collaborating to use evidence in policy...•co-creating evidence: § identify pressing issues §...
TRANSCRIPT
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Collaborating to Use Evidence in PolicyGhana Education Evidence Day 2018
Annie DufloExecutive Director, Innovations for Poverty [email protected]
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• Towards Evidence-Informed Practice and Policy
• Partnering to Co-create and Incorporate Evidence: Two Examples
• Next Steps
Outline
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Towards Evidence-Informed Practice and Policy
Introduction to IPA and our Partnership with the MoE
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Champion the Use of Evidencethroughout the process
We Work with Academics and Decisionmakers to:
Identify issues
Designor identifysolutions
Incorporate Evidence
Into programs and policies
Evaluate these
solutions
?
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IPA GhanaSince 2009
750+
studies64Studies
studies
globally
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• Since 2009, IPA, MoE, and GES have collaborated on studies including:• Impacts of targeted instruction (TCAI)
• How to improve management in scaling up targeted instruction (STARS)
• Impacts of teacher training and parental education on KG quality (QP4G)
• Impact of SHS scholarships
• Returns to apprenticeship training (NAP)
• Impacts of improved information on secondary school decisions (GUIIDE)
10 Education Studies; 8 with MoEPartnership with the MoE
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Educators, decision makers, researchers working closely together to: • Co-create evidence: relevant and rigorous• Build commitment to use results• Strengthen capacity for data and evidence-informed decisions
Moving Evidence into Practice and Policy
Identify issues
Designor identifysolutions
Incorporate Evidence
Evaluate solutions
?
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Partnering to Co-create and Incorporate Evidence:
Two Examples
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• Issue: Low, varying learning levels
• Potential solution: target teaching to the pupil’s level
• Evaluation: TCAI adapted and evaluated it in Ghanaian context
• Results: Positive effects on learning outcomes
Co-creating Evidence: Targeted InstructionCo-creating Evidence: A partnership with the GES, MoYS, GNAT, IPA
Funding support: CIFF, DFID, Hewlett Foundation, IGC
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• Builds on TCAI results
• Focuses on equipping teachers to teach at the level of the child
• Tests different ways to improve delivery / fidelity of implementation
Incorporating Results: Strengthening Teacher Accountability to Reach All Students (STARS)
A partnership with MoE, UNICEF and IPA
Funding support: UNICEF, World Bank SIEF
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• Issue: kindergarten instruction not adequate to age group
• Potential solution and evaluation: co-designed an in-service teacher training to instill play-based learning.
• Results: classroom quality and children’s school readiness improved
Co-creating Evidence: Kindergarten QualityA partnership with the MoE and other education stakeholders
Funding support: UBS Op2mus Founda2on, World Bank SIEF/CIFF/DFID, Bri2sh Academy, NYU, UPenn, Gower Street
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• Continue to ask questions and iterate as this gets integrated at scale
• Focus on rural areas• Ensure strong monitoring of
program implementation
How to Apply this Approach at Scale?Incorporating Results: Scaling the In-service Training
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What’s Next?Strengthening the Use of Data and Evidence in Decision-
making
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• Co-creating Evidence: § Identify pressing issues
§ Test solutions to understand what works best
• Incorporating evidence into programs and policies: § Identify opportunities for nationwide scaling
§ Iterate to identify and address contextual and scaling challenges
On-Going Partnership for Evidence-Informed Policies
Funding support: Omidyar Network, Marshall Foundation, Hewlett Foundation, Aestus Foundation, Echidna, Three Graces Foundation
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• Strengthen administrative data à real time, quality
• Facilitate data use at all levels, for service delivery & operational decisions
• Testing low cost interventions (behavioral “nudges”)
• Strengthen embedded analytical capacity to support reform delivery
What’s next?Using Data for Delivery & Behavioral Nudges for Good
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Thank you
poverty-action.org