1. So what? National and international resources invested into
Child Poverty Studies:
So what?

2. Are Child Poverty Studies worth such human and financial investment?
if the reports will just be nice colourful knick-knack NO
YES
if they will be:
strengthen national policies for children
instrumental in putting children high in the national development agenda
increase public expenditures for children

3. Child poverty study: from evidence to evidence-based policy making

4. What is Evidence-based Policy making?
An approach that helps people make well informed decisions about policies, programmes and projects by putting the best available evidence at the heart of policy development and implementation .

5. Putting the best available evidence at the heart of policy making?
based
Technical
Capacity
Evidence
influenced
Opinion
based
Policy environment

6. The Challenge: How to match technical rigour and policy relevance?
but no policy relevance
Policy relevance
but no technical rigour
Evidence that is technically rigorous and policy relevant.

7. Evidence into practice: Increasing the uptake of evidence in policy making
Strategic intent of Child Poverty Study: Matching technical rigour to policy relevance.
A political strategy (including an understanding of political processes)
to use your evidence to enhance Public reforms
Data Providers
(Researchers)
Data Users
(Policy Makers)
Need to improve dialogue:
How?
What ?
Why?
When?
Getting appropriate Buy-in
Incentives to use evidence
Reliable
Data
Improving “understandability” of evidence
Effective Dissemination
Wide Access

8. Enhancing policy relevance

9. Policies options to address wealth disparities…
Source: MICS3

10. … as well as sub-national disparities
Source: MICS3

11. Even if the majority of children attend primary education…
Attendance of early childhood education programme and net attendance rates of primary, secondary and tertiary levels of education
Children are entering school with low level of preparedness.
Net attendance rate drops down at secondary level …
… and more dramatically at tertiary level.
Source: MICS3

12. Reversals of students performance Students Performance in Reading
PISA
2006
PISA 2006 and PISA 2000
Russian
Federation
440
-22
Bulgaria
402
-28
Romania
396
-32
KEY MESSAGE: REVERSALS IN EDUCATION PERFORMANCE PUTS AT RISK YOUTH EMPLOYABILITY AND THEIR SOCIAL INCLUSION
Between 2000 and 2006, in Russia, Bulgaria and Romania there has been a deterioration of between 5 and 8 % in students' educational performance.
CEE/CIS students rank well below their OECD peers in both science, reading and mathematics.
Educated young people in the Region will increasingly be at a disadvantage and their employability will remain very low.
Source: The OECD Programme for International Student Assessment 2006 (PISA)

13. Subjective wellbeing
Source: MICS3

14. Subjective wellbeing
Women aged who believe a husband is justified in beating his wife/partner
Source: MICS3

15. Enhancing data dissemination and use

16. In addition to National MICS reports …

17. … key Findings were communicated through Executive summaries …

18. … leaflets …

19. … posters and calendars…

20. … and free access to data was ensured through DevInfo.

21. Effective Media release and Press Conferences …

22. … in synergy with multimedia supports …

23. … 26 episode documentary TV serial …

24. … were instrumental to excellent Media coverage.

25. MICS 3 findings are being used for Evidence Based Decision Making …
In all countries, MICS3 findings were presented at Government policy makers and major stakeholders, including to the Parliament in Kazakhstan
MICS3 findings have been presented in strategic national Conference, such as at the EU Conference on Social Inclusion in Macedonia and the National Conference on Poverty in Tajikistan
In Serbia, the MICS3 findings informed the public hearing at the National Parliament on “Child health. Challenges and solutions”
Uzbekistan is planning to launch a dissemination campaign with the Children Parliament .

26. … and further analysis to inform Policy reforms.

27. So what? National and international resources invested into
Child Poverty Studies:
So what?