Exploring the role of evidence in the government’s adoption of Ghana’s Complementary Basic Education program

Abstract

This article provides insights into a decade long process of evidence production and use in support of the Government of Ghana’s adoption of the Complementary Basic Education (CBE) programme for out-of-school children. A review of existing evidence on the programme and our semi- structured interviews with key stakeholders revealed the centrality of the government’s culture of evidence-informed policy making. Our findings also highlight the importance of both formal and informal relationships between key stakeholders and the often-neglected significance of civil society in evidence production and uptake, leading to a modification of Hinton et al’s policy impact framework.