What does the evidence about “evidence uptake” in education tell us: Briefing for members of the Building Evidence in Education working group
This report was used to frame discussions at the Building Evidence in Education (BE2) working group meeting in London, January 31 – February 2, 2024, on Effective Evidence Flow and Translation into Education Policy and Practice. BE2 is a working group of over 40 bilateral education donors, multilateral education agencies and foundations active in education research. The report was updated after the event in order to reflect key themes that emerged from the meeting and new data gleaned through group and bilateral discussions.
Drawing on a rapid desk review and select interviews, and adapted from an earlier, more detailed review commissioned by the Jacobs Foundation, this report provides a summary of available evidence on the enablers and barriers to evidence uptake in education policy and practice. It also sets out a simple taxonomy of interventions to address these factors, and a series of principles for success in designing and funding such efforts. It is not a systematic review.
The report was prepared by Emily Hayter and Emma Broadbent. The report represents the views of the authors, and not necessarily the opinions of the BE2 member organisations. The authors are grateful for research support from Racheal Makokha and communications support from Louise Ball and Sophie Gillespie.
What does the evidence about “evidence uptake” in education tell us: Briefing for members of the Building Evidence in Education working group
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