Stewart, R;
(2015)
A theory of change for capacity building for the use of research evidence by decision makers in southern Africa.
Evidence & Policy
, 11
(4)
pp. 547-557.
10.1332/174426414X1417545274793.
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Abstract
The effective use of public policy to reduce poverty and inequality in southern Africa requires an increased use of research evidence to inform decision making. There is an absence of clear evidence as to how best to encourage evidence-informed decision making, and how to build capacity among decision makers in the use of research. This paper proposes a demand-focused approach for increasing the use of evidence in policy, presenting strategies supporting 'pull' activities and closer linkages and exchanges between producers and users. The paper shares for discussion a people-focused theory of change for building capacity to use research evidence amongst policy makers in southern Africa.
| Type: | Article |
|---|---|
| Title: | A theory of change for capacity building for the use of research evidence by decision makers in southern Africa |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1332/174426414X1417545274793 |
| Publisher version: | http://doi.org/10.1332/174426414X1417545274793 |
| Language: | English |
| Additional information: | This article is distributed under the terms of the Creative Commons Attribution- NonCommercial 4.0 license (http://creativecommons.org/licenses/by-nc/4.0/) which permits adaptation, alteration, reproduction and distribution for non-commercial use, without further permission provided the original work is attributed. The derivative works do not need to be licensed on the same terms. |
| Keywords: | CAPACITY BUILDING; EVIDENCE-INFORMED POLICY; KNOWLEDGE TRANSITION; RESEARCH USE |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1541153 |
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