Strengthening research use in education policy: International landscape

Abstract

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 that facilitate the production and use of research in education systems. Data was collected from ministries of education in 37 systems representing 29 countries. This analysis focuses specifically on research use in policy making. The authors start with describing the conceptual development in the field of knowledge mobilisation that serves as an analytical lens for interpreting the data. The paper then presents findings with respect to actors and mechanisms that facilitate research use, and barriers that countries reported. This is followed by a brief discussion that brings together the different elements. The paper concludes with some limitations and future directions.

Keywords: knowledge mobilisation, evidence-informed policy, knowledge intermediaries, education research, politics of education