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Enhancing CSO Influence on PolicyCIVICUS 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 Influencing the Educational Budget: Educational Budget: CIPPEC´s work in a Southern CIPPEC´s work in a Southern province in Argentinaprovince 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 dataIndice 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
CABA 80 92,3 1.507 31,4
Córdoba 433 44,8 946 28,1
Tierra del Fuego 2.683 33,3 2.668 20,8
Mendoza 419 52,8 1.015 26,8
La Pampa 1.141 33,7 1.750 23,5
Buenos Aires 296 55,2 926 31,5
Santa Cruz 1.839 47,6 2.799 22,3
Santa Fe 455 43,1 1.025 31,9
Neuquén 803 62,4 1.983 26,0
Entre Ríos 677 33,3 1.077 26,9
Chubut 842 34,8 1.315 24,1
San Luis 1.058 29,6 1.254 26,2
Río Negro 779 34,8 1.241 25,9
San Juan 931 19,4 1.162 23,7
Santiago del Estero 809 15,0 973 29,4
La Rioja 2.074 8,9 1.576 21,5
Tucumán 570 23,4 862 27,3
Catamarca 1.307 12,9 1.541 27,7
Misiones 630 20,9 766 24,7
Salta 613 26,8 688 23,5
Chaco 753 16,6 938 26,3
Corrientes 663 15,1 769 28,0
Jujuy 835 18,9 994 26,2
Formosa 1.195 8,8 1.029 21,4
TOTAL PAIS 912 32,7 1.284 26,0
División político-territorial
Situaciones más favorables
Situaciones favorables
Situaciones desfavorables
Situaciones graves
Situaciones críticas
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
www.odi.org.uk/rapid/lessons/theory
1. Linear model2. Too close for comfort, Edwards3. Impact & Effectiveness, Fowler4. ‘Context, evidence, links’, RAPID5. Policy narratives, Roe6. CSO legitimacy, L. David Brown7. Links and Learning, Gaventa8. ‘Room for manoeuvre’, Clay & Schaffer9. ‘Street level bureaucrats’, Lipsky10. Policy as experiments, Rondinelli11. Policy Streams & Windows, Kingdon12. Disjointed incrementalism, Lindquist13. Tipping point model, Gladwell14. Mercenaries, missionaries and
revolutionaries , Malena15. ‘Non-Western?’, Lewis16. Global Civil Society, Salamon, Kaldor17. Types of Engagement, Coston
18. Linear model of communication, Shannon
19. ‘Space’ for thought & action, Howell 20. Simple and surprising stories,
Communication Theory21. Provide solutions, Marketing Theory I22. Find the right packaging, Marketing II23. Global Civil Society?, Keane24. Global Legitimacy, van Rooy25. Epistemic communities, Haas26. Policy entrepreneurs, Najam27. Advocacy coalitions, Keck & Sikkink28. Negotiation through networks,
Sabattier29. Social capital, Coleman30. Accountability, OneWorld Trust31. Communication for social change,
Rockefeller Foundation32. Wheels and webs, Chapman & Fisher
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 SolutionsAdverse 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
Context Assessment Tools- Stakeholder Analysis - Forcefield Analysis - Writeshops - Policy Mapping - Political Context Mapping
Communication Tools - Communications Strategy- SWOT analysis - Message Design - Making use of the media Research Tools
- Case Studies - Episode Studies - Surveys - Bibliometric Analysis- Focus Group Discussion
Policy Influence Tools- Influence Mapping & Power Mapping - Lobbying and Advocacy - Campaigning: A Simple Guide - Competency self-assessment
Further Information
www.odi.org.uk/rapid
www.cippec.org
Julius Court [email protected]
Vanessa Weyrauch [email protected]
