National electronic educational databases are becoming increasingly significant for monitoring education systems, policy evaluation, and research. These databases—often integrated into Educational Management Information Systems (EMIS)—store a wide range of information, including student achievement, teacher characteristics, school resources, and socioeconomic indicators (van Wyk & Crouch, 2020). While originally designed for administrative and policy purposes, their use in educational research is growing. However, access, integration with other datasets, and legal frameworks vary significantly across European countries.

This symposium brings together contributions from Cyprus, Denmark, England, Finland, France, Germany, Hungary, Italy, Norway, Poland, Sweden, and the US to explore the challenges and opportunities of utilizing national education databases for research. The session will address the following key questions:

• What types of educational data are collected, and how are they structured?
• How are these databases made available to researchers, and what legal constraints exist?
• What methodological innovations enable integration of administrative data with other sources?
• How can these databases contribute to policy-relevant research?

A key theme of the session is data accessibility and governance. Countries differ significantly in their regulations on data access, with some offering secure digital platforms for researchers, while others impose strict legal and institutional requirements. The symposium examines models of data sharing, challenges related to privacy protection, and best practices in navigating administrative barriers.

Another focus is the integration of administrative data with other datasets, such as international large-scale assessments (PISA, TIMSS, PIRLS), labor market statistics, and health records. Several contributions highlight the potential of linking multiple data sources to study long-term educational trajectories, intergenerational mobility, and policy impact. This raises important methodological considerations, including data harmonization, validity of administrative indicators, and approaches for ensuring comparability across datasets.

A third theme is the use of national educational databases for evaluating policy and educational effectiveness. Some countries emphasize formative evaluation approaches, supporting schools and teachers in improving instructional practices, while others focus on large-scale policy monitoring. The session explores how researchers leverage EMIS to study socioeconomic inequalities, teacher recruitment and retention, and the effectiveness of inclusion policies.

Finally, the symposium considers the future of education data systems in Europe. Several contributions discuss ongoing initiatives aimed at improving data infrastructure, enhancing research access, and integrating cross-sectoral data. The session provides a platform for discussing how education databases can be better utilized for comparative research and evidence-based policymaking.

By bringing together diverse national perspectives, this symposium fosters discussions on best practices, ethical considerations, and the potential for collaborative research projects. It will be of interest to researchers, policymakers, and practitioners working with large-scale education data and seeking to maximize its research potential.

Van Wyk, C., & Crouch, L. (2020). Efficiency and Effectiveness in Choosing and Using an EMIS. UNESCO Institute for Statistics, Montreal.