Who will listen to educational researchers? Reflections on the research–policy relationship in the global South, with illustrations from Africa

Abstract

While it is widely believed that relevant research is needed for educational policy and practice, an important issue is whether policy-makers and implementers are really receptive to such research. This study sets out a conceptual framework relating to the issue in low-income countries, encompassing the cast of characters involved, contemporary influences on role expectations and the potential for exchanges of benefits between actors. In a comparative discussion of four policy-related research projects in African settings, the general difficulty of communicating findings to senior policy-makers is noted, but some factors are identified that may affect the prospects for research to influence various stakeholders. It is argued that, in such settings, formal expectations for research to have a direct impact on policy should be modified, although there is a potential for beneficial influence.

Keywords:

• educational research
• educational policy
• influence of research
• South Africa

Acknowledgements

An earlier version of this article was presented at the Annual Conference of the Educational Studies Association of Ireland, held in Cork, 29–31 March, 2012. The author wishes to thank Dr. Jim Gleeson of the University of Limerick and Prof. Michael Crossley of the University of Bristol for comments that were helpful in the preparation of this work.

Notes

1. In The Politics of Expertise Benveniste does refer to and quote from Blau’s work, but only on one occasion. Blau’s work alone is mentioned here because most subsequent research on social exchange has had a narrower, experimental focus and has studied individual rather than group behaviour.

2. The consortium also initiated other research projects, which are not selected for inclusion in this analysis.