Valorizing Research and Evidence for Social Inclusion in Indonesia:  A Situational Analysis of the Current Information Uptake in Education Policymaking
December 2018

The situational analysis assesses the current state of knowledge uptake in the Indonesian government’s education policymaking process. The analysis further provides examples to illustrate its findings about the uptake and use of knowledge, obstacles faced by stakeholders in the policymaking process, and their openness to making information available and accessible.

Workshop Agenda:

As UNESCO’s Lead National Implementing Partner (LNIP), the Center for Indonesian Policy Studies (CIPS) conducted research to investigate the current situation of knowledge valorization practices for an inclusive education policy in Indonesia. It resulted in a Situational Analysis and a Practical Guide for information update in the Indonesian education policymaking process. These documents were presented in the Final Results Dissemination Workshop on Valorization of Evidence for Inclusive Education Policy”; aiming to
 

Content:
 

This Document is produced under the framework of “Valorizing Evidence on Inclusive Social Development to Achieve the Sustainable Development Goals” Project, funded by the Malaysia Funds in Trust under the Malaysia – UNESCO Cooperation Programme (MUCP)