Transcript Document 7703876

Enhancing CSO
Influence on Policy
CIVICUS Workshop
Glasgow, June 2006
Julius Court & Vanessa Weyrauch
Why this matters?
• CSOs are important players in development …
• … but, acting alone, their impact is limited in
scope, scale and sustainability.
• There is more potential for partnership.
• Many development challenges remain.
• CSOs increasingly involved in policy
engagement.
• The credibility and legitimacy of CSO
involvement is questioned.
Workshop Outline
• Introduction
• Case Study from Argentina
• Discussion: CSOs and policy influence
– challenges and opportunities.
• CSOs and Policy Influence: Recent
Evidence
• Discussion: How to do it - experiences
& lessons.
• Close
• Self Introductions.
• 1 minute!
Influencing the
Educational Budget:
CIPPEC´s work in a Southern
province in Argentina
Vanesa Weyrauch
Av. Callao 25, 1° • C1022AAA Buenos Aires, Argentina - Tel: (54 11) 4384-9009 • Fax: (54 11) 4371-1221 • [email protected] • www.cippec.org
CIPPEC as organisation
• CIPPEC as an organisation in evolution: hybrid between
focus on research, advocacy, monitoring and
implementation.
• Initial institutional funding enabled the selection of the
research topic and methodology.
• Multidisciplinary team with clear and legitimised leadership.
• Experience from the civil society standpoint: capacity
building, monitoring and influence through alliances with
CSOs.
• Experience from the politics standpoint: advice and
implementation with provincial governments.
Research at CIPPEC
• Project “The educational provinces”: a comparative
analysis of the implementation of the Federal Education
Law in the 24 jurisdictions.
• Creation of an external international Advisory Council to
ensure quality and reputation.
• Selection of a differential focus (provincial level) and
based on a milestone of the policy under study (10
years after implementation).
• Participatory approach: engagement of all stakeholders.
Consensus building to identify potential reforms.
Research at CIPPEC
• Intensive follow up of media coverage to assess
prevailing discourses.
• Detection and analysis of all related policy proposals.
• Translation of findings into a clear and simple format
(rankings, indexes, etc.)
• Use of language of policymakers:
get to understand them.
Face to face interaction.
The context
• Argentina as a federal country: the double
level of decision making processes.
• Political rationality in the provinces: education
perceived by policymakers as a weight and a
problem.
• Lack of social participation in the educational
policies.
• Different political settings derived from a
federal system that required diverse
intervention strategies.
Influence strategies
• Legitimisation: the risk of the “foreigner”: the
comparative look and academic rigour as key
endorsements.
• Capacity building: two handbooks on how to influence
the educational budget and the social investment in
children.
• Policy debate: active participation in the
diverse stages of the discussion and
sanction of the Education Financing Law.
Influence strategies
• Media campaign: dissemination of the
provincial report through local media and
partnership with a local CSO.
• Combined and staged process: a window of
opportunity with the change of a government
accused of corruption and arrival of “fresh air”.
• Complexity of the measure: TDF is the
province with higher investment on education
per student and lower budgetary effort for
education (paradox of the coparticipation).
Evidence: key data
División políticoterritorial
CABA
Córdoba
Tierra del Fuego
Mendoza
La Pampa
Buenos Aires
Santa Cruz
Santa Fe
Neuquén
Entre Ríos
Chubut
San Luis
Río Negro
San Juan
Santiago del Estero
La Rioja
Tucumán
Catamarca
Misiones
Salta
Chaco
Corrientes
Jujuy
Formosa
TOTAL PAIS
Indice de
desarrollo
humano
ampliado
Recursos
fiscales de
origen nacional
por habitante ($)
Porcentaje de
recursos propios
(provinciales)
Gasto por
alumno ($)
Gasto
Educativo /
Gasto Total
2000
1994-2000
1994-2000
1994-2000
1994-2000
Situaciones
más favorables
Situaciones
favorables
Situaciones
desfavorables
Situaciones
graves
Situaciones
críticas
80
433
2.683
419
1.141
296
1.839
455
803
677
842
1.058
779
931
809
2.074
570
1.307
630
613
753
663
835
1.195
92,3
44,8
33,3
52,8
33,7
55,2
47,6
43,1
62,4
33,3
34,8
29,6
34,8
19,4
15,0
8,9
23,4
12,9
20,9
26,8
16,6
15,1
18,9
8,8
1.507
946
2.668
1.015
1.750
926
2.799
1.025
1.983
1.077
1.315
1.254
1.241
1.162
973
1.576
862
1.541
766
688
938
769
994
1.029
31,4
28,1
20,8
26,8
23,5
31,5
22,3
31,9
26,0
26,9
24,1
26,2
25,9
23,7
29,4
21,5
27,3
27,7
24,7
23,5
26,3
28,0
26,2
21,4
912
32,7
1.284
26,0
The impact
• High impact in media, policymakers and educational
sectors: awareness of the urgent need to adddress
budgetary issues.
• Hired by the new Minister of Education to provide advice.
• Draft of a law for investment in education. Governor
refuses to committ. Mingled actors and steps.
• The initiative is welcome by part of the oposition in the
provincial Congress (ARI). Unpredictable alliances:
changes in power.
• Sanction of a law to increase investment in education
(reach 25% increase in 4 years).
Some lessons…
• Influencing public policies implies interrupting chaotic,
complex, unpredictable processes.
• The double thrust of interrupting and walking along the
forces in the decision making processes.
• Work with a double perspective: the comparison brought
by a foreigner and alliances with organisations with local
knowledge.
• Dialogue with all stakeholders, find a niche in discourse.
• Challenge: fulfilment of laws in unstable legal domains.
• Secure long term funding: processes are long and
unexpected opportunities arise.
Any questions about the case?
Discussion: CSO and Policy
• Group work
– What are the main enabling factors?
– What are the main barriers?
CSOs & Policy: Literature
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
Linear model
Too close for comfort, Edwards
Impact & Effectiveness, Fowler
‘Context, evidence, links’, RAPID
Policy narratives, Roe
CSO legitimacy, L. David Brown
Links and Learning, Gaventa
‘Room for manoeuvre’, Clay & Schaffer
‘Street level bureaucrats’, Lipsky
Policy as experiments, Rondinelli
Policy Streams & Windows, Kingdon
Disjointed incrementalism, Lindquist
Tipping point model, Gladwell
Mercenaries, missionaries and
revolutionaries , Malena
‘Non-Western?’, Lewis
Global Civil Society, Salamon, Kaldor
Types of Engagement, Coston
18. Linear model of communication,
Shannon
19. ‘Space’ for thought & action, Howell
20. Simple and surprising stories,
Communication Theory
21. Provide solutions, Marketing Theory I
22. Find the right packaging, Marketing II
23. Global Civil Society?, Keane
24. Global Legitimacy, van Rooy
25. Epistemic communities, Haas
26. Policy entrepreneurs, Najam
27. Advocacy coalitions, Keck & Sikkink
28. Negotiation through networks,
Sabattier
29. Social capital, Coleman
30. Accountability, OneWorld Trust
31. Communication for social change,
Rockefeller Foundation
32. Wheels and webs, Chapman & Fisher
www.odi.org.uk/rapid/lessons/theory
CSOs, Evidence, Policy, Impact
Main Barriers to Engagement
CSOs
• Capacity (62%)
• Funding (57%)
• Process kn (48%)
(CSO evidence not
seen as credible)
Policy Processes
• Not open (47%)
• Corrupt
• No capacity to
use evidence
Discussion: Support for CSOs
• What more can CSOs do to influence
policy processes?
• What kind of support would help you
influence policy more?
Problems and Solutions
Adverse political
contexts (external).
Campaigns
‘Boomerangs’
Pilot projects .
Limited understanding
of policy processes.
Rigorous assessments of policy processes and political
contexts (key issues & simple approaches).
Weak strategies for
policy engagement.
Match approaches to critical policy stages – agenda
setting, formulation and/or implementation.
Inadequate use of
evidence.
Ensure that evidence is relevant, objective,
generalisable and practical.
Weak communications.
Engage in two-way communication. Use existing tools
for planning, packaging, targeting and monitoring
communication efforts.
Isolation /
fragmentation.
Apply network approaches (key roles of networks and
10 keys to network success.
Limited capacity.
Develop or access range of technical capacities
(systemic capacity).
Needs for Effective Policy
Engagement
• Training
(59%)
• Latest
thinking
(55%)
• More
research
(52%)
Specific Tools
Overarching Tools
- The RAPID Framework
- Using the Framework
- The Entrepreneurship
Questionnaire
Communication Tools
- Communications Strategy
- SWOT analysis
- Message Design
- Making use of the media
Policy Influence Tools
- Influence Mapping & Power Mapping
- Lobbying and Advocacy
- Campaigning: A Simple Guide
- Competency self-assessment
Context Assessment Tools
- Stakeholder Analysis
- Forcefield Analysis
- Writeshops
- Policy Mapping
- Political Context Mapping
Research Tools
- Case Studies
- Episode Studies
- Surveys
- Bibliometric Analysis
- Focus Group Discussion
Further Information
Julius Court
[email protected]
Vanessa Weyrauch
[email protected]
www.odi.org.uk/rapid
www.cippec.org