RAPID Outcome Mapping Approach

1. RAPID Outcome Mapping Approach Enrique Mendizabal

2. The six lessons

3. The six steps

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

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

6. The six lessons

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

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

9. The six lessons

10. 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

11. Policy makers are… …practically incapable of using research-based 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

12. Policy Makers’ Evidence Researchers’ Evidence • ‘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

13. The six lessons

14. 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

15. The six lessons

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

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

18. What political and socialentrepreneurs need to know • The external environment: Who are the key actors? What is their agenda? How do they influence the political context? • The political context: Is there political interest in change? Is there room for manoeuvre? How do they perceive the problem? • The evidence: Is it there? Is it relevant? Is it practically useful? Are the concepts familiar or new? Does it need re-packaging? • Links: Who are the key individuals? Are there existing networks to use? How best to transfer the information? The media? Campaigns?

19. What you need to do • Work with them – seek commissions • Strategic opportunism – prepare for known events + resources for others • Get to know the policymakers. • Identify friends and foes. • Prepare for policy opportunities. • Look out for policy windows. • Who are the policymakers? • Is there demand for ideas? • What is the policy process? • Build a reputation • Action-research • Pilot projects to generate legitimacy • Good communication • Establish credibility • Provide practical solutions • Establish legitimacy. • Present clear options • Use familiar narratives. • What is the current theory? • What are the narratives? • How divergent is it? • Build partnerships. • Identify key networkers, mavens and salesmen. • Use informal contacts • Get to know the others • Work through existing networks. • Build coalitions. • Build new policy networks. • Who are the stakeholders? • What networks exist? • Who are the connectors, mavens and salesmen?

20. External Influences Applying the framework:ODI and the MDGs Evidence: • Political context: • 2008 is just after mid-way point, so opportunity to analyse and refocus through UN-sponsored Call-to-Action • UK government, among other national governments and international actors, has strong political will towards progressing on MDGs • One reason for this political will is that many of the MDGs are off-track to meet targets • UN High-level event in September 2008 • Links: • Side events at UN High-level Event on the MDGs in New York in September • Co-hosted with: Bangladesh MoEd, UNIFEM, Danish MoFA, UN, CPRC, Government of South Sudan, Global Call to Action Against Poverty, Millennium Campaign • Research based on collaboration with the CPRC (a consortium), work with the GAVI Alliance and Plan International political context Politics and Policymaking Media, Advocacy, Networking Research, learning & thinking evidence links

21. The six lessons

22. Policy and social entrepreneurs Networkers Storytellers Fixers Engineers

23. The six lessons

24. Conclusions To improve impact you may need to: • focus more on policy than research • establish different incentives / culture • 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 • Hire the right people or work with others (e.g journalists)

25. The six steps

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

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

28. The importance of thepolicy cycle Policy-makers use scientific information at various stages of the policy cycle Jones, N. et al (2008) Political science? Strengthening science–policy dialogue in developing countries. ODI Working Paper 295.

29. Social network analysis / influence mapping UNICEF Economic Policy Advisor Save the Children UK, Economic & Poverty Policy Officer 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

30. The AIIM tool High Map actors on the matrix Identify which are the most influential Who do you work with directly? 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

31. AIIM: some examples

32. Another dimension (influence and interest): Child labour in Ethiopia

33. Discursive changes Types of policy objectives Procedural changes Content changes Attitudinal changes Behavioural changes

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

35. Strategy development Learning-oriented management Collaboration mechanisms Knowledge capture and storage Knowledge sharing and learning Resource mobilisation 6 Competencies

36. TODAY IN A YEAR

37. 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

38. OUTCOME MAPPING:Building Learning and Reflection into Development ProgramsSarah Earl, Fred Carden, and Terry Smutylo http://www.idrc.ca/en/ev-9330-201-1-DO_TOPIC.html The Three Stages

39. 3 possible exercises • Describe your programme’s policy objectives • Identify your key stakeholders • Discuss the approach and how it fits with what you do and can do