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Evidence & Policy How to influence policy using evidence

Evidence & Policy How to influence policy using evidence. MENA regional meeting June 2008 Alberto Minujin The New School University, New York aminujin@gmail.com. How should we think about “policy”?. What is policy? Broad definition of policy that includes legislation

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Evidence & Policy How to influence policy using evidence

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  1. Evidence & PolicyHow to influence policy using evidence MENA regional meeting June 2008 Alberto Minujin The New School University, New York aminujin@gmail.com

  2. How should we think about “policy”? • What is policy? • Broad definition of policy that includes legislation • What is ‘evidence development’? • Systematic learning process, such as • estimating child poverty and disparity • gathering legal evidence on the violation of a right • evaluating the gender equity of an economic policy, etc. • Policy-making is • Not a linear, rational process … but dynamic, complex • Not only technical … but political • Influenced by research … as well as strategic advocacy

  3. What is evidence-based advocacy? • Enrich, expand, analyze available information (quantitative qualitative and other), • Relate evidence to existing policy & law, conduct analyses on children’s and women’s rights, arrive at policy positions and options • Based on evidence & analysis, contribute to development planning and policy debates, influence national / global policy agendas • Three strands of work • Evidence • Analysis • Advocacy

  4. Framework to think about influencing policy

  5. The objective • What do we want to do? • Aim to influence local, national and global policy processes in order that • decision-making and planning processes, and • policy dialogue and debates • at the relevant national, regional, international levels • are oriented towards the realization of children’s and women’s rights

  6. Policy issues and interventions Policy analysis framework Breaking the poverty cycle Estimating and analyzing child poverty Poverty reduction starts with Children Making poverty reduction sustainable Disparity matters Child Rights Ensuring resources and transparency Budget initiatives Legislative & institutional reform

  7. What can be done? • Evidence and Analysis Estimate child poverty and deprivation Estimate child disparities by wealth, gender, regions, ethnic group Use DHS & others Analyze characteristics and causes of child poverty Qualitative methods /participatory app.

  8. What can be done? • Advocacy and Communication Child situation brief Regional / national state of children Partnership with universities / research centers

  9. What can be done? • Policy Useevidence, analysis, advocacy and partnerships to leverage policies and resources for children’s and women’s rights Map, analyze and monitor policies

  10. Some examples • PRSPs & Child Poverty “being in the picture” • Cash Transfers & children situation & HRBA “from poverty to universal rights” Program ‘Puente’ / ‘Chile solidario’ South Africa, non-conditional cash transfers

  11. Some examples cont. • Budget & child initiatives Monitoring and lobbing for investing in children Ecuador political and technical lobby and increases on child budget • Budget & gender Looking for gender balance UNICEF & Women economist, local and municipal budget

  12. Line-item vs. programme budget

  13. MATERIALLY POOR POOR HEALTH OUTCOME 1.3% 2.9% 7.3% 11.8% 20.2% 17.9% NOT ATTEDING PRE-SCHOOL 22.7% Multidimensional child poverty concepts broaden policy focus Albania: % of children 3-5 yrs old materially poor with poor nutritional outcomes and not attending pre-school – Venn diagrams Source: 2002 LSMS. Note: Total number of children 450. Angela Baschieri and Jane Falkingham (University of Southampton)

  14. Influences on enrolment • Individual Age , sex • Household Parental education, poverty • Community factors Availability of school Perceived quality Employment opportunity outside school SCHOOL ENROLMENT IN TAJIKISTAN

  15. Proportion of land between 0-5 degree of slope within 1 km buffer Proportion of people living below the poverty line and cotton growing area SCHOOL ENROLMENT IN TAJIKISTAN

  16. Conclusions • Measuring child poverty allows us to make inferences about policy issues • It is possible to complement the deprivation measurement of child poverty with an income-based measurement and other approaches • Not all human rights violations constitute poverty, but all human rights violations are related to poverty • We can influence the nature of policy dialogue

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