Beyond Numbers: The Use and Usefulness of Data for Education in Emergencies

Autor/inn/en	Buckner, Elizabeth; Shephard, Daniel; Smiley, Anne
Titel	Beyond Numbers: The Use and Usefulness of Data for Education in Emergencies
Quelle	In: Journal on Education in Emergencies, 8 (2022) 1, S.214-242 (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2518-6833
Schlagwörter	Data Use; Emergency Programs; Professional Personnel; Attitudes; Influences; Data Analysis; Educational Improvement; Strategic Planning; Operations Research + Suchen Sie Ihr Suchwort? Hilfsprogramm; Personalbestand; Attitude; Einstellung; Verhalten; Influence; Einfluss; Einflussfaktor; Auswertung; Teaching improvement; Unterrichtsentwicklung; Strategy; Planning; Strategie; Planung
Abstract	Recognizing the lack of knowledge about how to improve data systems for education in emergencies (EiE), we examine in this article how EiE professionals use data and what makes data "useful" to them. Drawing from 48 semistructured interviews from a purposive sample of professionals working in the EiE field across the humanitarian, development, and stabilization sectors, we explored the primary ways EiE professionals use data. Using inductive and emergent coding, we identified the key themes, which we then disaggregated by participants' sector and role in EiE operations. Our findings indicate that there is a common need across sectors for data that inform operations. However, participants working at a national or local level spoke the most about operational uses of data and the least about strategic uses, such as policymaking and advocating. Meanwhile, there was a notable emphasis among actors at the global level on strengthening data systems and their strategic uses. In this article, we also highlight the myriad nontechnical factors that shaped participants' perceptions of usefulness, including the politicization of data, users' expertise in analysis, and personal and institutional relationships. We argue that conversations about improving data for use in EiE must not focus exclusively on tools or techniques but also on people, institutions, and contexts. (As Provided).
Anmerkungen	Inter-agency Network for Education in Emergencies. 122 East 42nd Street, 14th Floor, New York, NY 10168. e-mail: journal@inee.org; Web site: https://inee.org/evidence/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11