1 The purpose of evaluation

The first step in evaluating education policies over time is to clarify the purpose and scope of the evaluation. What are the main questions you want to answer, and what are the criteria for judging success or failure? For example, you may want to evaluate how a policy affects student learning outcomes, teacher satisfaction, or resource allocation. You may also want to compare the policy with alternative options, or examine how it interacts with other policies and contextual factors. The purpose of the evaluation will determine the type and level of data you need, and the methods and tools you use to analyze it.

2 The data sources and indicators

The second step in evaluating education policies over time is to identify and collect relevant data sources and indicators. Data sources are the means of obtaining information about the policy and its effects, such as surveys, interviews, observations, or administrative records. Indicators are the measures or variables that reflect the policy objectives and outcomes, such as test scores, graduation rates, or teacher retention. You need to select data sources and indicators that are valid, reliable, and comparable over time, and that capture the diversity and complexity of the education system.

3 The analytical methods and tools

The third step in evaluating education policies over time is to apply appropriate analytical methods and tools to the data sources and indicators. Analytical methods are the techniques or procedures that help you organize, summarize, and interpret the data, such as descriptive statistics, inferential statistics, or qualitative analysis. Tools are the instruments or software that help you perform the analysis, such as spreadsheets, databases, or specialized programs. You need to choose methods and tools that are suitable for the type and level of data you have, and that address the questions and criteria of the evaluation.

5 The reporting and dissemination

The fifth step in evaluating education policies over time is to report and disseminate the findings and recommendations of the evaluation. Reporting is the process of communicating the results and implications of the evaluation to the intended audience, such as policy makers, educators, or researchers. Dissemination is the process of spreading and sharing the evaluation report to a wider audience, such as media, public, or other interested parties. You need to use clear, concise, and persuasive language and formats to report and disseminate the evaluation, and to highlight the strengths, limitations, and implications of the evaluation.

6 The follow-up and feedback

The sixth and final step in evaluating education policies over time is to follow up and solicit feedback on the evaluation and its impact. Follow-up is the process of monitoring and assessing the implementation and outcomes of the policy and the evaluation recommendations, such as changes, improvements, or challenges. Feedback is the process of collecting and analyzing the opinions and reactions of the audience and the stakeholders on the evaluation and its report, such as satisfaction, criticism, or suggestions. You need to conduct follow-up and feedback activities regularly and systematically, and to use them to inform and improve future evaluations and policies.