Policy learning and Universal Health Coverage in low- and middle-income countries
Abstract Learning is increasingly seen as an essential component to spur progress towards universal health coverage (UHC) in low- and middle-income countries (LMICs). However, learning remains an elusive concept, with different understandings and uses that vary from one person or organisation to ano...
Main Authors: | , , |
---|---|
Format: | Article |
Language: | English |
Published: |
BMC
2020-07-01
|
Series: | Health Research Policy and Systems |
Subjects: | |
Online Access: | http://link.springer.com/article/10.1186/s12961-020-00591-z |
id |
doaj-871c5002fd224e51ad4edeac665e424f |
---|---|
record_format |
Article |
spelling |
doaj-871c5002fd224e51ad4edeac665e424f2020-11-25T03:22:49ZengBMCHealth Research Policy and Systems1478-45052020-07-0118111010.1186/s12961-020-00591-zPolicy learning and Universal Health Coverage in low- and middle-income countriesJoël Arthur Kiendrébéogo0Manuela De Allegri1Bruno Meessen2Department of Public Health, Health Sciences Training and Research Unit, University Joseph Ki-ZerboHeidelberg Institute of Global Health, Medical Faculty and University Hospital, Heidelberg UniversityHealth Systems Governance and Financing, WHOAbstract Learning is increasingly seen as an essential component to spur progress towards universal health coverage (UHC) in low- and middle-income countries (LMICs). However, learning remains an elusive concept, with different understandings and uses that vary from one person or organisation to another. Specifically, it appears that ‘learning for UHC’ is dominated by the teacher mode — notably scientists and experts as ‘teachers’ conveying to local decision/policy-makers as ‘learners’ what to do. This article shows that, to meet countries’ needs, it is important to acknowledge that UHC learning situations are not restricted to the most visible epistemic learning approach practiced today. This article draws on an analytical framework proposed by Dunlop and Radaelli, whereby they identified four learning modes that can emerge according to the specific characteristics of the policy process: epistemic learning, learning in the shadow of hierarchy, learning through bargaining and reflexive learning. These learning modes look relevant to help widen the learning prospects that LMICs need to advance their UHC agenda. Actually, they open up new perspectives in a research field that, until now, has appeared scattered and relatively blurry.http://link.springer.com/article/10.1186/s12961-020-00591-zHealth policyLearningKnowledgeUniversal Health CoverageLow- and middle-income countries |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Joël Arthur Kiendrébéogo Manuela De Allegri Bruno Meessen |
spellingShingle |
Joël Arthur Kiendrébéogo Manuela De Allegri Bruno Meessen Policy learning and Universal Health Coverage in low- and middle-income countries Health Research Policy and Systems Health policy Learning Knowledge Universal Health Coverage Low- and middle-income countries |
author_facet |
Joël Arthur Kiendrébéogo Manuela De Allegri Bruno Meessen |
author_sort |
Joël Arthur Kiendrébéogo |
title |
Policy learning and Universal Health Coverage in low- and middle-income countries |
title_short |
Policy learning and Universal Health Coverage in low- and middle-income countries |
title_full |
Policy learning and Universal Health Coverage in low- and middle-income countries |
title_fullStr |
Policy learning and Universal Health Coverage in low- and middle-income countries |
title_full_unstemmed |
Policy learning and Universal Health Coverage in low- and middle-income countries |
title_sort |
policy learning and universal health coverage in low- and middle-income countries |
publisher |
BMC |
series |
Health Research Policy and Systems |
issn |
1478-4505 |
publishDate |
2020-07-01 |
description |
Abstract Learning is increasingly seen as an essential component to spur progress towards universal health coverage (UHC) in low- and middle-income countries (LMICs). However, learning remains an elusive concept, with different understandings and uses that vary from one person or organisation to another. Specifically, it appears that ‘learning for UHC’ is dominated by the teacher mode — notably scientists and experts as ‘teachers’ conveying to local decision/policy-makers as ‘learners’ what to do. This article shows that, to meet countries’ needs, it is important to acknowledge that UHC learning situations are not restricted to the most visible epistemic learning approach practiced today. This article draws on an analytical framework proposed by Dunlop and Radaelli, whereby they identified four learning modes that can emerge according to the specific characteristics of the policy process: epistemic learning, learning in the shadow of hierarchy, learning through bargaining and reflexive learning. These learning modes look relevant to help widen the learning prospects that LMICs need to advance their UHC agenda. Actually, they open up new perspectives in a research field that, until now, has appeared scattered and relatively blurry. |
topic |
Health policy Learning Knowledge Universal Health Coverage Low- and middle-income countries |
url |
http://link.springer.com/article/10.1186/s12961-020-00591-z |
work_keys_str_mv |
AT joelarthurkiendrebeogo policylearninganduniversalhealthcoverageinlowandmiddleincomecountries AT manueladeallegri policylearninganduniversalhealthcoverageinlowandmiddleincomecountries AT brunomeessen policylearninganduniversalhealthcoverageinlowandmiddleincomecountries |
_version_ |
1724609367118970880 |