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Converting research into advocacy from Ilm Ideas on Slide Share
- 1. Baela Raza Jamil June 4, 2014 Converting Research into Advocacy Voice & Accountability Capacity Building Workshop
- 2. From Research to Advocacy – Session Flow Part I •Grantees Profile and Needs •Advocacy – Meaning/ Strategies/Formats •Case of ASER Pakistan Part II •Introduction to the Case Study •Exercise
- 3. Research tools used most often 12 14 6 11 5 8 6 2 3 3 8 2 4 4 6 1 2 1 4 3 1 2 1 2 3 4 2 2 0 4 8 12 16 20 Focus Groups Interviews case studies Secondary analysis of data Statistical models HH Surveys School level survey Others Qualitative Research Quantitative Research 1 2 3 4 5 16 Grantees National 16 Provincial 10 District 10 UC 08
- 4. Priority skills required Using Research for Advocacy- Impact 11 12 14 14 15 15 15 17 0 2 4 6 8 10 12 14 16 18 Power analysis Analysis of the situation Identifying advocacy targets and influential Setting clear advocacy goals Developing and advocacy plan Identifying appropriate level of engagement Selecting/gathering evidence Planning for Sustainability of Impact
- 5. Organizational Capacity – Research & Advocacy 11 10 7 0 4 8 12 16 20 Report Writing Identifying priority research questions Use of data Analysis Software & Systems Highest Capcity Medium Capcity Lowest Capcity 15 9 4 0 4 8 12 16 20 Analysis of the situation Planning for sustainability of impact Power Analysis High Medium Low RESEARCH ADVOCACY
- 6. Purposeful ADVOCACY Social discontent Evidence Based Awareness Call to Action ASKS Differentiated By Target Groups Policy Change & Implementation Research CSOs/ Think Tanks Grassroots District Prov. Nat’l From Discontent to Research to Advocacy for Change, Rights & Public Good Change for Rights & Public Good Education Entitlement Challenges Entry points
- 7. What is Advocacy ? (Intrac 2008) Advocacy is : speaking up, drawing attention to an important issue and directing decision makers towards a solution- rights based activism Advocacy describes a method or approach to: • Change policies and practices • Reform institutions • Alter power relations • Change attitudes and behaviors • Give project work greater impact “Advocacy can be defined as action aimed at changing the policies, position and programmes of governments, institutions or organisations involving an organised, systematic influencing process on matters of public interest. In addition, advocacy can be a social change process affecting attitudes, social relationship and power relations, which strengthens civil society and opens up democratic spaces.” (working for change in Education – A handbook for planning advocacy, Save the Children Fund, UK
- 8. Advocacy Strategic Planning Model Research Issues/ Problems Goals/ Objectives Strategy Development •Coalition building •Networking •Institution building •Sensitization.. Etc. OutputsOutcomes Pre-testing & Piloting Implemen tation Impact Evaluation Monitoring
- 9. Key steps for strategy formulation Identification and analysis of advocacy issues Identification and analysis of stakeholders Formulation of measurable objectives Developing core advocacy messages Developing the strategy ( approaches, techniques, messages and materials) Developing advocacy action plan Planning monitoring and evaluation
- 10. Issue selection framework Criteria for selecting issues Score 1 2 3 The issue affects many people The issue has a significant impact on education as a fundamental right – its key indicators The issue is consistent with your organization’s mission/mandate The issue is consistent with national /provincial education development objectives The issue is amenable to advocacy intervention The issue can mobilize a large number of interested partners and other stakeholders Total score (1=lo; 3= hi)
- 11. Understanding Your Stakeholders- Partners/Allies ; Decision Makers, Resistant Groups Size, (number), location, sex etc. Knowledge about the advocacy issue PARTNERS & ALLIES • Strengths – size of population covered by networks • Networking i.e. media relations, community mobilization • Past experience , expertise in the area of advocacy • Willingness to share experience, expertise, resources • Expectations from joining the partnership DECISION MAKERS • Channels for reaching the decision maker • Special skills i.e. good speaker, good negotiators • Political standing of the decision maker on the issue • Is the decision maker supporting the issue? If not, why? • Will she/he be willing to speak in support of the issue in public or through mass media? RESISTANT GROUPS • Reason for resistance/opposition • How to reach them? • Whom they consult/get advice from?
- 12. Major areas and partners of advocacy • Leadership development (Vision/Values/ASKs through capacity building in evidence based work- Decision Makers • Creating Social Capital across citizens’ groups – based on ‘rights and entitlements”- capacity building -Allies and Partners- Beneficiaries/Communities • Coalition building(youth, teachers, SMCs, CSOs etc) • Networking with a purpose • Media Partnerships for Learning – Allies /Resistant groups • Political Lobbying – Adversaries /Resistant groups • Promoting legislative /Policy & budgetary change- Decision makers
- 13. Primary & Secondary Objectives for AdvocacyPrimaryObjectives forAdvocacy Changes in laws and policies • Implementation of laws and policies • Reform of institutions • Changes in attitudes and behaviors • Increasing democratic space- legitimacy of civil groups, freedom of information and space to speak out • Civil society gains- increased cooperation, solidarity • South-North partnership gains- reduced dependence SecondaryObjectives forAdvocacy Getting the issue on the agenda for public debate • Increasing support and active membership • Fundraising • Developing the profile and reputation of your organization Source: INTRAC (2008) Session 12.3 Handout , Oxfam Hong Kong
- 14. Developing Advocacy Objectives Specific Measurable Attainable Result-oriented Time bound S M A R T SMART
- 15. Segmenting our Audience for Advocacy and Instruments of Research and Advocacy:Local/District Levels – An optional exercise Demand & Supply Side – Research and Advocacy Tools – According to your Project’s Phased approach Target Groups Listing – Begin from Bottoms Up Approach /Grassroots – Working upwards to Policy Makers Research Tools – First 4 columns Advocacy Tools Next 5 columns/Add more + HH/Community Tehsil/Below Parents Youth Students Community Teachers Teachers Unions Counselors LHWs Field Ed Personnel – Tehsil/below CSOs District Level Provincial Level
- 16. Elements of a message Description of the issue/problem Magnitude of the issue/problem Adverse impact of the problem on the population or groups of population What stakeholder/s can do to address the issue Message for Decision Makers Message for Partners and Allies Message for Resistant Groups
- 17. How to involve media? •Establish personal relation •Letters, telephone calls, office calls •Invitation to high profile events •Orientation seminars •In-country/ outside country visits •Arranging interviews with high-profile people •Regular dissemination of up-to-date information/data
- 18. Message formats & what attracts media • Press release • Press conference • Fact sheets/ background sheets • Press kit/media packets • Editorials • Letters to editor • Controversial • Sensational • New discoveries • Highly visual • Fast moving • Unusual and odd events
- 19. Advocacy materials •Print materials • Fact sheets, hand outs, leaflets, booklets •Pictures & audio-visual materials • Still pictures, slide sets, video/documentaries •Social Media in all emergent forms • Key findings, messages, comments, images…
- 20. MONITORING Continuous • Tracks Progress • Answers what activities were implemented & results achieved • Self-assessment by project management • Alerts managers to problems Monitoring covers : • Inputs – Activities- Results - • Each one has its own indicators EVALUATION Periodic • In-depth analysis of actual vs. planned achievements • Answers how and why results were achieved; future impact • Internal and/or external exercise • Gives managers strategy and policy options Helps to : • Improve design (effectiveness/relevance) • to judge program effectiveness and • to generate knowledge about the best practices, lessons learned Monitoring versus Evaluation
- 21. A Social Movement : Mobilizing Social Capital for Learning & Social Transformation
- 22. Why ASER? The Need for Large Scale Citizen Led Assessments • Education is an important engine for economic, societal and personal growth- a fundamental right • Governments have adhoc arrangements for assessing primary & middle level learning outcomes consistency & transparency is required. • Governments /providers/donors input driven not focused on whether children are ‘learning’ • CSOs are coming together to mobilize parents /communities to strengthen learning & teaching based on evidence, accessible to ALL across country. • Lively & growing education research community to interrogate learning outcomes & pedagogies that work.
- 23. Building capacity to conduct survey Building capacity to disseminate results Improved Extra Ordinary People Volunteers need to have at least 12 years of education Call for citizens to come together! Over 65,000 World Wide – 10,000 in Pakistan! Transforming ordinary into extra-ordinary people BUILDING CAPABILITIES FOR ACTION EACH COUNTRY HAS ITS OWN MODEL A South – South Citizens’ Social Movement “ …social capital refers to connections among individuals – social networks; the norms of reciprocity and trustworthiness that arise from them. Social capital as “civic virtue” – through civil society for democracy (R. Putnam 2000)
- 24. • Provision of Dataset on: • Learning Outcomes • Equity, Access • School Facilities • highlight status of a RIGHT right Objective •Trainings •Field Survey •Data Collection •Finalizing Reports: •National •Provincial •District •Policy Briefs •District Report Cards Evidence ANALYZE •Report Launches • National, Provincial, District •Policy Dialogues • Regional /Local •Village Gatherings •CSO Coalition Meetings •Media Training •Mass Dissemination • Poster ( target/ actions based) Advocacy PUBLICISE •Informs RTE debate /laws •Led to High level Endorsements •Provided Baseline for Provincial Sector Plans •Influenced politicians’ agenda campaigns •Media Campaigns •Triggered Research; raw data- nat’l/int’l Impact TAKE ACTION Civil Society and Social Capital Formation IMPLEMENTATION & ADVOCACY CYCLE The Rigor & Stages of Mobilization
- 25. Seeking Stakeholders Attention: Building Social Capital for Social Accountability • Politicians • Parliamentarians • Bureaucrats • Judiciary & Judicial Academies Decision Makers • Children • Parents / Community • Teachers/ Associations • Youth • Media • Academia / Think tanks Beneficiaries Partners Social Accountability are actions by citizens and civil society organization (CSOs) aimed at holding the state to account, includes efforts by government and other actors (media, private sector, donors) to support these actions.” UNDP 2010
- 26. Survey Tools Village Community engagement- mapping conversations Government School Observation Private School Observation Household Children’s assessment Parents survey SUPPLY SIDEDEMAND SIDE
- 27. ASER Advocacy Model • Village Baithak (Community gatherings) • Youth Networks (Survey and Dissemination) • Teacher Katcheries (Teacher Gatherings) • Media Training • Case Studies and Stories of Citizen Voice Demand Side • Policy seminars/dialogues – thematic e.g. OOSC /Gender /ECE/Private Sector/Tuitions • Mobilization Govt. officials • Political Leaders- Parliamentarians • Briefing to assessment research institutions/ universities (many) SDPI, PILDAT, IDEAS– informing/influencing Decision Makers Supply Side
- 28. Advocacy tools: various levels •Survey - Children’s Learning Assessment –create spaces for change conversations- building relationships /trustHousehold •Baithaks/Katcheris – Community Gathering •Citizen Stories •Call for Action; Posters ; ‘Politicians knocking on the door’ Village •Report Launch /Thematic Card Dissemination •Creating District Report Cards with Dept. of Education •Teacher Baithaks; Posters – Videos – Politicians MNAs/MPAs District •Report & Thematic Cards Dissemination •Policy Dialogues ; Media Trainings /Universities /Think Tanks Departmental briefings based on [ASER] data •Standing Committee on Education – Videos Provincial •Report Dissemination •Policy Dialogues •Media Trainings /Coalitions – Synergies •ASER Documentary/ videos National
- 29. Advocacy – Target Audience Village Baithaks • Parents, • Community • Youth/Children • Dept. officials/others • Occasionally MPA/MNA District Level Launch • Government Official • Teachers/Headteacher • Teacher Unions • Youth • CSOs • Media Provincial Level Launch • Ministries- Standing Committees • Bureaucrats • Educationists/Experts • CSOs • Media • Youth/ • Teacher unions • Judges/Lawyers National Level Launch • MNAs-Senators • Standing Committees • Federal Government • Youth • Media • Universities /Think Tanks • Justice Systems • INGOs/Donors Advocacy Tools Advocacy Tools Advocacy Tools Advocacy Tools
- 30. From Research to Tools for Advocacy iterative and need based
- 31. Formal Reports to Repackaged Materials for Segmented Audiences • ASER Report - National – provincial – district • ASER Report Cards – thematic, indicator and district wise • ASER Report Cards - village level – for baithaks • ASER Report Cards – teachers’ baithaks – conversations on quality • ASER Right to Education (RTE-25 A) Cards • ASER Posters segmented by audience - • Children; Youth; Parents; Teachers; District Officials; Parliamentarians
- 32. Videos – Policy Briefs- Rankings • Video for Launch • Videos with politicians • Videos of ASER village baithaks- CALL TO ACTION! • SMS- bulk • Social Media - Google teams • ASER in Economic Survey of Pakistan (annual) • ASER Policy Briefs – thematic • ASER district rankings • SDPI/Alif Ailaan • ASER District Report Cards • (PSLMs/District DoE - EMIS/ ASER)
- 35. Part II –Group - Exercise (attached) Target Group/s Research Output – data To influence/ change what ? Outcome Preferred Advocacy Tool Rationale for Choosing this tool a.Read the case study and devise an Advocacy Plan that best suits your work as grantee of Ilm Ideas – select only ONE issue from the case study that describes you best.
- 36. References & Handouts Assifi N. (2005) “Advocacy” UNFPA/CST, Bangkok Assifi N. (2005) “Advocacy Strategy Planning” UNFPA/CST, Bangkok Assifi N. (2005) “Advocacy: What is it and how it works ” UNFPA/CST, Bangkok Coulby. H. et. al (2008) Advocacy & Campaigning Course Toolkit INTRAC -for Oxfam Hong Kong Handouts: pp. Coverage pp.5-18; 25- 36 ;38- 40 SAFED/ITA (2013/12) ASER 2013; ASER 2012 (www.aserpakistan.org)
- 37. Define Priority Problem/issue Description of priority problem and its causes Reason for choosing this problem Who is affected by the this problem Recommended tentative solution in terms of advocacy Example High level of 5 year olds not enrolled on time due to lack of awareness, counseling services n Pakistan is off track to meet Target 2 – all other targets get impacted with delayed enrolments – likelihood to remain out of school is high The entire population 4-6 – parents households; teachers and education officers – politicians and their mandates - Advocacy for local level action –campaigns backed by evidence compelling local leaders and parents to enroll their children on time -Teachers/Ed System to run local targeted campaigns -Seeking policy on NADRA to set up SMART cards for children with birth registration dates/ immunisation and enrolment tracking