Linking research to policy in Vietnam: how can complexity concepts help?
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Transcript of Linking research to policy in Vietnam: how can complexity concepts help?
![Page 1: Linking research to policy in Vietnam: how can complexity concepts help?](https://reader036.fdocuments.net/reader036/viewer/2022082420/5515f847550346a2308b480c/html5/thumbnails/1.jpg)
Linking research to policy in Vietnam: how can complexity concepts help?
![Page 2: Linking research to policy in Vietnam: how can complexity concepts help?](https://reader036.fdocuments.net/reader036/viewer/2022082420/5515f847550346a2308b480c/html5/thumbnails/2.jpg)
Vietnam Academy of Social Science
• 1000 researchers• 29 research institutes• Link to Central Communist Party
Committee• Hierarchical structure• Not linked to a specific ministry
UNDP/VASS support for capacity development
(2008-11)
Research management (PRINCE2/MSP)
Link research evidence to policy makingProduce a National HDR
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Which concepts from complexity thinking could be use to implement the project and document lessons learned?
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What do specific complexity concepts suggest?
(1) Interconnected and interdependent systems
• The idea of interconnected and interdependent systems can be of use in thinking about how the "research system" and the "policy system" currently link to each other
• In the Vietnam context, it could be seen as loosely coupled, so that changes in research system only diffusely influences the policy system. However, when it does, change happens very quickly.
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What do specific complexity concepts suggest?
(2) non-linearity
• On what areas / issues are research and policy already interconnected to the degree that a little input can lead to large outcomes?
• Which other actors should be engaged in order to bring about such change (e.g. media, international researchers, etc)
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What do specific complexity concepts suggest?
(3)adaptive, self-organising, co-evolving agents
• How to link to researchers own adaptive capacities, and work around resistance?
• How to become accepted?
• What balance between classroom-based capacity development or support to “learning by doing”?
• How to avoid resistance from policy communities?
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What do complexity concepts suggest
(4) how to make sure the three elements are greater than the sum of the whole?
• Evidence-based policy is just one element of the project
• How to make the programme itself a complex adaptive system, rather than a collection of disparate parts?