a)

Further promote the development of a strong research ecosystem that ensures relevant, accessible and high-quality research in the field of education and training while taking into account the importance of research security and integrity.

b)

Promote and stimulate the active engagement of researchers and educational staff with education and training policy and practice by creating opportunities and support structures.

c)

Encourage educational staff to contribute to and participate in educational research.

d)

Encourage policy-makers, researchers and stakeholders to adopt clear and targeted communication actions when disseminating research outcomes.

e)

Use research outcomes when designing policies to assess the effects and impact of educational measures or reforms in order to enhance their efficiency and effectiveness.

f)

Promote peer learning for a better exchange of practices and experiences in using evidence effectively in policy-making and practice. Draw upon the existing expertise of Member States, as well as that of regional, national, European, and international organisations such as the OECD, UNESCO, the International Association for the Evaluation of Educational Achievement (IEA), the World Bank, and others and explore collaborations, exchanges, and partnerships.

g)

Consider mapping and analysing successful evidence-informed policies and practices in education and training to identify key factors for effectiveness and stimulate synergies.

a)

Encourage policy-makers, education authorities, education and training institutions and stakeholders as well as educational staff to use evidence when identifying educational needs and defining actions to address those needs and to continuously evaluate and adapt these actions.

a)

Create and stimulate opportunities for educational research, peer learning, partnerships and policy experimentation for all Member States, stakeholders and intermediary organisations with regard to evidence-informed policy and practice in education and training through EU programmes such as Erasmus+, including its key action 3, Horizon Europe, including its Policy Support Facility, and the Technical Support Instrument.

b)

Strengthen actions at EU level to stimulate and support evidence-informed policy and practice in education and training, in particular the Education and Training Monitor, Eurydice, the activities of the Standing Group on Indicators and Benchmarks, the Joint Research Centre, Cedefop, the European Training Foundation, the Learning Lab on Investing in Quality Education and Training, the European Science Advisors Forum, the Scientific Advice Mechanism, and the Knowledge4Policy platform.

a)

Promote research and data literacy among policy-makers and educational staff, enabling them to access, understand, participate in, and effectively apply research that is relevant to their specific contexts.

b)

Encourage initial teacher training and continuous professional development in order to take into account and foster evidence-informed practice, including pedagogy and classroom and school management, as well as training and professional development of educational staff in all sectors.

c)

Encourage researchers to cultivate literacy in ‘policy and practice’ by engaging policy-makers and educational staff throughout the research process.

d)

Support and strengthen intermediary structures and/or organisations that play a key role in bridging the gap between educational research, policy, practice and society as a whole.

e)

Explore the creation of, or support, specific units within education administrations that foster and boost evidence-informed policy and practice.

a)

Consider integrating data requirements from the outset of launching any educational policy/action in order to maximise insights regarding its implementation and value, and to encourage the production of evidence.

b)

Strive to ensure that data are findable, accessible, interoperable and reusable (FAIR). Promote the availability, access and use of FAIR and open data to support evidence-informed policy and practice.

c)

Ensure that data collection and analysis in education and training offers added value proportionate to the resources invested.

d)

Explore the possibilities of artificial intelligence in the processing, analysis and use of data, taking into account questions of quality, objectivity and trust.

a)

Consider exploring a strategy for FAIR education and training data that addresses the collection, provision, and dissemination of data, taking into account:

b)

Continue efforts for joint data collection in education and training. Consider exploring investments in cost-effective access to and uniform use of administrative data.

c)

Continue investing in robust data infrastructure, state-of-the-art data analysis, data value creation and data innovation. Evidence-informed policy and practice in education and training needs high-quality and FAIR data at individual and system level.

a)

Promote and support the sharing of education and training data and best practices among Member States and, where relevant, across public and private domains. Share evidence and provide guidance and support to Member States in implementing effective data practices, methodologies and Union privacy regulations related to education and training data.

a)

Broaden, in consultation with the Member States and, where applicable, the regional and local authorities, the scope of the Learning Lab on Investing in Quality Education and Training to the wider field of evidence-informed policy in education and training. Ensure that participation in the activities of the Learning Lab remains voluntary.

b)

Produce new evidence and make existing evidence more accessible to EU education and training policy-makers. Establish an information repository equipped with tools facilitating access to evidence-informed policy and practice insights, delineated by their respective areas of impact and problem-solving capacities. Strengthen the identification of examples of cost-effective investment in education and training. Explore synergies with the Eurydice network.

c)

Organise capacity-building activities to improve the skills and competences of policy-makers involved in evidence-informed policy in education and training. The training tools should be customised to the various levels of policy-making and to the Member States’ respective stages of advancement in evidence-informed policy-making in education and training.

d)

Support the establishment of partnerships between the educational research community, policy-makers, and educational staff. Support an EU network of intermediary organisations that play a key role in bridging the gap between educational research, policy, practice and society as a whole.

e)

Engage and collaborate with international organisations, such as the OECD, UNESCO, the IEA and the World Bank, to establish and exploit synergies while avoiding duplication of work to foster evidence-informed policy and practice in education and training.

f)

Foster a continuous dialogue and exchange on evidence-informed policy and practice in education and training among Member States, including through the Community of Practice on Counterfactual Impact Evaluation of Education Policies.

g)

Present the work plan of the Learning Lab on Investing in Quality Education and Training to the Education Committee for feedback with a view to optimising it with respect to the needs and concerns of Member States. Report to and engage regularly with the Education Committee on this matter.

h)

Foresee sufficient resources in order to ensure that the activities of the Learning Lab have a meaningful impact.

a)

Explore participation in the activities offered by the Learning Lab. Share their insights during dedicated Education Committee discussions so as to continually enhance the Learning Lab’s effectiveness and quality.

a)

Pay particular attention to the use of evidence in its examinations of proposals submitted by the Commission to the Council or of draft Council conclusions and resolutions.

b)

Deliver an opinion, where appropriate, on any proposal for an EU indicator or target impacting the field of education and training.