About the project
The project runs from June 2025 to May 2026 and is funded by The British Academy.
Background
Education policies have far-reaching implications for societal-wellbeing, economic development and individual health. In recent years, there have been increasing political and economic pressures. This has led to the establishment of science-policy organisations across various settings in the Global North.
The influence of science-policy organisations on policymaking is still not yet fully understood. Particularly in low-resource settings such as low- and middle-income countries (LMICs).
This research focuses on the critical role of science-policy organisations as change agents in driving evidence-informed policymaking (EIPM). We focus particularly on how organisational mechanisms and processes influence their effectiveness in promoting equity and equality in educational policies.
Research questions
Overall, this research is guided by the following research questions.
Research question 1
What is the nature of research evidence investigating the role of science-policy organisations in EIPM?
Research question 2
Under what circumstances do science-policy organisations:
- support EIPM and
- improve policy outcomes, especially on equity and the quality of education?
Research question 3
What are the underlying factors influencing science-policy organisations for EIPM adoption and implementation?
We divide the factors into:
- contextual factors, and
- organisational factors.
This is in the context of educational policies in Thailand.
Research question 4
What strategies and support can be suggested to stakeholders (e.g. policymakers, funders)? We aim for them to fit better with the nature of organisational context in improving evidence use. This is in the context of education policymaking in Thailand.
Methodology
This research has two components. It is guided by an advisory group, comprising researchers and practitioners within the education sector.
Component 1
A realist review examining the role of science-policy organisations in policymaking. Specifically, how, why and under what circumstances these organisations influence policymaking.
The review will be guided by the Realist and Meta-narrative Evidence Syntheses Evolving Standards (RAMESES). This will identify what kind of research is needed to engender more sustainable evidence-informed policymaking.
We will also conduct a stakeholder analysis of education stakeholders in Thailand. This will analyse:
- formal and informal relationships and
- how stakeholder interests may shape evidence-informed policymaking.
Component 2
Qualitative case study of two Thai organisations involved in key education policy priorities in Thailand. The organisations are:
- the Equitable Education Fund (EEF)
- the Office for National Education Standards and Quality Assessment (ONESQA).
We will observe and interview policymakers and other participants. After which, we will analyse the results via a thematic analysis.
Team
Project leaders
Project team members
- Jessica Ko
- Assistant Professor Penvara Xupravati, Chulalongkorn University
- Associate Professor Nantarat Charoenkul, Chulalongkorn University
- Dr Ponglikit Petpon, Chulalongkorn University
- Dr Pakorn Akkakanjanasupar, Chulalongkorn University
Contact us
Social Science Research Unit
UCL Social Research Institute
UCL Institute of Education
University College London
55–59 Gordon Square
London WC1H 0NU
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