Evidence use for policy planning and implementation from Ghana and South Africa

Report

This insight note examines how evidence is used in planning and implementing education policy in Ghana and South Africa. Drawing on stakeholder interviews, policy documents, and examples of institutional practice, it highlights the enablers and barriers to integrating research evidence into policy formulation and operational decision-making. The analysis identifies key factors that influence evidence uptake, including institutional capacity, channels of communication between researchers and policymakers, and contextual pressures shaping policy agendas. The note offers practical recommendations to strengthen evidence use by aligning research production with policy needs, investing in evidence translation mechanisms, and fostering sustained engagement between evidence producers and users. Findings aim to inform both national governments and international partners on improving evidence-informed planning and implementation in education systems.

Authors: Nkansah, E; Nompumelelo, N-M; Opare-Kumi, J; Trupin, R

• Publication status: Published
• Publisher: What Works Hub for Global Education
• Place of publication: Oxford, UK
• Publication date: 2025-10-01
• DOI: 10.35489/BSG-WhatWorksHubforGlobalEducation-RI_2025/006
• Language: English
• Keywords: implementation science; evidence-informed policy; research translation; education policy implementation; policy planning; South Africa; stakeholder engagement; evidence uptake; Ghana