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As with all public policy work, education policies are demanding. Policy workers need to ‘know’ a lot—about the problems they are addressing, the people who need to be engaged, the promises they can make in response, the context they are working in, and the processes they will follow to implement. Most policy workers answer questions about such issues within the structures of plan and control processes used to devise budgets and projects. These structures limit their knowledge gathering,...
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The Method Positive Deviance (PD) is based on the observation that in every community or organization, there are a few individuals who achieve significantly better outcomes than their peers, despite having similar challenges and resources. These individuals are referred to as positive deviants, and adopting their solutions is what is referred to as the PD approach¹. The method described in this Handbook follows the same logic as the PD approach but uses pre-existing, non-traditional data...
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This report presents six learnings from four pilot projects conducted by the Data Powered Positive Deviance (DPPD) initiative, a global collaboration between the GIZ Data Lab, the UNDP Accelerator Labs Network, the University of Manchester Center for Digital Development, and UN Global Pulse Lab Jakarta. The pilots seek out grassroots solutions to development challenges that range from the interaction between livestock farming and deforestation to gender-based violence and insecurity in dense...
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Many education systems in low- and middle-income countries are experiencing a learning crisis. Many efforts to address this crisis do not account for the system features of education, meaning that they fail to consider the ways that interactions and feedback loops produce outcomes. Thinking through the feedback relationships that produce the education system can be challenging. The RISE Education Systems Framework, which is sufficiently structured to give boundaries to the analysis but...
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- The United Kingdom’s Foreign, Commonwealth and Development Office (FCDO)’s standard economy, efficiency, effectiveness/cost-effectiveness and equity (4E) framework is still relevant for approaching, measuring and managing value for money (VfM) for adaptive programmes. • However, this framework needs to be reframed to capture and incentivise flexibility, learning and adaptation. • VfM appraisal and reporting should be done in a way that draws on beneficiary feedback and informs good...
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Meeting the United Nations Sustainable Development Goals (SDGs) will require adapting or redirecting a variety of very complex global and local human systems. It is essential that development scholars and practitioners have tools to understand the dynamics of these systems and the key drivers of their behavior, such as barriers to progress and leverage points for driving sustainable change. System dynamics tools are well suited to address this challenge, but they must first be adapted for...
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Evaluation processes that facilitate learning among advocates must be nimble, creative, and meaningful while transcending putative performance and accountability management. This article describes the experience, lessons, and trajectory of one such approach, Simple, Participatory Assessment of Real Change (SPARC), that a transnational HIV prevention research advocacy coalition pilot-tested in sub-Saharan Africa. Inspired by the pioneering work of the outcome harvesting (OH) and participatory...
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