Using data and research for evidence based policy making

The effective monitoring and evaluation of education systems is central to informing policy plans for improvement while at the same time providing public accountability. High-quality and timely quantitative and qualitative data, and the capacity to use such data, are essential for accountability, efficiency, quality assurance and other aspects of good governance that ensure the desired results are achieved (oECD, 2013b). To support these efforts many countries have established education management information systems. These systems aim to inform the various actors and partners about the state of the sector, its internal and external efficiency, its pedagogical and institutional operation, and its performance, shortcomings and needs (Carrizo, Sauvageot and Bella, 2003; oECD, 2013b).

This review and earlier reports (e.g. European Commission, 2015; MoES, 2014) identified Latvia’s education information system as a challenge to effective evidence-based policy making. Latvia has recognised these and other limitations of the current system and intends to develop a comprehensive quality monitoring system, but not until 2023. Apart from considering implementing this system earlier, Latvia should not overlook the need to improve the reliability of data and contextual information to support further analysis, as well as build the capacity of MoES staff to use data and research.

 
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