The document outlines the communication strategy for RECOUP from 2008-2009, including key messages, target audiences, and activities. The objectives are to create awareness of RECOUP's goals amongst target audiences, inform them of accomplishments, and ultimately influence policy by engaging audiences to use research outputs. Key messages focus on the relationship between education, labor market outcomes, and development. Target audiences include policymakers and development practitioners. The strategy involves relaying information, engaging audiences throughout research, and using feedback mechanisms and events to maximize impact and policy influence.
Presentation by RECOUP Director on current research agenda and research projects conducted in the four partner countries. The presentation also elaborates on the implications of RECOUP research on educational as well as international aid policy.
Presented at “Knowledge for Sustainable Development: the Research-Policy Nexus” Global Sustainable Development Network Conference in Bonn, Germany, 23-25 October 2019.
How to apply Smart Buys evidence in country education investment decisions? Webinar organized by: FCDO, The World Bank
This event focused on sharing lessons on the implementation and contextualization of Smart Buys evidence at country level by the Global Education Evidence Advisory Panel (GEEAP). Kwame Akyeampong from The Open University and GEEAP co-chair facilitated the conversation and introduced the Smart Buys. Rachel Glennerster the Chief Economist at the FCDO, Thomas Dreesen from the UNICEF Office of Research – Innocenti and Halsey Rogers from the World Bank provided a deeper dive into the findings of the Smart Buys report. Noam Angrist from the World Bank, Oxford and Yong 1ove introduced a country contextualization approach, while Moitshepi Matsheng from Young 1ove and Chairperson of the Botswana National Youth Council shared a real world example of this contextualization process from Botswana.
Presentation by RECOUP Director on current research agenda and research projects conducted in the four partner countries. The presentation also elaborates on the implications of RECOUP research on educational as well as international aid policy.
Presented at “Knowledge for Sustainable Development: the Research-Policy Nexus” Global Sustainable Development Network Conference in Bonn, Germany, 23-25 October 2019.
How to apply Smart Buys evidence in country education investment decisions? Webinar organized by: FCDO, The World Bank
This event focused on sharing lessons on the implementation and contextualization of Smart Buys evidence at country level by the Global Education Evidence Advisory Panel (GEEAP). Kwame Akyeampong from The Open University and GEEAP co-chair facilitated the conversation and introduced the Smart Buys. Rachel Glennerster the Chief Economist at the FCDO, Thomas Dreesen from the UNICEF Office of Research – Innocenti and Halsey Rogers from the World Bank provided a deeper dive into the findings of the Smart Buys report. Noam Angrist from the World Bank, Oxford and Yong 1ove introduced a country contextualization approach, while Moitshepi Matsheng from Young 1ove and Chairperson of the Botswana National Youth Council shared a real world example of this contextualization process from Botswana.
The Office of Research – Innocenti is UNICEF’s dedicated research centre. Our core mandate is to undertake cutting-edge, policy-relevant research that equips the organization and the wider global community to deliver results for children. This project brief summarizes our research on the Data Must Speak project.
This document serves as a guide for applying the Sport for
Development (S4D) framework described in the report “Playing
the Game: A framework for successful child-focused sport for
development programmes”.
The framework can be used as a starting point for designing a
new programme, to guide the expansion of an existing one into
new locations, or to improve and re-organize specific
programmatic and organizational aspects.
The framework follows the different phases of a programme
and their respective components, and recommends best
practices (see Figure 1). For each component of each
programming stage, this toolkit offers practitioners guiding
questions and practical recommendations.
As the UNICEF Office of Research-Innocenti, we conduct research to inform policymaking and implementation. This project brief summarizes our research on digital learning.
Here is a presentation by UNICEF Innocenti Research Centre and UNICEF Regional Office for CEECIS on Child Online Safety at the Robert project final conference in Berlin in 2012.
The opening address by Professor Denise Bradley, AC for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
As the UNICEF Office of Research-Innocenti, we conduct research to inform policymaking and implementation. This project brief summarizes our research on the Time to Teach project.
As the UNICEF Office of Research-Innocenti, we conduct research to inform policymaking and implementation. This project brief summarizes our work on research uptake and impact.
Creating Jobs In Ghana UKFIET OXCON 2009 (education, skills, jobs, developmen...RECOUP
Poverty has halved in Ghana over the period from 1991 to 2005. We use the household surveys to investigate possible mechanisms which led to this outcome. In particular how was it linked to the creation of jobs and skills? While in the 1990s the pattern of a growth in urban sector self-employment is clear this process was reversed in the period to 2005. By 2005/06 it had fallen to 18.6 per cent of the working age population, substantially lower than the level of the early 1990s. The fall in urban self-employment was matched by a rise in wage employment in small firms which doubled as a percentage of the workforce from 3.4 to 6.7 per cent. Over the whole period from 1991/92 to 2005/06 the most striking change in the labour force was the rise in employment in small firms, from 225,000 to 886,000. Quite contrary to the perception that wage jobs are not being created they have been expanding far faster than the growth of the labour force. We also find that over the period from 1998/99 to 2005/06 real incomes rose by in excess of 50 per cent and that this rise was fastest in the lowest paying occupation. There was some shift from lower to higher paying occupations but it would appear that the income rises, which underlie the fall in poverty, were uniformly high across all sectors and particularly benefited the unskilled. We compare how skills acquired in technical education and through apprenticeship training have impacted on the types of jobs and their earnings and thus on their role in reducing poverty.
The Office of Research – Innocenti is UNICEF’s dedicated research centre. Our core mandate is to undertake cutting-edge, policy-relevant research that equips the organization and the wider global community to deliver results for children. This project brief summarizes our research on the Data Must Speak project.
This document serves as a guide for applying the Sport for
Development (S4D) framework described in the report “Playing
the Game: A framework for successful child-focused sport for
development programmes”.
The framework can be used as a starting point for designing a
new programme, to guide the expansion of an existing one into
new locations, or to improve and re-organize specific
programmatic and organizational aspects.
The framework follows the different phases of a programme
and their respective components, and recommends best
practices (see Figure 1). For each component of each
programming stage, this toolkit offers practitioners guiding
questions and practical recommendations.
As the UNICEF Office of Research-Innocenti, we conduct research to inform policymaking and implementation. This project brief summarizes our research on digital learning.
Here is a presentation by UNICEF Innocenti Research Centre and UNICEF Regional Office for CEECIS on Child Online Safety at the Robert project final conference in Berlin in 2012.
The opening address by Professor Denise Bradley, AC for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
As the UNICEF Office of Research-Innocenti, we conduct research to inform policymaking and implementation. This project brief summarizes our research on the Time to Teach project.
As the UNICEF Office of Research-Innocenti, we conduct research to inform policymaking and implementation. This project brief summarizes our work on research uptake and impact.
Creating Jobs In Ghana UKFIET OXCON 2009 (education, skills, jobs, developmen...RECOUP
Poverty has halved in Ghana over the period from 1991 to 2005. We use the household surveys to investigate possible mechanisms which led to this outcome. In particular how was it linked to the creation of jobs and skills? While in the 1990s the pattern of a growth in urban sector self-employment is clear this process was reversed in the period to 2005. By 2005/06 it had fallen to 18.6 per cent of the working age population, substantially lower than the level of the early 1990s. The fall in urban self-employment was matched by a rise in wage employment in small firms which doubled as a percentage of the workforce from 3.4 to 6.7 per cent. Over the whole period from 1991/92 to 2005/06 the most striking change in the labour force was the rise in employment in small firms, from 225,000 to 886,000. Quite contrary to the perception that wage jobs are not being created they have been expanding far faster than the growth of the labour force. We also find that over the period from 1998/99 to 2005/06 real incomes rose by in excess of 50 per cent and that this rise was fastest in the lowest paying occupation. There was some shift from lower to higher paying occupations but it would appear that the income rises, which underlie the fall in poverty, were uniformly high across all sectors and particularly benefited the unskilled. We compare how skills acquired in technical education and through apprenticeship training have impacted on the types of jobs and their earnings and thus on their role in reducing poverty.
This is a model for developing promotion and tenure in universities with an emphasis on new media and an emphasis on outreach and engagement activities. Specific suggestions are offered to developing narratives and collecting metrics for making the case for the quaity and innovativeness of the work.
Planning for impact: Basic communication strategiesODI_Webmaster
This presentation from Jeff Knezovich of the Overseas Development Institute was given at a workshop held on research packaging at ESRF in Tanzania in August 2008. It was prepared for the Micro-level Perspectives of Growth project currently being undertaken by the University of Dar es Salaam Department of Economics. More information on the project can be found at http://www.esrftz.org/mlpg
Improving the effectiveness of communications webinar
APM People Specific Interest Group, Stakeholder Engagement Focus Group (APM SEFG People SIG)
Tuesday 11 July 2017
presented by James Francis
hosted by Fran Bodley-Scott
Presentation by ESRC at Interface workshop, 23rd June 2011, about ESRC's strategic priorities, maximising impact and knowledge exchange funding and support available from ESRC
“Illustration of a proposed ReSAKSS-Asia website tool”, presented by Michael Johnson and Bingxin Yu, IFPRI at the ReSAKSS-Asia Conference, Nov 14-16, 2011, in Kathmandu, Nepal.
Case Study: UNICEF Global Integrated Media Monitoring Programme Lessons learn...Arturo Romboli
In August 2015, UNICEF Executive Director, Anthony Lake, approved a new Global Communication and Public Advocacy Strategy for the entire organization. The strategy, which aims to 1) to put the rights and well-being of the most disadvantaged children at the heart of the social, political, and economic agenda, 2) to support shifts in public policy, 3) fuel social engagement and to increase private and public resources for children, has the following specific objectives:
- Voice: be the leading voice for and with children
- Reach: 1 billion people around the world
- Engage: at least 50 million people acting regularly in support of children
The Strategic Planning and Communication Support unit in the Division of Communications (DOC), working in close collaboration with the Private Fundraising Partnership division (PFP), Regional and Country Offices developed a comprehensive Monitoring & Evaluation framework and set of Key Performance Indicators (KPIs) in support of the strategy implementation. This brief case study looks at the main lessons learned during the first year of implementation.
Setting the scene – Trends in programming Research and Innovation for Impact Francois Stepman
6 April 2018. Rome. The SCAR Strategic Working Groups ARCH, AKIS and Food Systems organised jointly the Workshop: Programming Research and Innovation for Improved Impact
Presentation by Paul Winter
Using performance information for management - Edwin Lau, OECDOECD Governance
This presentation was made by Edwin Lau, Public Governance Directorate, OECD, at the 14th Annual Meeting of the OECD Senior Budget Officials Performance & Results network held at the OECD Conference Centre, Paris, on 26-27 November 2018
Returns to schooling, ability and cognitive skills in Pakistan and IndiaRECOUP
This paper investigates the economic outcomes of education for wage earners in Pakistan and India. This is done by analysing the relationship between schooling, cognitive skills and ability on the one hand, and economic activity, occupation, sectoral choice and earnings, on the other. In the economics of education literature for South Asia, an important question remains largely unaddressed: what does the coefficient on ‘schooling’ in conventional earnings function estimates measure? While human capital theory holds that the economic return to an extra year of schooling measures productivity gains acquired through additional schooling, the credentialist view argues that it represents a return to acquired qualifications and credentials while a third, the signalling hypothesis, suggests that is captures a return to native ability. This paper seeks to adjudicate between these theories using data from unique and comparable surveys of more than 1000 households each in Pakistan and India, collected in 2007-08. The paper also examines the shape of the education-earnings relationship as a way of testing the poverty reducing potential of education in South Asia.
education and transformations in transition(s) to adulthood in Ghana, Kenya, ...RECOUP
Adulthood is usually defined in terms of a series of markers: leaving school, starting a first job, leaving the parental home, forming a first union, marrying and having a first child, becoming a citizen. Such approaches draw on the idea that young people make one transition to what is locally agreed to be a clearly defined status—a destination at which one ‘arrives’. But globally, there is recognition that many of these markers are reversible and impermanent, so that there is no simple and clear notion of ‘youth’ in contrast to adulthood, and no notion of ‘arrival’ at a singular adulthood. Rather there are ‘fragile and reversible transitions’, negotiations and controls, and boundaries to cross before young men and women can take control of their lives as adults. Nevertheless, youth policy remains strongly influenced by the idea of linear transition, and the associated metaphor of individualised ‘pathways’ from school to work and adulthood.
In this paper we draw on data on social and human outcomes of schooling, collected under the aegis of the RECOUP programme of research, to consider the evidence on how schooling affects the nature of young men and women’s chances of gaining, for example: livelihood and enterprise; self- protection, security and equality; and agency, resilience and autonomy as adults in the RECOUP partner countries, and the implications for education and youth policy.
Educations Role In Health And Fertility Change (Pakistan, south asia, develop...RECOUP
One of the main outcomes of female schooling is supposed to be dramatic improvements in reproductive indicators, such as women’s access to health and family planning services, maternal morbidity and mortality, and indicators of infant and child health. Pakistan is a country where such beneficial outcomes are sorely needed: gross enrolment of girls in secondary schooling is only about 26%, the maternal mortality ratio is 320, and under-5 mortality rates are 90 for boys and 100 for girls. In these circumstances, it is imperative to understand better exactly how schooling contributes to the improvements in reproductive health, and what else might make a difference. In this paper we draw on quantitative and qualitative data collected by the RECOUP programme of research to address these questions.
RECOUP research - objectives, methods and preliminary findings (rate of retur...RECOUP
This is a slide presentation by Prof. Christopher Colclough delivered at the FoE staff meeeting on 30 June 09, Cambridge. The presentation covers some broad aspects of RECOUP research and provides highlights of its oreliminary findings focusing on the rates of return to education debate
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Our mission is very simple and it is clearly stated in all our programme documents – including the logframe (Annex 1 fo the annual report). We will research certain issues and provide evidence that is relevant to policy (MDG, poverty reduction strategies, education policy, aid policy etc.) We will then translate our findings from the technical to non-technical language and communicate those to policy-makers and general public in an accessible way (policy briefs, media stories etc)
The key additions and amendments to the communication strategy are: a) refined key messages section; b) revised and updated activity plan for 2009-2010; c) revisions to the M&E framework (M&E objectives, conceptual framework, impact pathways, impact assessment methods, indicators and data collection methods); d) revised section on roles and responsibilities; d) revisions to the strategy (balancing between focus on written word and engagement – at present the balance is in favour of publication and dissemination via web and academic publications rather than pro-active engagement with global and national policy-makers; striking a right balance between research and policy agendas; improved targeting; targeting of key global policy forums; pro-active media work); e) revisions to the key channels table (blogging, e-newsletter etc.)
Communication as a process : communication of results to and engagement with target audiences is an on-going process which must be done throughout research; Integrity : communicating research evidence is an integral part of the research process and is included in the RECOUP logical frame as an output along with a knowledge output. Each partner institution will have its own Communication Action Plan that is central to their research activity plans and consistent with the overall communication strategy; Pro-activeness : new ideas and knowledge should be communicated to target audiences as they become available to receive prompt feedback to feed back into research; Participation : all partners and stakeholders are involved in the design, implementation and M&E of the strategy Decentralisation : the strategy is based on partners’ ownership of the entire process to be achieved through devolved planning, implementation and evaluation of the strategy and activities. Cost - effectiveness : This will be achieved by prioritising our target and user groups, and using low cost but high-impact methods.
Firstly, we shall aim to shed light on the differing and contested views regarding the relationship between education, its labour market outcomes, and broader issues of human and social development. Major strands of our work will cover both theoretical debates on these issues and more practical aspects of researching educational outcomes and poverty in developing countries.
Secondly, RECOUP will generate new knowledge and evidence to inform research and policy by producing new comparable data in each of the southern partner countries. These data will help to clarify the dynamics of educational outcomes for the poor and ultimately will provide new evidence on which to base pro-poor policy decisions.
RECOUP will address recent experiences of aid in our partner countries, to help understand past performance and identify promising approaches for the future. Sub-projects will investigate how different legislative frameworks, and government/household partnership and financing relationships, affect educational outcomes for the poor.
This is PPPs project
Government - Our findings concerning how the poor are using education, the extent of their inclusion, and the routes by which they exit (or remain in) poverty, should be of central interest to them. International organisations - Our research should provide aid agencies with updated knowledge of how to promote good outcomes of education for the poor, and how better to support educational systems in promoting socio-economic transformation. Partner comms strategies provide details list of our target audiences – with names and titiles
See Table on recoup channels – important to mention that we have been using all channels because we have a diverse range of target audiences. Currently we have got 17 channels (see table) and one has not been used yet (key global events). As we approach the end of our programme we need to maximise our impact but within our budget limits (I shall tell you the figure how much we have got in total to spend on communications – at least 10% of 2.5 mln – £250,000) . We are nearly on target btu most o four comms expenditure includes the costs of organising conferences and events, and include expenditures not directly related to cooms work (such as travel and accommodation).
Our priorities are, first of all, to relay information about research and its outcomes to the above key audiences so as to ensure that they are able to make better-informed judgments with regard to educational policies and policy outcomes and are able to identify key policy issues necessary for improving the educational outcomes of the poor and disadvantaged. Secondly, based on our research findings which will help clarify the relationships between education and the broader context of welfare and opportunity, we seek to influence economic and education policy-making in these countries and globally with a view to breaking the ‘cycle of deprivation’ that exists between education and poverty . Thirdly, the RPC will ensure that the research agenda remains responsive to change in the knowledge needs of policy-makers and development practitioners - the ultimate consumers of the research evidence. We set up the research agenda in response to knowledge needs of our target audiences but we will continue to monitor the changing knowledge base within our research area and incorporate into our agenda any knowledge gaps identified in the process.
This will be achieved by engaging relevant policy-makers throughout the duration of the RPC and keeping abreast of the emerging academic literature and media reports in both the South and the North to observe changes in the outcomes of education and in the pathways of impact from education into other (labour market, health, fertility, subjective well-being) outcomes for the poor and non-poor. Various feedback mechanisms will be used for achieving this latter aim, including RECOUP internal structures such as the Consortium Advisory Group, national advisory committees and RECOUP conferences and research seminars. We will also rely on national/local policy forums, such as annual education conferences proposed by our partner in Ghana, a Ghana National Reference Group (NRG) which includes all education RPCs and which is chaired by the Ministry of Education as well as mid-term dissemination workshops in partner countries. Finally, more micro-level and individualised interactions established by our partners with national and international policy and research communities are invaluable in making sure that our research agenda is responsive to policy.
This is the main conceptual framework of our communication strategy with its elements (outputs and processes and agents) in the same chart Blue – current focus; Red – areas that need enhanced focus (clarity of messages; effective communication and dissemination; engagement with target audiences; getting feedback and following up on feedback; engagement with policy-makers, policy influence; systematic policy analysis) Where we are currently?
In the remaining 12 months we need to maximise our impact – how?
Our key priorities in 2009/10 are: refining the key messages based on the analysis of current research and policy discourses; clarity and agreement on impact pathways; better targeting; more effective use of existing channels; operational efficiency; pro-active engagement and networking; targeting of key global and national policy forums; focus on quality vice versus quantity; work for impact and purpose achievement (results) vice versus outputs; striking the right balance between research and policy agendas; clarity on the methods for assessing the RECOUP impacts; focus on national strategies and capacity building; better coordination; effective collaboration between northern and southern researchers (especially at the level of lead researchers and theme and project leaders) in research communication; working with CREATE and EdQual (e.g. final conferences; book series; other joint publications).