How to foster long-term, legacy, impact? Mark Pelling, King’s College London Blessing Mberu, African Population and Health Research Centre, Nairobi Taitos Metafeni and Nick Hall, Save the Children, London Urban Africa: Risk and Capacity (Urban ARC) – contracting stage African Research Partners: Mzuzu University (Malawi), University of Ibadan (Nigeria), African Population and Health Research Centre (Kenya), University of Cape Town (South Africa) Practice Partners: International Alert, Save the Children ARUP, UN-HABITAT UK Research Partners: King’s College London, University College London, International Institute of Environment and Development Dakar (Senegal), Ibadan (Nigeria), Karonga (Malawi), Mombasa (Kenya), Nairobi (Kenya) and Niamey (Niger). What is legacy impact? Long-lasting impact trajectories most likely unfolding within a policy process driven by policy actors but informed by or convened by science. Questions to consider in break-out groups What might be the implications for legacy impact on research design and the subject/object of study? Does legacy impact move research more towards the process of decision-making or policy implementation? Does this limit research? Could legacy lead to lock-in and limit critical reflection? How might legacy impact be measured over time with intervening pressures? How to foster long term legacy and impact Evidence from African Population and Health Research Center Nairobi-Kenya by Blessing Mberu, PhD. ESRC DFID Poverty Alleviation Conference Congress Centre, 28 Great Russell St, London WC1B 3LS Tuesday 9 September 2014 Background – Access to Schooling % enrolled in Gov't schools in NUHDSS (Koch & Viwa) 70.0 60.0 50.0 40.0 30.0 20.0 10.0 0.0 65.0 52.5 49.3 39.0 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 5 Publications and Multimedia Policy Briefs Research Publications Infographics Report Launching/Dissemination Media Engagement Engaging Policy makers with Evidence Engaging policy Implementers Kenya Institute of Curriculum Development Key Recommendations Policy Actions 1. Sustained FPE support to nongov’t schools in slums 2. Teacher Support Systems • Ministry of Education: Bringing low-cost schools into FPE umbrella; supported by development partners – Teacher knowledge - measurable competency levels – Teacher work assignments – competency based – Teacher professional development – lesson observation – Teachers’ measurable annual teaching/learning goals 3. Research and Development: Measuring quality of teaching • Teachers Service Commission: Developing framework to measure teacher performance