Evidence based policy development: learning from South Africa’s Research, Monitoring and Evaluation Lab

• In Event: Strengthening evidence uptake and use by governments: lessons from Education Labs

Proposal

This paper will examine the effectiveness and influence of the government-led Education Lab in South Africa, looking particularly at the case of the Early Grade Reading Series and its broader lessons. The Early Grade Reading Studies (EGRS) are a series of large-scale Randomised Control Trials (RCTs) investigating how to teach reading effectively in the early grades. These studies have been led by the Research, Monitoring and Evaluation Education lab in the South African national Department of Basic Education in collaboration with academics of various universities and international donor organisations. Through multi-year interventions, multiple rounds of data collection and iterative design processes the Research Monitoring and Evaluation Education lab has built a body of evidence around best approaches and practices for improved early grade reading outcomes. The work has been sustained for more than 10 years, contributed to a growing consensus around the importance of improving South Africa's reading outcomes. It has also generated an evidence -base on what sorts of interventions impact on reading outcomes and how the change process works.

The main questions addressed by this paper include:

(a) What creates a successful government research hub and how can it be strengthened or replicated? What are the resource, capacity, skill and support needs?
(b) What are the political economy, prioritisation and resourcing considerations for government-led research?
(c) What are the unique and replicable lessons learnt from 10 years of early-grade reading studies in a developing country context? What are the implementation and evaluation lessons learnt?
(d) What has the influence of these studies been? What are the direct and indirect influences and spin-offs? What are the differences between government-led and non-government led labs?

This paper examines the founding principles of the Education Lab, and theoretical underpinnings of success and failures through an evidence-based policy development framework. The findings draw on comparisons with the ways local government offices and established non-governmental education labs work. The work reflects direct experience, qualitative and institutional examination. Finally, the paper will consider implications and lessons learned and their application to other areas beyond literacy and their application to other contexts.

Authors

• Nompumelelo L Mohohlwane, Department of Basic Education

• STEPHEN G TAYLOR, Department of Basic Education