Educational Longitudinal Data Structures Quiz (German)

Using Registers for Research in Education Quiz

3.2 Educational Policy and Trade-offs Quiz

Three Functions of Education and Distributional Concerns Quiz

Educational Longitudinal Data Structures Quiz

Module 2 Quiz: Evidence-Informed Education

Instructions: Use this quiz to test understanding of the core concepts covered in Module 2: Evidence-Informed Education.

Post-Module Reflection Questions (Module 1)

1. Educational Inequalities and Their Causes
Which of the primary, secondary, or tertiary effects do you consider to be the most significant contributor to educational inequalities in your country? Are there regional differences? Explain your reasoning and provide examples where relevant.

2. Teacher Education and Inclusion
Does teacher education in your country include topics such as belonging and inclusion, equitable classroom management, special educational needs, migration and cultural diversity, learning from different cultures, or other areas that promote equality and social integration?

If not, why do you think these topics are absent or insufficiently addressed?
If yes, how has the inclusion of these topics evolved over time, and what impact have you observed on teaching practice and student outcomes?

3. Policies Addressing Educational Inequalities
What are the most important policies or initiatives aimed at reducing educational inequalities in your country? In your view, what impact have these measures had, and what challenges remain?

Explore the data

LEARN sets out to bring together longitudinal datasets from many countries to enable comparative analyses of educational inequalities, drawing on both register and survey data. Harmonising these diverse sources is a central objective of this project.

Explore the data

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The Data pages present a systematic, comparative overview of the country-specific longitudinal data sources selected for the project. It assesses their respective strengths and limitations and situates them alongside comparable longitudinal data collected elsewhere in Europe and internationally. This includes a detailed description of each source’s access conditions, data generation process, core design features, and coverage in terms of age groups and cohorts, with particular attention to the key variables relevant to educational inequalities.

Building on this, the work extends previous European mapping efforts, such as that of the InGRID project, by covering additional countries (Estonia,

Finland, Ireland and Italy) and data sources, focusing specifically on educational inequalities, and drawing on first-hand empirical analysis by the researchers involved. It also compares datasets not only at the conceptual level but with regard to how variables are operationalised, providing practical guidance for future comparative research.

The website functions as a metadata base describing the data sources; a report reflecting on the team’s experience of working with these data in comparative analyses, including their limitations and potential, as well as Stata do-files and R scripts enabling harmonised variables to be generated for the country datasets covered.

Building on this, the work extends previous European mapping efforts, such as that of the InGRID project, by covering additional countries (Estonia, Finland, Ireland and Italy) and data sources, focusing specifically on educational inequalities, and drawing on first-hand empirical analysis by the researchers involved. It also compares datasets not only at the conceptual level but with regard to how variables are operationalised, providing practical guidance for future comparative research.