The OECD Governing Complex Education Systems project (www.oecd.org/edu/ceri/gces) looks at emerging issues in education and educational governance. One of these issues is the increased prevalence of available data on the education system, including student achievement data, school and teacher evaluation data, and descriptive indicators on system functioning. It is important to recognise that availability of such data does not automatically guarantee its use: the abundance of data can only be meaningful if there is sufficient capacity to gather and interpret it. There are also open questions about which data should be collected, by whom, and for what purpose. Research on this element of governing complex education systems has made clear that effective governance needs to build on rich and nuanced data that are also easily understandable by all stakeholders, not just specialists. The key is knowing what to use, when, and how.
|Recorded Videos of Presentations|
Keynote: Education, governance, data
Keynote: Education data, policy and practice
OECD and Governing Complex Education Systems
Keynote: Data collection systems - the Estonian example
|Summary Report of the Conference|