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Analyzing education does not only involve years of schooling, quality matters! This paper aims at providing better data on schooling with a focus on learning outcomes. It provides the largest dataset on learning outcomes, years of schooling and learning-adjusted year of schooling (LAYS) with comparable data between 1970 and 2020. The quantity dimension is measured by years of schooling and uses the latest data from Barro and Lee (J Dev Econ 104:184–198, 2013), while the quality dimension is taken from linking standardized, psychometrically robust international achievement tests and hybrid tests. The data are available for more than 120 countries between 1970 and 2020. Several findings can be highlighted. A global convergence on both learning outcomes and enrollment has occurred since 1970, but a breakdown can be found after 1990. A very low number of countries perform better after 2000 regarding the quality of schooling, while most countries have a stable level of learning outcomes. [ABSTRACT FROM AUTHOR]

Standardised International Large-Scale Assessments (ILSAs) have gained prominence in global and national educational discussions. ILSAs claim to offer valuable insights for improving education systems, but their impact on educational policy varies and has become a contested arena. This article analyses how these assessments fed educational policymaking in six Latin American countries based on a review of policy documents; the article advances three theses on how ILSAs are used by policymakers: First, there is a tokenistic usage of ILSAs; second, ILSAs must be considered more as political devices bolstering national reputation rather than studies in the academic sense; third, ILSAs can serve as leverage tools that can be mobilised for broader political ends. The study shows that the promises, designs and reporting of ILSAs are not necessarily aligned, that participation in ILSAs has become a symbolic gesture, and that ILSAs' data are often cherry-picked to support pre-existing diagnoses and policy agendas. [ABSTRACT FROM AUTHOR]

O objetivo deste artigo é analisar a concepção de avaliação adotada pelo Laboratório Latino-Americano de Avaliação da Qualidade da Educação (LLECE), órgão ligado à Organização das Nações Unidas Para a Educação, a Ciência e a Cultura (Unesco). A metodologia se constitui na interpretação dos documentos resultantes das atividades do Laboratório. Com o intuito de organizar a discussão, quatro tópicos são apresentados. Inicialmente, breves considerações sobre o histórico e a organização do LLECE. Na sequência, apontamentos referentes ao Primeiro Estudo Regional Comparativo e Explicativo (1997), as atividades do Segundo Estudo Regional Comparativo e Explicativo (2007) e, por fim, a síntese do Terceiro Estudo Regional Comparativo e Explicativo (2014). Como resultado, sinalizou-se que a avaliação em larga escala, no Brasil, converge com as orientações do LLECE nas últimas décadas. Constata-se a consolidação de um perfil meritocrata e gerencial para as práticas avaliativas.