欧洲培训基金会ETF：2026年数据误读一 一个问题还是一个工具？（英文版）

This article examines the interpretive stage in the use of education data in policy processes, where statistical results are first translated into claims about problems, progress, and policy priorities. It argues that the misinterpretation of data is common at this stage, and an ordinary feature of professional practice as actors routinely select, frame, and emphasise certain aspects of evidence when communicating results. Drawing on reflections from national stakeholders participating in the