The Rise of Knowledge Brokers in Global Education Governance

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

Proposal

Education Evidence Labs (EdLabs) are emerging as a promising mechanism to institutionalize the use of evidence in education policymaking and implementation. Currently being established in several countries, EdLabs aim to embed evidence-informed policymaking (EIPM) into national education systems by creating structured, context-sensitive processes for generating, synthesizing, and applying research to real-world decisions. These efforts are grounded in a growing recognition that increasing the production and communication of research alone is insufficient to ensure its use. Instead, systemic change is needed—one that addresses the institutional, cultural, and operational barriers that often prevent evidence from informing policy and practice.

This abstract draws on a recent review of global practices in evidence use in education, incorporating desk research, expert interviews, and case studies of active policy labs. It outlines a three-stage approach to establishing effective EdLabs: (1) articulating a shared vision of what constitutes “evidence” and how it should be used; (2) mapping the existing evidence ecosystem to identify gaps, strengths, and opportunities; and (3) co-developing a learning agenda that aligns with national priorities and supports iterative, demand-driven evidence generation and use.

The review highlights that successful EdLabs require more than technical capacity—they depend on strong institutional mandates, dedicated roles, and sustained investment in both people and systems. Capacity-building must occur at multiple levels: individual (e.g., training policymakers in evidence use), organizational (e.g., establishing internal procedures for commissioning and using syntheses), and systemic (e.g., fostering relationships between researchers, intermediaries, and decision-makers). Digital platforms and knowledge management systems are also identified as underutilized tools that can enhance transparency, institutional memory, and access to relevant evidence.

The evolution of EdLabs reflects broader trends in the evidence-to-policy field, where funders and governments are increasingly seeking integrated approaches that address both the supply and demand sides of evidence. Lessons from other sectors—such as health and international development—underscore the importance of aligning evidence initiatives with broader governance and reform agendas. In education, this means ensuring that EdLabs are not isolated projects but embedded within ministries and aligned with national strategies.

This contribution synthesizes emerging insights from the design and early implementation of EdLabs in diverse contexts, offering practical guidance for policymakers, funders, and technical partners. It emphasizes the importance of co-creation, adaptability, and long-term vision in building sustainable mechanisms for evidence use. Ultimately, EdLabs represent a shift from episodic, ad-hoc engagement with research toward a more systematic, embedded, and strategic approach to using evidence to improve education systems.

Author

• Samuel Kembou, Jacobs Foundation