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A wishlist for advancing global education in 2025


There is growing recognition that evidence should play a central role in shaping education policies and programs. But for this to happen, we need to rethink how research is generated, shared, and applied. Too often, education studies sit behind paywalls, remain disconnected from the realities of classrooms, or fail to engage the very communities they aim to support. Our Global Lead for Learning and Evidence Samuel Kembou, together with Noam Angrist (University of Oxford), and Jon Kay (Education Endowment Foundation), share five key wishes for 2025 —ambitious but necessary steps toward an education system that truly works. These priorities will help shape a future where evidence is not just generated, but actively used to create better outcomes for learners around the world.
Empowering embedded education labs through a systematic understanding of evidence use: Embedded education labs, increasingly referred to as EdLabs, aim to foster evidence-based decision-making in education by embedding evidence generation and use within government and implementation processes. Examples like Peru Minedulab and the UK’s Education Endowment Foundation demonstrate the significant impact these models can achieve. Over the past decade, the sector has seen a marked rise in EdLabs. Edlabs prioritize function over form, taking on diverse organizational setups, such as physical spaces and personnel embedded within government agencies or close evidence brokering relationships in a tightly knit government-research-nonprofit partnership (Hayter and Morales, 2023, Kembou and Dimovska, 2024). As we look ahead to 2025, we hope to leverage EdLabs to see more evidence on the evidence use process itself, making it ever more systematic.
Building a global infrastructure for evidence synthesis: A precondition for policymakers and practitioners engaging with evidence is that there is an accessible evidence base with which they can engage. Increasingly evidence synthesis products are used to summarise a large evidence base, allowing stakeholders to access high quality information without needing to access a hundred different studies from behind a paywall. Examples include the Smart Buys report and the Teaching and Learning Toolkit. Unfortunately, evidence synthesis is currently expensive and time consuming. In a perfect evidence system, we might be able to rigorously summarise an answer for policymakers the moment they ask the question (particularly if we want evidence as competing with other sources of information like asking an AI chatbot). Increasingly this ideal world is looking like it might be possible. The Global Evidence Commission has been calling for the development of shared living reviews, and at the UN Summit of the Future 2024, a number of funders announced a commitment to developing shared evidence infrastructure. A wish for 2025 is to accelerate evidence infrastructure and global goods in education with more public easy-to-analyze-and-use databases, in addition to the currently available reports, made available on the latest state of education evidence.
Promoting equitable research approaches and partnerships: Education research continues to be predominantly designed, implemented, and funded by individuals or organizations external to the communities where it is generated. More research should be produced by those from and those living in the geographies studied. Kembou et al. (2023) include a series of best practices for more equitable research.
Starting with policymaker and practitioner priorities: For research to make a difference in the real-world it needs to meet the needs of policymakers and practitioners. We need to shift to a policy- and practice-driven lens in identifying questions that matter to the decision-makers. EdLabs can play a critical role in facilitating this process.
A focus on implementation science: There is growing attention on implementation science in education. New evidence suggests that even good policies rarely translate to services delivered to households in practice (Angrist and Dercon 2024). Closing these types of implementation gaps is a first-order issue. Recent efforts such as the What Works Hub for Global Education are placing a big bet on implementation science, with a focus both on the implementation of the science (e.g. informing policy and practice with evidence) and generating more science on implementation (e.g. nurturing more systematic understanding of implementation processes by governments and at scale).
The road ahead is clear: evidence must move beyond research papers and into the hands of decision-makers and educators who can use it to create real impact. We can move closer to a more equitable and effective education system by embedding research into policymaking, investing in global evidence infrastructure, and ensuring that knowledge is co-created with those it seeks to benefit.
At the Jacobs Foundation, we look forward to collaborating with researchers, policymakers, and practitioners to make 2025 a year of tangible progress in evidence-informed education.