Civil society contributions to improve learning outcomes

Civil society plays a very important role in GPE country-level work and in contributing to the development and monitoring of education sector policies and plans led by governments. Our research programme will explore their contributions to advancing equity and improving learning outcomes through using different approaches and methodologies for education advocacy and policy influencing (API) thereby facilitating action at local, regional and education system levels to meet the needs of communities (with a focus on specific vulnerable groups within these communities). The research will focus on gathering evidence on how (approaches) Civil Society Organisations (CSOs) engage in API to improve equitable learning outcomes, in particular in relation to gender, intersectionality and social inclusion. The main objective of the research is to evaluate grantee’s actionable learning related to advocacy efforts, and to enhance a specific area of their practice through linking it to adaptive management. The research will enable and facilitate review and reflection on the effectiveness of evidence-based advocacy approaches with an aim of producing recommendations to contribute to improvements in relevant practices. We will examine different participatory approaches, methodologies, strategies, and tools for API, and explore both opportunities and limitations they present for CSOs in their API work and how some of the challenges they face in the development and implementation of API can be addressed. In addition, we will evaluate and conduct critical analysis of education advocacy approaches and evidence-based advocacy practices of CSOs in selected countries to identify and introduce improvements in the processes related to the design and implementation of API. One of the evidence-based approaches used will be citizen-led assessment (CLA). CLA is an important initiative implemented by CSOs and also supported by the EOL programme. Even though CLA is now implemented in several countries, there is a lack of evidence of how CLA can be effectively used in the development and implementation of government-led education sector policies and plans. The research will be conducted jointly with GPE EOL grantees implementing CLA and other participatory policy influencing strategies and approaches. ACER and MDF (core research team) will provide overall leadership of the research, quality assurance, consultation with high level stakeholders, and lead on the development of the overall report.