in using education research well in policy making.
The seminar brought together around 30 people from five countries, most of them working in ministries of education, some in related agencies. To develop a better understanding of the situation of using evidence in policy making in the Netherlands, the ministry presented the example of the Dutch curriculum revision process and discussed the use of knowledge in this process. This was followed by a Dutch stakeholder panel that gave further insights into the challenges of using research in policy. Other participating countries also presented practices around research use in education policy making. The seminar followed a design-thinking approach and offered ample opportunities for participants to engage in critical reflections and explore ways in which evidence use can be improved in policy making.
Agenda and Background document
The public webinar presented some insights from the Who Cares about Using Education Research in Policy and Practice? report and offered a discussion with a diverse panel of experts on education policy and research. The report tackles a common challenge among the OECD countries - using education research in policy and practice systematically and at scale. Lou Aisenberg, Jason McGrath and Rafael Carrasco in education policy and practice were invited to answer questions from the audience's and discuss the following:
In total, around 250 participants from more than 50 countries joined the webinar.
This meeting brought together eight leading experts from the research and policy making communities to identify the strengths and possible shortcomings of knowledge mobilisation conceptualisations, reflect on the application of these models for improving the research ecosystem in education, and map new directions towards developing a model – or rather a tool – for intermediaries, policy makers and practitioners.
A learning seminar was held in Brussels, 11-13 October 2022, and was hosted by the Flemish Department of Education and Training (DoET). Belgium (Flanders) had expressed interest in organising a learning seminar to address their challenges in using education research well in policy making.
The seminar brought together around 25 people from five countries, most of them working in ministries of education, some in related agencies. To develop a better understanding of the situation of using evidence in policy making in Flanders, the DoET presented the evidence use journey in the process of introducing standardised tests in Flanders. A Flemish stakeholder panel gave further insights into the challenges of using research in policy.
Peer countries also shared different practices around building a culture and capacity for research use in education policy in the different national contexts. In addition, the seminar also featured input from cutting-edge research and offered a simulation exercise in which participants tested a method for collective evidence appraisal used in the health sector.
Agenda and Background document
The meeting brought together nine leading experts from the research, practitioner and policy making communities. It sought to discuss the main questions concerning educational research production, and thereby guide the future course of the project's work on the topic. The starting point for discussion was a chapter of the report Who Cares about Using Education Research in Policy and Practice? that offered a diverse set of opinion pieces. The authors of the chapter representing perspectives from the educational policy and practice and a diverse range of countries were invited to:
Agenda and Background document
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