The models which are used to explain the relationship between evidence and social policy
Emerging debates in evidence-based policy-making
How these debates are negotiated and addressed by politicians, policy-makers, researchers and practitioners
The role of evidence in the different stages of policy development
The place of evidence in a democratic political system
The range and scope of evidence which is available to social policy-makers
The impact of evidence on social policy-making
How social policy can be developed in relation to models of evidence-based practice
The practice of evidence-based policy within a range of contexts
The practice of evidence based policy within a range of contexts
Module learning outcomes
By the end of this module, students should be able to:
Demonstrate an understanding of the relationship between evidence and social policy
Critically evaluate the development of evidence-based policy in the context of government and governance
Demonstrate a critical awareness of academic and practitioner debates in evidence-based policy-making
Assess, analyse and discuss the merits of the range of evidence used in social policy-making
Identify the impact of evidence on social policy-making
Recognise and discuss the validity of differing models of evidence-based practice
Critically examine case studies of evidence-based social policy in a variety of contexts
% of module mark
Special assessment rules
% of module mark
The lead marker (the module tutor) will include comments about the content, structure, and evidence used etc. to provide you with constructive information that will enable you to improve on future work. The feedback a tutor can offer can be invaluable to your studies, so it is important you read this carefully
We aim to return your marked work to you within one month of its submission.
Feedback will be given in three ways:
(1) Comments within the actual text will highlight specific points and examples that the marker wants to draw to your attention.
(2) The marking criteria will be highlighted to show how your assignment has been rated against those criteria. This will enable you to calibrate your performance against a consistent scale, and therefore to aim to improve in specific areas.
(3) Finally the marker will provide a narrative summary in which the main points will be set out and any major areas for improvement highlighted.
Davies, H. T. O., Nutley, S. M., and Smith, P. C. (2000), What works? Evidence-based policy and practice in public services, Bristol, Policy Press