Education Policy and Data Center

About the lab

The Education Policy and Data Center (EPDC) is a global resource of education data and research, hosted at It was founded in 2004 with the insight that education policy has to be based on strong evidence, including accurate and timely data, and sound analysis of the challenges and solutions. As a research unit FHI 360, EPDC serves as a resource for education data, profiles, and data reports on education status at the country and subnational level, research papers on issues and challenges in education in developing and transitional countries, as well as medium-term education projections.

Featured research (3)

To advance in the study and understanding of teachers' well-being in low-income and conflict affected contexts, instruments are needed. This study: (i) reviewed and selected measures for a teacher well-being tool; (ii) translated and adapted the measures to the El Salvadoran context through cognitive interviews; (iii) collected data from a El Salvadoran sample of 1,653 teachers to evaluate the psychometric properties; and (iv) assessed concurrent relationship of each measure with other variables. The process of tool adaptation and psychometric analysis results provided tool validity evidence, based on the content of the items, internal structure and relationship to other variables.
The promise of public education is in expanding opportunity and accelerating pathways for individuals regardless of their background, physical ability, or place of residence. This promise drives SDG 4: "Ensure inclusive and equitable quality education for all", which has galvanized governments and donors around equity, and pushed the education community towards greater clarity around disparities in education inputs and outcomes. Recognizing that equity is not feasible without a resource commitment, the Incheon Declaration calls for governments to "allocate resources more equitably across socioeconomically advantaged and disadvantaged schools" (Education 2030). Building equity through education involves directing resources-talent, materials, financing-to where the needs are greatest. As such, an equitable funding model is an intentional redistribution of resources with higher priority placed on schools and communities that have historically fallen behind, due to socioeconomic and demographic factors outside their control. In this paper, we offer a methodological framework for assessing the equity of resource allocation in education, using data on key resource elements that are available to students at different levels of disadvantage. Using an outputs-driven model, we seek to provide a snapshot of the relative equity of different education systems and offer a gauge of how equity in resource allocation may be measured, both across systems and over time. Our model is simple and replicable with many existing data sources.
Greater participation in secondary education supports the advancement of human capital linked to economic growth, democracy-building, improved health, greater equity across society, and the development of a capable and competitive workforce. However, many youth never reach secondary school in Sub-Saharan Africa, which limits their life opportunities as well as national development trajectories more broadly. This brief quantifies what we can expect in terms of demand for secondary education in the coming decade, with a focus on Sub-Saharan Africa and on lower secondary education. We also highlight school resource challenges the region will face as it expands secondary education while continuing to expand primary education in pursuit of universal primary education.

Lab head

Carina Omoeva
  • Research and Evaluation; Global Education, Employment and Engagement
About Carina Omoeva
  • Carina Omoeva, PhD, is Director of Research and Evaluation for the Global Education, Employment and Engagement business unit at FHI 360. She oversees the research and evaluation components within FHI 360’s programming in global education, youth, workforce transition, livelihoods, and civil society and media programming within the unit. She is also the Director of FHI 360’s Education Policy and Data Center, a research and data resource for education professionals and researchers globally. In this capacity, she oversees the development and implementation of the Center’s research agenda, and leads competitive research awards in education, workforce, and youth for FHI 360. Before joining FHI 360, she carried out research for the Early College project, funded by the Bill and Melinda Gates Foundation and implemented by the Teachers College, Columbia University; and served in the economic development and education teams for USAID in Central Asia.

Members (7)

Nina Cunha
  • FHI 360
  • Not confirmed yet

Alumni (3)

Charles Gale
Charles Gale
Elizabeth Buckner
  • Ontario Institute for Studies in Education
Ben Sylla
Ben Sylla