000			01917naa a2200181uu 4500
001			7389
003			OSt
005			20190211154246.0
008			020930s2005 xx ||||gr |0|| 0 eng d
100	1		_aSANDERSON, Ian _99439
245	1	0	_aEvaluation, policy learning and evidence-based policy making
260			_c2002
520	3		_aThe increasing emphasis on the need for evidence-based policy indicates the continuing influence of the `modernist' faith in progress informed by reason. Although the rationalist assumptions of evidence-based policy making have been subject to severe challenge from constructivist and pos-modernist perspectives, it is a argued that the attempt to ground policy making in more reliable knowledge of `what works' retains its relevance and importance. Indeed, its importance is enchanced by the need for effective governance of complex social systems and it is argued that `reflexive social learning' informed by policy and programme evaluation constitues an increasingly important basis for `interactive governance'. The expanded use of piloting of new policies and programmes by the current UK Government is considered to provide limited scope for evaluation to derive relable evidence of whether policies work. There is a need for greater clarity about the role of evaluation in situations where piloting essentially constitutes `prototyping'. More emphasis should be placed on developing a sound evidence base for policy through long-term impact evaluation should be theory-based and focused on explaining and position that such evaluation should be theory-based and focused on explaining and understanding how policies achieve their effects using `multi-method' approaches
773	0	8	_tPublic Administration: An Internationalo Quarterly _g80, 1, p. 1-22 _d, 2002 _w
942			_cS
998			_a20020930 _bLucima _cLucimara
998			_a20060515 _b1559^b _cQuiteria
999			_aConvertido do Formato PHL _bPHL2MARC21 1.1 _c7542 _d7542
041			_aeng