Page 61 - EDUCON 2022 Book of Abstracts

not linked to SEACMEQ data, examination data or data contained in
the Education Management Information System (EMIS) among
others.
Implications: Different documents outline the use of LAD. This
makes it difficult for users in planning to have a common
understanding of the role of the different learning assessments, i.e.,
national public exams and national standardised assessments. Data
analysis often lacks rigour and does not provide the rich information
that could be used for effective planning and decision-making.
Contribution: The research highlights the need for evidence-based
planning in the policy-cycles of the MoEAC. It makes a strong case
for continuing national learning assessments to monitor educational
quality and the return on investment in the education sector in
Namibia.
Conclusion: Conducting learning assessments should be linked to
how learning data would be used in the education sector. It is clear
from our study that the absence of a comprehensive regulatory
assessment framework that defines the purpose and modalities of
different learning assessments jeopardizes a common clarity about the
use of learning data.
Keywords: assessment data; educational planning; education sector
plan; evidence-based planning; policy cycles

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