Review of the article “The Relevance of Evidence-Based Policy Making (EBPM) in Public Management”

Abstract

This blog post is the review of the article “The Relevance of Evidence-Based Policy Making (EBPM) in Public Management” by Joseph Tham. The blog post analyses the article’s structure, information is given in it, and content as well as it gives examples from the policy-making process in the Kazakhstani context in order to clarify the relevance of arguments given in the article.

Этот блог является обзором статьи «Актуальность разработки политики на основе фактических данных (EBPM) в общественном управлении» написанный Джозефа Тамом. В блоге анализируется структура статьи и содержание, а также приводятся примеры из процесса разработки политики в казахстанском контексте, чтобы прояснить значимость аргументов, приведенных в статье.

Бұл блог Джозеф Тэмам жазған «Мемлекеттік басқаруда EBPM-тың өзектілігі»  мақаласына шолу болып табылады. Блогта мақаланың құрылымы мен мазмұны талқыланған, сондай-ақ мақалада келтірілген дәлелдердің маңыздылығын түсіндіру үшін Қазақстан контекстіндегі саясатты әзірлеу үдерісінен мысалдар келтірілген.

 

The article “The Relevance of Evidence-Based Policy Making (EBPM) in Public Management” by Joseph Tham is the review of the usage of Evidence-Based Policy Making (EBPM) in policy-making process in three different countries including the USA, the UK, and Australia.  In general, the article analyzes the effectiveness of using EBPM, the implication for public management as well as various views towards it in these three countries.

Overall, the article is well-structured and easy to follow. It contains several chapters devoted to the particular theme. On the one hand, it makes it clear and structured but on the other hand, it looks like the simple list of ideas without analyses and synthesis.  For instance, the usage of EBPM in three countries is written separately in three paragraphs and it will be better to add one more paragraph in which the author analyzes the situation in these three countries by comparing and contrasting evidence and comes to the consensus.

One more idea for improving the article is connected with the last paragraph which is devoted to the situation in Kazakhstan. In the Kazakhstani context, EBPM is a new phenomenon and is not used widely in the policy-making process. Therefore, it is clear that there is the shortage of evidence related to the EBPM and as the result; the author wrote a short review by using available information. Moreover, the author gives some recommendations for the implementation of EBPM in Kazakhstani context. As it was mentioned above, it will be better to give a more practical recommendation based on the experiences mentioned above three countries highlighting strong and weak sides in the usage of EBPM in the policymaking.

As a part of governmental institutions, the education system is considered to be one of the important sectors which formulate the frameworks for all levels of society. Therefore, the usage of EBPM in the education system is important in order to make educational policies more effective and successful. Unfortunately, many policies in the education system fail because of the several reasons. One of the main reasons is connected with the shortage of evidence and the luck of pre-preparation in the implementation process. For example, in the Kazakhstani context, one of the reforms initiated by the MoES is e-learning project is criticized widely.  E-learning is a large-scale state project included in the State Program of Development of Education of the Republic of Kazakhstan for 2011 – 2020 years. Its main goal of the project is to ensure equal access for all participants in the educational process to the best educational resources and technologies. Initially, the implementation of E-learning in the education system was divided into two parts. The first part of the programme contains 2011- 2015. However, according to the statistics of the national website of e-learning in Kazakhstan, the first part of the project did not reach intended indicators and there was a mismatch between target numbers and real situation. In addition, Kenzhebayev and Dalayeva (2014) state that some teacher of schools where e-learning system was introduced faced with challenges such as double filling the documentation: the electronic journals and the school journals. From this example, it can be seen that the mistakes made at the beginning of the projects had an impact on the whole implementation process. Therefore, it is important also use EBPM in the policy-making process in the education system. Moreover, the analyses of situation before the implementation of the policy can help avoid possible challenges or show if it works or not.

In conclusion, overall, the article is clear and informative since it gives important information about EBPM in several contexts. However, these are some points which need further development such as the comparison and synthesis of situations in the different context and giving more practical recommendations and coming to one conclusion after the review of all contexts. In general, the problem raised in the article can be applied and is relevant to the education system too since the policy-making process in the education system also needs EBPM in order to make it more effective.

 

 

 

References

MoES, (2012). Concept of e-learning in Kazakhstan’s education system: the first results, its introduction into the education system. Retrieved from: http://www.aio.kz/files/13pdf.pdf

Кenzhebayev, G., Baidildina, S., Dalayeva, T. (2012). Problems of development of e-Learning content in historical education on the republic of Kazakhstan. International Perspectives on Education. BCES Conference Books. Vol.10. Retrieved from http://bces.conference.tripod.com/sitebuildercontent/sitebuilderfiles/bces.conference.book.vol.10.20

 

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