Advancing knowledge, shaping policy, inspiring practice

1. Advancing knowledge, shaping policy, inspiring practice www.odi.org.uk

2. 3ie Grantees Communications for Policy Influencing Clinic June 13-14 2011

3. 1. Panel

4. Coffee break Image: TomOnTheRoof

5. Ground rules

6. 2. Experience Sharing

7. What do we know? • In your tables, briefly describe an unsuccessful experience, and focus, as a group on: • What were the reasons (factors, forces, people, laws, customs, circumstances, etc.) why the change you were aiming for did not happened? • Was the evidence used in any way? How? • If anyone opposed the change you wanted to achieve, what was their argument? (they must have had one –even if it entirely self interested and political) • What was your argument?  (30 minutes)

8. Share • The first group presents (briefly) an answer for the first question question • The next groups only add new lessons or disagrees with specific statements (30 minutes)

9. 3. RAPID’s work on influencing policy Our lessons

10. 6 lessons from our work

11. Commission research Analyse the results Choose the best option Establish the policy Implement the policy Evaluation Policy makers do not... Identify the problem

12. Cabinet Donors Policy Formulation Parliament Agenda Setting Decision Making Civil Society Ministries Monitoring and Evaluation Policy Implementation Private Sector Policy processes are...

13. The gap betweenresearch and policy gap Research Policy Bridge

14. No gap between research and policy Crowded Technocratic networks Universities Political parties Research NGOs Ideological think tanks Think tanks Regulatory bodies Internal think tanks Policy UN Think tanks Lobbies Executive Public think tanks corporations Map

15. The six lessons

16. Policy makers are… …practically incapable of using evidence because of the 5 Ss… • Speed • Superficiality • Spin • Secrecy • Scientific Ignorance Vincent Cable – Lib. Democrat MP & Shadow Minister of Finance More at: www.odi.org.uk/RAPID/Meetings/Evidence

17. Policy Makers Researchers • ‘Scientific’ (Context free) • Proven empirically • Theoretically driven • As long as it takes • Caveats and qualifications • Colloquial (Contextual) • Anything that seems reasonable • Policy relevant • Timely • Clear Message Different notionsof evidence Source: Phil Davies Impact to Insight Meeting, ODI, 2005

18. Experience & Expertise Pragmatics & Contingencies Judgement Lobbyists & Pressure Groups Evidence Resources Values and Policy Context Habits & Tradition There are many factors Source: Phil Davies Impact to Insight Meeting, ODI, 2005

19. The six lessons

20. Health Care in Tanzania “The results of household disease surveys informed processes of health service reform which contributed to a 43 and 46 per cent reduction in infant mortality between 2000 and 2003 in two districts in rural Tanzania.” TEHIP Project, Tanzania: www.idrc.ca/tehip

21. The six lessons

22. Thepolitical context – political and economic structures and processes, culture, institutional pressures, incremental vs radical change etc. Theevidence– credibility, the degree it challenges received wisdom, research approaches and methodology, simplicity of the message, how it is packaged etc Thelinksbetween policy and research communities – networks, relationships, power, competing discourses, trust, knowledge etc. An analytical framework External Influences Socio-economic and cultural influences, donor policies etc

23. A practical framework External Influences political context Politics and Policymaking Campaigning, Lobbying Policy analysis, & research Media, Advocacy, Networking Scientific information exchange & validation Research, learning & thinking evidence links

24. The six lessons

25. The six lessons

26. Policy and social entrepreneurs Storyteller Networker Researcher Fixer Engineer

27. The six lessons

28. Conclusions To improve impact, may need to: • focus more on policy • establish different incentives • establish different systems • spend more on communications • engage with different actors • produce different products • be ready to seize unexpected policy opportunities and move very fast

29. Question and answer session Image: Leo Reynolds

30. So now what?

31. RAPID Outcome Mapping Approach Start by defining your policy objectives – constantly review them during the process

32. It’s not just blogs Influencing approaches More research Develop a network or partnership Media strategy Academic research communications Online communications

33. This is all based on how things are

34. And your roles and functions “Oxbridge” The Media Applied research centres in Universities Internal think tanks, ideological centers, interest groups, NGOs, lobbies “Independent Think tanks” Consultancies Chief scientific advisors, Academic/Opinion leaders Political parties .

35. Discursive changes And what you are aiming for Procedural changes Content changes Attitudinal changes Behavioural changes

36. A step zero Vision / objectives How does change happen? Who are we?

37. The steps Start by defining your objectives – constantly review them during the process

38. The political context– political and economic structures and processes, culture, institutional pressures, incremental vs radical change etc. The evidence – credibility, the degree it challenges received wisdom, research approaches and methodology, simplicity of the message, how it is packaged etc The links between policy and research communities – networks, relationships, power, competing discourses, trust, knowledge etc. The RAPID Framework External Influences Socio-economic and cultural influences, donor policies etc

39. Policy Formulation Agenda Setting Decision Making Monitoring and Evaluation Policy Implementation The importance of the policy cycle

40. You need to know the detail “Government runs in part, on the basis of memos. If a SD or DD official, or an analyst at the CIEA or the NSC, has your study in front of him and open at the time he is writing his own memo to the secretary or the director or perhaps the president himself –if, in short, he is using your ideas and analysis at the time he writes his own memo- then you have influence. If your study is not open in front of him, or worse, you do not even know who the responsible official is, you do not have influence. It is as simple as that.” Howard Wiarda quoted by Abelson D. E., 2006

41. The steps Start by defining your policy objectives – constantly review them during the process

42. Identifying audiences AIIM Matrix • Identify all stakeholders • Map them onto the alignment / interest matrix • Identify who has power • Identify who you can influence High Develop enthusiasm to address topic Learn in partnership General level of alignment Develop awareness and enthusiasm Challenge existing beliefs Low Interest in specific topic Low High

43. UNICEF Economic Policy Advisor Save the Children UK, Economic & Poverty Policy Officer Social Network Analysis DFID Social Development Advisor Amhara Regional State Budget Office Head Children & Youth Bureau Head, Ministry of Children & Youth Head of Social & Labour Affairs, Congressional Standing Committee Head of PRSP Technical Committee in Min. of Finance & Econ. Policy Division Head, Ministry of Education Children's Rights Club Representative Kebele Women's Association Federation Officer Amhara School PTA Representative Ethiopia Employers Association

44. The steps Start by defining your policy objectives – constantly review them during the process

45. Progress Markers • Move from initial to more profound changes in behaviour • Show transformation in a single boundary partner • More informative than a single indicator

46. The steps Start by defining your policy objectives – constantly review them during the process

47. Force Field Analysis Your influence on the force Your influence on the force Negative forces Positive forces MEF Funds Plan: Minister of Trade puts forward pro-poor trade and complementary policy programme to the cabinet by April 2008 5 4 4 5* Time CSOs 1 5 1 3 ? Public demand ? 2 2 ? ? ? ? ? ? ?

48. Assessing internal capacity Start by defining your policy objectives – constantly review them during the process

49. What type of policy influencing skills and capacities do we have? In what areas have our staff used them more effectively? Who are our strongest allies? When have they worked with us? Are there any windows of opportunity? What can affect our ability to influence policy? SWOT Analysis

50. Monitoring and Evaluating Start by defining your policy objectives – constantly review them during the process