Organisation(s): UNESCO Office Bangkok and Regional Bureau for Education in Asia and the Pacific
Pages: 4 p.
Large-scale data on learning outcomes are becoming increasingly available. International assessments such as the Programme for International Student Assessment (PISA) and the Trends in Mathematics and Science Study (TIMSS) collect vast amounts of data on schools, students and households. However, the use of education-related “big data” for evidence-based policy making is limited, partly due to insufficient institutional capacity of countries to analyze such data and link results with policies. Many countries therefore rely on research findings from other countries and regions, even though these findings may not be relevant for their education systems.