Across OECD member countries, including the ones of similar scale to Lithuania, it is a sound practice for ministries to have - in-house or externally - an analytical staff who can use this evidence to inform policy, and who can knowledgeably “broker” education research. For example, in the Estonian Ministry of Education and Research a professional staff of nine analysts focuses on providing policy-informing data analysis and research, and in “translating” external research findings to local needs. Their work supports the development of legislation, regulations, strategic plans, and the design of programmes, and the evaluation of existing programmes.