The value of locally produced knowledge – is evidence enough?

• In Event: The strength of contextual knowledge for sector analysis and planning

Proposal

This presentation, as part of the symposium, aims to elaborate on the value of locally produced knowledge. In doing so, it will first briefly explain a recently produced knowledge report on the issue of girls’ primary school completion in rural Sindh, Pakistan. It then engages with the three sets of questions set out for this symposium and offer some reflections.

The KIX EMAP knowledge report titled, “Policy Analysis of Girls’ Primary School Completion in Rural Sindh: Root Causes and Policy Recommendations Using the IIEP Education Policy Toolbox” was produced by a group of local researchers in Pakistan coming from a variety of backgrounds – academia, government and NGO. The knowledge report focuses on a significant policy issue of girls’ non-completion of primary in rural Sindh. The analysis points to some root causes and puts forward key recommendations. The knowledge report will also allow for reflections on the set panel questions:

• Credibility of local knowledge producers: In a context such as Pakistan, where educational development work is highly donor dependent for the finances and technical expertise, the independent voice is often not heard. The support of inittiatives as the KIX-EMAP hub brought credibility to the group of researchers in terms of accessing the data as well as meeting the high standards of analysis and knowledge production.

• Decolonising Knowledge production: The North-South divide in terms of knowledge production and its utilization is visible in the Pakistani context, where consultants engaged by the donor agencies dominate the policy discourse. It is true that many of these consultants are local, but they are rather tamed due to their ongoing dependency on the continued donor financing and tightened scope set out by the funders. In this context this knowledge production was liberating as it gave independence to local experts to choose a pressing policy challenge, carry out independent analysis and present recommendations. The insights, such as ‘security for girls’ on their way to school and inside schools emerged as a very important insight, which could be easily missed out by an external eye.

• The politics of evidence: In developing countries’ context, such as Pakistan, the evidence does not automatically translate into policy action. In fact, many policies are promoted despite any sound evidence basis either because international funding is promised or for political exigencies. The knowledge report produced as part of the KIX Hub has achieved one significant milestone i.e., producing sound knowledge. Author (2023) have demonstrated a four-stage policy advocacy process marked by critical engagement of global and national policy actors as a way to influence policy. The knowledge report on girls’ primary completion, presented here, will benefit from this advice and, with support from KIX Hub, can create critical policy space comprising local-global actors. Further insights will be generated to develop better understanding about using evidence to cause policy change.

Authors

• Sajid Ali, Aga Khan University

• Jose Luis Canelhas, NORRAG

• Aisha Naz, Aga Khan University, Institute for Educational Development