Policy innovation and policy realisation: the example of children future education and development accounts in Taiwan

Described as units developing public policies in a design-oriented manner, Policy Labs are tasked to innovate to gain in policy effectiveness and efficiency. However, as public policymaking is a context-dependent activity, the way in which these novel organisations operate significantly differs. This study discusses the emergence of design approaches for policy innovation. The purpose is to map how Policy Labs in Europe introduce design approaches at distinct stages of the policymaking cycle. For this study, 30 organisations in Europe operating at various levels of government were surveyed. Based on the public policymaking process model, it investigates which design methods are Policy Labs deploying to innovate public policies. The study exposed a gap in the awareness of the utilised methods' nature. It also showed that the use of design methods is of less importance than the introduction of design mindsets for public policy innovation, namely ‘user-centredness’, ‘co-creation’, and ‘exploration’.

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Human Rights and Community-led Development

10.3366/edinburgh/9781474419796.001.0001 ◽

2018 ◽

Cited By ~ 2

Author(s):

Ben Cislaghi

Keyword(s):

Human Development ◽

West African ◽

Ethnographic Study ◽

Theory And Practice ◽

Community Based ◽

Theoretical Understanding ◽

Qualitative Evidence ◽

Actual Change ◽

Grassroots Level ◽

Education And Development

How can we best empower people living in the most economically disadvantaged areas of the world to improve their lives in ways that matter to them? This book investigates work of the NGO Tostan as a working model of human development. The study is grounded in the ethnographic study of the actual change that happened in one West African village. The result is a powerful mix of theory and practice that questions existing approaches to development and that speaks to both development scholars and practitioners. Divided into three parts, the book firstly assesses why top-down approaches to education and development are unhelpful and offers a theoretical understanding of what constitutes helpful development. Part two examines Tostan's community-based participatory approach as an example of a helpful development intervention, and offers qualitative evidence of its effectiveness. Part three builds a model of how community-led development works, why it is helpful, and what practitioners can do to help people at the grassroots level lead their own human development.

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