International Policy Research: "Evidence" From Ceri/Oecd

This paper discusses, from the inside, issues involved in how OECD's Centre for Educational Research and Innovation addresses the task of conducting international policy research. It begins with a brief descriptive account of CERI(s work. I then consider three particular issues which relate to how research evidence is compiled. First, I consider why the rhetoric of lifelong learning is only weakly supported by systematic research. Secondly I suggest that an increasing focus on the outcomes of education raises questions about causality in a policy research context, for example of what kinds of evidence are valued. Thirdly, I ask what might be meant by learning from international experience. I conclude that policy research conducted within the context of an international bureaucracy certainly differs from university-based research or consultancy contract work, but the differences may be less significant than the resemblances.