A conceptual framework for synthesis and evidence translation to improve implementation of foundational learning

This paper proposes a conceptual framework for synthesis and evidence translation that addresses not only “what works” to improve foundational learning, but also how proven approaches can be implemented effectively at scale and embedded in government systems. The framework draws on formal research and implementer experiences and expertise through three key actions:

• Synthesising research on what works, for whom, and in what circumstances.
• Eliciting and codifying implementers’ experiences and lessons learned.
• Integrating and translating research and implementation experiences to inform policy and programme design, implementation at scale, and future research.

The framework will inform the What Works Hub for Global Education’s synthesis and evidence translation work. Our aim is that it also holds relevance beyond the work of the Hub, and is useful for others in the global education sector working to bridge evidence and action.

Rather than an end in itself, synthesis and evidence translation is a means to multiple ends. The conceptual framework in this paper aims to support policymakers to choose effective policies and programmes, implementers to design and implement effective programmes, funders to fund effective programmes and gap-filling research, and researchers to investigate critical questions where more evidence is needed. All of this is to serve a common end: that children ultimately learn the foundational skills that set them up for success in future schooling and later in life.

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