Evidence-Informed Policymaking in Education

Education policies have far-reaching implications for societal-wellbeing, economic development and individual health. In recent years, there have been increasing political and economic pressures. This has led to the establishment of science-policy organisations across various settings in the Global North.  The influence of science-policy organisations on policymaking is still not yet fully understood. Particularly in low-resource settings such as low- and middle-income countries (LMICs).  Our research focuses on the critical role of science-policy organisations as change agents in driving evidence-informed policymaking (EIPM). We focus particularly on how organisational mechanisms and processes influence their effectiveness in promoting equity and equality in educational policies.

Our research has two components. It is guided by an advisory group, comprising researchers and practitioners within the education sector.

1. A realist review examining the role of science-policy organisations in policymaking. Specifically, how, why and under what circumstances these organisations influence policymaking. The review will be guided by the Realist and Meta-narrative Evidence Syntheses Evolving Standards (RAMESES). This will identify what kind of research is needed to engender more sustainable evidence-informed policymaking. We will also conduct a stakeholder analysis of education stakeholders in Thailand. This will analyse: 

• formal and informal relationships and

• how stakeholder interests may shape evidence-informed policymaking.

2. Qualitative case study of two Thai organisations involved in key education policy priorities in Thailand. The organisations are:

• the Equitable Education Fund (EEF)

• the Office for National Education Standards and Quality Assessment (ONESQA).

The project is funded by the British Academy