Which actor needs which type of data?ĭata-driven decisions to improve learning are taken at each level of the system. Although direct accountability for results rests mainly with the school, the enabling policy and practice environment is the responsibility of decision-makers at all administrative levels. Once identified, such inequities can be addressed.ĭata can be used to hold the system accountable for the use of resources by showing whether increased public investment in education has resulted in measurable gains in student achievement.
By revealing gaps in student achievement and service provision, data can be used to identify those groups that are being underserved and are underperforming. Learning data, in conjunction with other dimensions of quality such as context, teaching and learning environment, and learner characteristics can reveal the factors that most affect learning outcomes. Regular monitoring can reveal changes over time in response to interventions to improve student outcomes, providing feedback and additional data for decision-making.
Learning assessments provide data on the status of learning, which can be used to monitor the quality of systems and student learning outcomes. The extent of the learning deficit is largely unknown because many countries have few systematic data on who is learning and who is not. There is a worldwide concern that learning outcomes have not kept pace with the expansion of education.
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