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Ensuring access to reliable data is key to building the evidence base and developing a
participatory reform culture. In a very few OIC member states, researchers have access to
government data. While relatively advanced countries such as Malaysia and Jordan also restrict
access, these countries at least participate in international assessments of student performance.
Data access is a serious issue in countries like Pakistan and Nigeria which also remain absent
from international tests of learning outcomes. This remains a major challenge for a large number
of OIC countries where not only millions are of school, half of those in school cannot also read
or write. The lack of reliable data undermines the severity of learning crisis in the majority of
OIC countries. ASER Pakistan offers a good example of citizen-sector led initiative of assessment
of learning outcomes that other OIC member states can replicate. In addition, the OIC may
encourage member countries to set a specific policy goal of participation in TIMSS and PISA by
2030. Low and lower middle-income OIC countries are poorly represented in international
assessments such as TIMSS and PISA. This has limited scientific inquiry into the state of
education quality is member countries. Since TIMSS and PISA are standardized assessments,
they generate reliable comparable data for OIC-wide analysis as well as other regions. Currently
very few member countries have specific plans in national policy documents. A coordinated
participation in such assessments would help engage in periodic assessment of learning
outcomes using an international framework such as the SDGs. The OECD already has an existing
program -- the PISA for Development (PISA-D) initiative – to encourage and facilitate PISA
participation by interested developing countries including OIC member states.
Invest to build indigenous research capacity. Given the SDG target of achieving learning for all
by 2030, more research is needed to identify the mechanisms for monitoring and reporting on
SDG 4 and on education in the other SDGs. In particular, regular compilation of data on literacy
and numeracy outcomes is needed to assess progress towards SDG 4. However, Education-
Management Information System (E-MIS) is lacking in many member countries along with local
capacity to conduct evaluation studies on existing programs designed to improve learning
outcomes. Therefore, member country governments should strengthen institutional capacity for
monitoring and evaluation and Research and Development (R&D) in the education sector.
Periodic research following up the findings presented in this report should be planned to
inform future policy reforms on education inMuslim countries. The literature on what factors
improve student learning is limited for the OIC member countries. Most importantly, there is no
published OIC-wide analysis on the determinants of learning outcomes – this report is the first
of its kind. Even then, the analysis was limited owing to the lack of data on learning outcomes,
particularly in case of non-state schools such as madrasahs and private schools. While the report
has identified a number of correlates of school quality, the exact aspect of school quality and the
underlying pathways through which they affect learning outcomes is not fully understood. As
more OIC countries participate in international assessments and more national data sets
become available, it is critical that performance of a wider cross-section of OIC member states
is documented. Given the enormous diversity among countries in terms of culture, history and
income level, it is unlikely that a single model applies to all OIC countries. However, OIC
countries do share common challenges such as demand for moral and religious education. The
institution of madrasah is unique to OICmember states and yet found to differ in terms of quality
across countries. In case of Nigeria, for instance, the model of Islamiyya Quranic and Tsangaya
Education (IQTE) private schools appears to be working well to educate children from poor
families. However, evidence on non-formal madrasahs (including Almajiri education) is lacking.
Since millions are educated in madrasahs in Muslim countries, periodic follow up research using
primary survey data exclusive to OIC countries is necessary to fully understand how such