Andrii Lytvynchuk
https://orcid.org/0000-0002-7523-558X
Nataliia Pron
https://orcid.org/0000-0002-9413-8793
Tetiana Dron
https://orcid.org/0000-0003-1374-5610
INTERNATIONAL APPROACHES TO THE DEVELOPMENT OF EDUCATION STATISTICS: INSTITUTIONAL FRAMEWORKS AND CURRENT PRACTICES
Full text (pdf)
Language: English
Abstract. The increasing role of data in education governance emphasises the importance of the development of education statistics as a key instrument for the information support of education policy. The study aims to generalise international experience in the field of education statistics and to analyse its functioning in the contemporary context as a multi-level institutional system of education data governance. The article analyses the organisational structure of the international system of education statistics, distinguishing global, regional (in particular the EU), and national levels, identifies the roles of key actors, including the UNESCO Institute for Statistics, the Organisation for Economic Co-operation and Development, and Eurostat, and pays particular attention to coordination mechanisms, primarily the joint UOE (UNESCO–OECD–Eurostat) data collection, which ensures the comparability and consistency of statistical information across countries. The significance of the Eurydice analytical and information network in the formation of comparative and up-to-date information on European education systems is also examined. It is shown that Education Management Information Systems (EMIS) act as key integrative components of national education data systems, ensuring the linkage between processes of data collection, harmonisation, and analytical use. A comparative analysis of selected countries demonstrates the diversity of EMIS architecture and data governance models, reflecting differences in national approaches to the organisation of education data. The main trends in the development of education statistics are identified, including digitalisation, the integration of different data sources, and the increasing role of analytical tools. At the same time, key challenges related to interoperability, analytical capacity, and the effective use of data in decision-making processes are outlined. Promising directions for further research include approaches related to the transition towards integrated cross-sectoral data ecosystems, in particular through the integration of education data with the fields of health, the labour market, and social policy, which creates opportunities for a comprehensive analysis of human capital development.
Keywords: education statistics, education data, education management information system (EMIS), data governance, international system of education statistics, evidence-based policymaking.
https://doi.org/10.32987/2617-8532-2026-1-5-23
Keywords: education statistics, education data, education management information system (EMIS), data governance, international system of education statistics, evidence-based policymaking.
https://doi.org/10.32987/2617-8532-2026-1-5-23
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12. Husak, O., Shkabko, S., Lytvynchuk, A., & Pron, N. (2025). Harmonising Ukrainian education policy with European standards: The role of the Eurydice network. Educational Analytics of Ukraine, 4(36), 5-15. DOI: https://doi.org/10.32987/2617-8532-2025-4-5-15.
13. Tkachenko, V. (2025). Harmonization of international classifications in statistics on preschool education in Ukraine: review and analysis of compliance. Educational Analytics of Ukraine, 4(36), 83-95. DOI: https://doi.org/10.32987/2617-8532-2025-4-83-95 [in Ukrainian].
14. Lyesnikova, M. V. (2025). Comparative analysis of educational statistics in the field of professional pre-higher education in the European Union countries and Ukraine. Educational Analytics of Ukraine, 3(35), 82-93. DOI: https://doi.org/10.32987/2617-8532-2025-3-82-93 [in Ukrainian].
15. Asio, J. M. R., Leva, E. F., Lucero, L. C., & Cabrera, W. C. (2022). Education Management Information System (EMIS) and Its Implications to Educational Policy: A Mini-Review. International Journal of Multidisciplinary: Applied Business and Education Research, 3(8), 1389-1398. DOI: https://doi.org/10.11594/ijmaber.03.08.01.
16. UNESCO-UIS. (2020). Operational guide to using EMIS to monitor SDG 4. Retrieved from https://emis.uis.unesco.org/wp-content/uploads/sites/5/2020/09/EMIS-Operational-Guide-EN-WEB.pdf.
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30. Forrester, V. V. (2019). School management information systems: Challenges to educational decision-making in the big data era. International Journal on Integrating Technology in Education, 8(1), 1-11. DOI: https://doi.org/10.5121/ijite.2019.8101.
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