Building Better Systems for Evidence with EdLabs

• In Event: Global Evidence Architecture: consolidating a fragmented landscape

Proposal

A recent needs assessment of Education Evidence Labs (EdLabs) in Côte d’Ivoire and Ghana revealed several systemic challenges that hinder the effective use of evidence in education policymaking. A central insight is that the production of evidence syntheses—intended to inform decision-making—is often constrained by unclear terminology, fragmented institutional structures, and the pressure to respond to urgent, ad-hoc requests. These constraints affect not only how evidence is used, but also how it is generated, curated, and communicated in ways that are timely, relevant, and actionable for policymakers.

The assessment found that synthesis processes frequently lack formal structures, dedicated roles, and consistent quality standards. In both countries, stakeholders emphasized the absence of clear mandates and sustainable capacity as key barriers to producing high-quality, policy-relevant syntheses. Without these foundational elements, synthesis efforts risk becoming reactive, inconsistent, and disconnected from broader strategic priorities. Moreover, the lack of shared understanding around what constitutes “evidence” and how it should be used further complicates coordination across actors and institutions.

Despite these challenges, the assessment also surfaced promising opportunities for strengthening EdLabs as mechanisms for institutionalizing evidence use. One such opportunity lies in aligning synthesis production with Research and Learning Agendas—tools that can help bridge the gap between short-term responsiveness and long-term reform goals. When strategically developed, these agendas can guide ministries in prioritizing synthesis topics that reflect both immediate policy needs and enduring system-level objectives.

The assessment also highlighted the importance of establishing dedicated evidence teams within ministries or affiliated institutions. These teams should be equipped with the skills, resources, and authority to produce syntheses that are rigorous, relevant, and accessible. Standardized templates, onboarding materials, and methodological guidance can help ensure consistency and quality across outputs. Continuous professional development is equally critical—not only to build technical capacity, but also to foster a shared culture of evidence use and a common language around synthesis.

Digital tools and platforms were identified as underutilized assets. Investments in knowledge management systems and collaborative platforms could streamline synthesis workflows, improve access to existing evidence, and enhance transparency and institutional memory. These tools also offer the potential to support cross-country learning and peer exchange, particularly among emerging EdLabs in similar contexts.

Taken together, these findings point to a path forward for EdLabs to evolve from reactive, project-based initiatives into strategic, embedded structures that support evidence-informed policymaking across the education sector.

Author

• Juan Manuel Hernandez Agramonte Caballero, Innovations for Poverty Action