Exploring the role of evidence in the government's adoption of Ghana's Complementary Basic Education program
Bibliographic Data
| ID | 3885900 |
|---|---|
| Authors | Emma Carter (0000-0001-6169-3806, ClearMotion (United States), corresponding author), Rachel Hinton (0009-0001-5341-4595, Government of the United States of America), Pauline Rose (0000-0002-6701-6774, University of Cambridge), Ricardo Sabates (0000-0002-1433-5667, University of Cambridge) |
| Year | 2023 |
| Volume | 33 |
| Issue | 8 |
| Pages | 960-974 |
| Publication date | 2023-11-17 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Development in Practice (JOURNAL) |
| Journal identifiers | ISSN: 0961-4524 • E-ISSN: 1364-9213 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09614524.2023.2208772 |
| OpenAlex | W4378070790 |
| Language | EN |
| References cited | 17 |
This article provides insights into a decade long process of evidence production and use in support of the Government of Ghana’s adoption of the Complementary Basic Education (CBE) program for out-of-school children. A review of existing evidence on the program and our semi-structured interviews with key stakeholders revealed the centrality of the government’s culture of evidence-informed policy making. Our findings also highlight the importance of both formal and informal relationships between key stakeholders and the often-neglected significance of civil society in evidence production and uptake, leading to a modification of Hinton et al.’s policy impact framework
Centrality · Civil society · Economic growth · Economics · Political science · Politics · Public policy · Public relations · Global Educational Policies and Reforms · Poverty, Education, and Child Welfare · School Choice and Performance
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| Citation velocity | historical |
|---|---|
| Highly cited | No |