Although the number of countries conducting large-scale assessments has increased significantly over the past two decades, this has not necessarily led to the effective use of learning assessment data in policy-making and planning. To better understand the reasons for this, the UNESCO International Institute for Educational Planning (IIEP) conducted a qualitative study in six sub-Saharan African countries that explored both how they use learning data in the education planning cycle and what influences their use. The study examines the use of data generated by national, regional, and international large-scale assessments as well as citizen-led assessments. When relevant, it also explores how it articulates with the use of other data, such as examination results. IIEP's research team together with researchers from the University of Zambia conducted an in-depth case study in 2020. A number of interviews, observations, and focus group discussions were held with actors involved in the production and use of learning data at central and decentralized (i.e. provinces) administrative levels, complemented by documentary analysis. Drawing from the research data, this policy brief explores the main lessons for national policy-makers and planners as well as international actors. [For "Learning Assessments in Zambia. IIEP Information Sheet," see ED617159.]