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“Everyone is talking about it, but no one is doing it”: How implementation research is – or isn’t – informing adaptation towards scale in international education

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  • Dowd, Amy Jo

Abstract

With growing evidence of what works in education, governments and their partners strive towards scale. While implementation research to adapt solutions holds promise for testing what works, where and for whom, its use in education is limited. Sixty-three international education stakeholders from government, academia, think tanks, local and international non-governmental organizations, multi- and bi-laterals and foundations offer insight into three modes of implementation research that differ on responsiveness, timeliness and stakeholder collaboration. They speak to the primacy of government involvement, trust and curiosity in collaborative efforts. This study explores enabling factors for evidence-based implementation improvement on the pathway to scale.

Suggested Citation

  • Dowd, Amy Jo, 2024. "“Everyone is talking about it, but no one is doing it”: How implementation research is – or isn’t – informing adaptation towards scale in international education," International Journal of Educational Development, Elsevier, vol. 108(C).
    • Handle: RePEc:eee:injoed:v:108:y:2024:i:c:s0738059324000907
    DOI: 10.1016/j.ijedudev.2024.103068
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    References listed on IDEAS

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    1. Mundy, Karen, 2023. "SDG4 and state capacity: The missing link," International Journal of Educational Development, Elsevier, vol. 103(C).
    2. Beeharry, Girindre, 2021. "The pathway to progress on SDG 4 requires the global education architecture to focus on foundational learning and to hold ourselves accountable for achieving it," International Journal of Educational Development, Elsevier, vol. 82(C).
    3. Mundy, Karen & Verger, Antoni, 2015. "The World Bank and the global governance of education in a changing world order," International Journal of Educational Development, Elsevier, vol. 40(C), pages 9-18.
    4. Tikly, Leon, 2015. "What works, for whom, and in what circumstances? Towards a critical realist understanding of learning in international and comparative education," International Journal of Educational Development, Elsevier, vol. 40(C), pages 237-249.
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