When Data Become Decisions: The Real Challenge of Public Management in Education
Keywords:
public management in education. educational data. decision-making. educational policies.Abstract
The article investigates the use of educational data in decision-making processes within public management in education, considering the challenges involved in transforming information into effective support for planning and institutional action. The research problem seeks to understand why the extensive production of data does not always result in well-informed decisions across education systems. The main objective of the study is to analyze how educational data have been addressed in academic research and how they contribute to guiding administrative and pedagogical choices. The theoretical framework is grounded in studies on educational management, evidence use, data governance, school leadership, and educational public policies. The study adopts an integrative literature review approach, analyzing national and international publications that discuss information systems, evidence-based decision-making, and public management. The results indicate that data become more meaningful when aligned with clear institutional structures, defined governance processes, and technical training for managers, enabling policy monitoring and the direction of educational actions. The contributions of the study show that strengthening decision-making depends on the integration of information, interpretation, and planning, promoting greater coherence in public policies and reinforcing evidence-informed educational management.
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