Visualising evidence to generate change

Everything looks better in a circle. This is a paradigm of data visualisation, the presentation of data made easier and understandable through the use of a pictorial or graphical format. With this assumption representatives from Kazakhstan, the Kyrgyz Republic, Tajikistan and Uzbekistan gathered in Torino, at the ETF, to discuss how to use evidence to impact the policy-making in the fields of higher education and vocational education and training.

Throughout the exchange, participants debated the feasibility of different strategies for evidence use and communication – with a particular focus on data analysis and visualisation, and concrete country projects. “In Kazakhstan we understood that in order to convince our audiences we need to use straightforward, compressed presentations. We need to stick to one phrase, use as little text as possible, and increase the visual production. But one thing is clear: the level and quality of data visualisation is directly connected to the level of the analytics, and this is why we need highly qualified experts” said Alima Ibrasheva, expert from the Information-Analytical Centre under the Ministry of Education and Science of the Republic of Kazakhstan.

During the three days of exchange, one thing emerged as key: using facts to pressure for change is a lot easier through an effective data visualisation. “Collecting objective data is key to build sound policies in education, based on scientific proofs”, added Evgeniya Boiko, Head of the Department for Monitoring, Strategic Development and Development and Information Assurance under the Ministry of Education and Science of the Kyrgyz Republic, “This is why in the Kyrgyz Republic we have developed a system that enables to automatically collect data about education quality at all levels. This allows each parent who want his kids to go to school to click on a map, and clearly see which professional trainings are being offered.”

Data visualisation can be used to inform citizens, but it can be also addressed to decision-makers to help them grasp difficult concepts or identify new patterns, and make informed choices. Such pattern is not new to the EU, where “science and innovation matters, to make sure that Commission proposals and activities are based on sound scientific evidence”, as European Commission’s President Jean-Claude Juncker said.

Background

The representatives of Kazakhstan, the Kyrgyz Republic, Tajikistan and Uzbekistan gathered in the framework of the ‘Evidence Based Policy Making in Vocational Education and Training and Higher Education’ working group – an initiative of the Central Asia Education Platform (CAEP), the EU’s project to boost education sector reforms within the Central Asia region. Launched in February 2012, the Platform focuses on vocational education and training and higher education, and it is foreseen to run until March 2018. It is a key pillar of the European Education Initiative and reflects the EU’s active commitment to promoting inclusive growth, job creation and sustainable development both in its Member States as well as its neighbouring countries in. As part of the external action of the Union, the European Training Foundation is the EU agency that supports 29 countries in developing such opportunities for all citizens via education, training and labour market.