The use of evidence in developing countries: Experiences and Challenges<br />Miguel Szekely, October 11, 2010 <br />
3ie<br />3ie aims to improve the lives of people in the developing world by supporting the production and use of better ev...
Why are we still asking this question?<br />21st Century<br />Decades (centuries) of policy interventions<br />The fact is...
Evaluation in other areas<br />Building a bridge (stands and resists, or breaks down)<br />Economic management (growth, em...
Evaluation in developing policy (education, poverty alleviation)<br />Problems with measuring welfare<br />Results take a ...
Contents:<br />The need for improving policy impact in developing countries<br />Experiences from Mexico in Social Develop...
Contents:<br />The need for improving policy impact in developing countries<br />Experiences from Mexico in Social Develop...
Normally you would expect ….<br />Evidence-based<br />Policy design<br />Evaluation<br />Monitoring<br />Implementation<br...
Usually you see….<br />Decisions<br />Improvement<br />Changes<br />Implementation<br />
Unfortunately…<br /><ul><li>Very seldom are policy decisions taken, based on scientific (or other) evidence
Has been like this for years in important areas such as education, (health) and poverty alleviation programs
Good opportunity for 3ie</li></li></ul><li>Contents:<br />The need for improving policy impact in developing countries<br ...
4 experiences<br />4 regularities<br /><ul><li>Poverty measurement
Social program evaluation
Standardized tests in Education
Evaluation of school principals
Ignored
Angry</li></ul>(people take it personal)<br /><ul><li>Scared
Use</li></li></ul><li>Contents:<br />The need for improving policy impact in developing countries<br />Experiences from Me...
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The Use of Evidence in Developing Countries: Experiences and Challenges -

  1. 1. The use of evidence in developing countries: Experiences and Challenges<br />Miguel Szekely, October 11, 2010 <br />
  2. 2. 3ie<br />3ie aims to improve the lives of people in the developing world by supporting the production and use of better evidence of what works, when, why and for how much<br />
  3. 3. Why are we still asking this question?<br />21st Century<br />Decades (centuries) of policy interventions<br />The fact is that we don’t have powerful answers (in general)<br />Why is it necessary to have a 3ie?<br />
  4. 4. Evaluation in other areas<br />Building a bridge (stands and resists, or breaks down)<br />Economic management (growth, employment, inflation, exchange rate stability)<br />Tangible results observable and evident in the short run<br />Constituencies can vote depending on measurable tangible results<br />
  5. 5. Evaluation in developing policy (education, poverty alleviation)<br />Problems with measuring welfare<br />Results take a long time to manifest and to be observed<br />Difficult to find who to blame (Toyota, Spaceship vs teacher)<br />Large bureaucracies become constituencies and feel threatened<br />
  6. 6. Contents:<br />The need for improving policy impact in developing countries<br />Experiences from Mexico in Social Development and Education<br />Thinking about the problem<br />Ways forward<br />
  7. 7. Contents:<br />The need for improving policy impact in developing countries<br />Experiences from Mexico in Social Development and Education<br />Thinking about the problem<br />Ways forward<br />
  8. 8. Normally you would expect ….<br />Evidence-based<br />Policy design<br />Evaluation<br />Monitoring<br />Implementation<br />Decisions<br />Improvement<br />Changes<br />Evidence<br />
  9. 9. Usually you see….<br />Decisions<br />Improvement<br />Changes<br />Implementation<br />
  10. 10. Unfortunately…<br /><ul><li>Very seldom are policy decisions taken, based on scientific (or other) evidence
  11. 11. Has been like this for years in important areas such as education, (health) and poverty alleviation programs
  12. 12. Good opportunity for 3ie</li></li></ul><li>Contents:<br />The need for improving policy impact in developing countries<br />Experiences from Mexico in Social Development and Education<br />Thinking about the problem<br />Ways forward<br />
  13. 13. 4 experiences<br />4 regularities<br /><ul><li>Poverty measurement
  14. 14. Social program evaluation
  15. 15. Standardized tests in Education
  16. 16. Evaluation of school principals
  17. 17. Ignored
  18. 18. Angry</li></ul>(people take it personal)<br /><ul><li>Scared
  19. 19. Use</li></li></ul><li>Contents:<br />The need for improving policy impact in developing countries<br />Experiences from Mexico in Social Development and Education<br />Thinking about the problem<br />Ways forward<br />
  20. 20. Very similar to principal-agent problem<br />Politicians<br />Evaluators<br />Utility = <br /><ul><li>Get reelected
  21. 21. Re-appointed
  22. 22. Keep the boat afloat</li></ul>Utility = <br /><ul><li>Academic purity
  23. 23. Publications
  24. 24. Prestige</li></ul>Improvement design and maximizing policy impact<br />
  25. 25. 1. Different Marginal Propensity to “consume and produce” evaluations<br />Politicians<br />Evaluators<br />High MPc due to need to show results (deliver to constituencies, and little time to reap benefits)<br />Low MPc due to time needed to increase quality of academic output (probability of publication)<br />
  26. 26. 2. Different expected returns from evaluating<br />Politicians<br />Evaluators<br />Uncertain results, uncertain political capitalization (only through positive impact)<br />Publication depends on methodological and theoretical rigorousness, not on positive or negative effects<br />
  27. 27. 3. Different priorities<br />Politicians<br />Evaluators<br /><ul><li>Political feasibility
  28. 28. Economic feasibility
  29. 29. Social feasibility
  30. 30. Academic rigorousness
  31. 31. Production of knowledge</li></li></ul><li>Contents:<br />The need for improving policy impact in developing countries<br />Experiences from Mexico in Social Development and Education<br />Thinking about the problem<br />Ways forward<br />
  32. 32. How can we get closer (aligning incentives/cultural change)<br />Politicians<br />Evaluators<br /><ul><li>Evaluation NOT the final product (implementing improvement is)
  33. 33. Pay for implementation strategies', not only for evaluation
  34. 34. Incentives on successful implementation (3ie)
  35. 35. Quicker ways of disseminating results
  36. 36. Link budget to results
  37. 37. Link hiring and firing to results
  38. 38. Institutionalize evaluation practice (de-link from political cycles)
  39. 39. Offer evaluations of a set of instruments to choose</li></ul>Critical role for the media<br />

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