Young people’s participation experiences of technical and vocational education and training interventions in low- and middle-income countries: a systematic review of qualitative evidence

Technical and vocational education and training (TVET) has attracted wide attention with its potential to alleviate poverty and improve youth employment in low- and middle-income countries (LMICs). However, no agreement has been reached on its impact on participants’ wellbeing and livelihoods. Most previous reviews were restricted to economic and employment-related outcomes through statistical meta-analyses and failed to examine participants’ comprehensive experiences. This systematic review investigated young people’s learning process and consequences of TVET participation in LMICs by reviewing qualitative evidence across 31 published and unpublished studies from 2000 to 2019. Adopting a framework thematic synthesis approach, this study revealed that TVET participation had a multi-dimensional impact on young people’s cultural capital (skills and knowledge, credentials and socio-emotional competencies), social capital (bonding, bridging and linking social relationships), aspirations, and health, beyond economic consequences. Participants’ mixed experiences were collectively shaped by multiple factors, including intervention features, intervention quality (curriculum and content, instructor and instruction, administration and management), learning environment (physical environment, instructor-learner relationship and peer relationship), individual characteristics, and social norms. Findings also indicated that disadvantaged youth particularly benefitted from TVET participation, which highlighted the potential of TVET to improve education access and equity. A framework was distilled from evidence synthesis to inform future research and practice that aim to design, implement and evaluate TVET in a way to enhance young people’s overall wellbeing in the developing context

Investigating the impact of systematic reviews funded by DFID

Systematic reviews for international development originated 20 years ago. In 2010 the Department for International Development (DFID) introduced a programme of systematic reviews with a capacity building element that spanned multiple policy sectors. This study traces the impact of these systematic reviews both in the academic research literature and beyond academia, by looking at use within government and other organisations (for example through inclusion in documents, research repositories and decisions beyond academia). Systematic reviews were cited more often in academia than beyond, some for their substantive findings, and some for methodological debate. Beyond academia, of the 86 systematic reviews: 21 informed specific decisions or policies, 25 were cited to enhance understanding, one informed new procedures for embedding evidence in decision making, 19 appeared in existing procedures for decision making, and 21 appeared in portals, maps or databases to enhance knowledge accessibility. Reviews were used by academics (69 reviews), government (20), review advisors (2), other stakeholders (37), or none (14). Three models of knowledge exchange can explain how use of these systematic reviews beyond academia was achieved. Clearly communicated policy implications may lead to greater use for policy decisions (linear model of knowledge transfer). Greater involvement of policy teams in focusing and reporting the review may lead to reviews appearing more relevant beyond academia (relationship model). Organisations using multiple systematic reviews may be distinctive in terms of their investment in capacity of individuals, teams, institutions and a global support system for systematic reviews (dynamic systems model). The three models potentially overlap: a dynamic evidence system supporting policy input may lead to more relevant reviews with clearer implications for policy. Investment in systems and relationships to support the production of systematic reviews looks promising for systematic reviews that provide clearer implications for policy and greater use beyond academia

Using logic models in research and evaluation of Health EDRM interventions

This chapter outlines how logic models can be used to conceptualize how interventions are intended to work, and their relationship with the broader context in which they take place – focusing on Health EDRM settings. Logic models are tools used to outline assumptions about the chains of processes, activities or events expected to occur during the implementation of an intervention, and the way in which these lead to changes in outcomes. They provide an initial set of assumptions about how different components of an intervention are expected to change outcomes, and can be used to develop further sub-research questions to investigate the validity of these assumptions. Logic models can also be used to communicate findings from research and evaluation activities, and can serve as useful tools in planning an intervention, including for the identification of relevant outcomes and monitoring of its delivery. However, this chapter will focus primarily on the use of logic models for research and evaluation purposes

Fraud and error in financial, welfare and revenue services: a systematic map of the empirical research evidence with particular reference to 'notification of changes of circumstances'

The Department for Work and Pensions (DWP) recognises that, in order to meet its strategic objectives, it is crucial to pay the right amount of benefit to the right person at the right time. During 2008/09, the DWP spent approximately £135.6 billion on benefits, of which it is estimated that about two per cent (£2.7 billion) was overpaid due to fraud and error. Recent estimates suggest that there were about £550 million of overpayments of Income Support (IS) and Jobseeker’s Allowance (JSA) (about five per cent of total spending on this type of benefit), £770 million on Housing Benefit (HB) (about 4.5 per cent of the total) and £340 million on Pension Credit (about 4.6 per cent of the total). Despite the increased measures undertaken to reduce fraud and error in the benefit system, the DWP acknowledges that new strategies for improving correctness of benefit payments are a priority. / In the light of this official commitment to reducing overpayments, there is considerable interest in the process of notifying a ‘change of circumstances (CoCs)’ and in potential strategies to reduce fraud and error. This project aimed to identify and describe existing research literature on issues within related fields of financial products/services, welfare provision, taxation, and tax credit systems. / This review is part of a wider programme of systematic review work commissioned by the DWP and carried out by the EPPI-Centre

How Area Health Management Leads to Improved Equity in Health: A Scoping Review

Background: The scoping review of published studies aims to explore what practices and processes can improve equity (horizontal and vertical) in countries that adopted Area Health Management (AHM) utilizing the “Six Building Blocks Plus” (SBBP) concept. Method: An electronic search was conducted from the inception to January 27, 2021, from 6 databases (Embase, Social Sciences, Web of Science, PubMed, CINAHL, and WHO) and the gray literature. The inclusion criteria were AH, SBBP, and equity. Data extraction was using a standardized data collection form. Results: This scoping review includes 63 full-text studies. SBBP are identical in the horizontal and vertical equity. However, the majority of SBBP were health service delivery, leadership & governance, and health workforce. The result showed the practice and process to improve health equity were related to a health service delivery (HSD). Conclusion: The included study showed horizontal and vertical equity. The equity measurement focused on utilization. AHM utilizing SBBP was mostly showed in HSD, HWF, leadership & governance. This review indicates that HSD could improve equity or cooperate with other SBBP by increasing healthcare accessibility and utilization. The demographic factor that affected equity is ethnicity. Therefore, HSD in area health was crucial in enhancing health promotion equity in different areas, specific diseases, and target patients

What are the barriers to, and facilitators of, implementing and receiving MHPSS programmes delivered to populations affected by humanitarian emergencies? A qualitative evidence synthesis

BACKGROUND: Humanitarian emergencies can impact people's psychosocial well-being and mental health. Providing mental health and psychosocial support (MHPSS) is an essential component of humanitarian aid responses. However, factors influencing the delivery MHPSS programmes have yet to be synthesised. We undertook a systematic review on the barriers to, and facilitators of, implementing and receiving MHPSS programmes delivered to populations affected by humanitarian emergencies in low- and middle-income countries. METHODS: A comprehensive search of 12 bibliographic databases, 25 websites and citation checking was undertaken. Studies published in English from 1980 onwards were included if they contained evidence on the perspectives of adults or children who had engaged in or programmes providers involved in delivering, MHPSS programmes in humanitarian settings. Thirteen studies were critically appraised and analysed thematically. RESULTS: Community engagement was a key mechanism to support the successful implementation and uptake of MHPSS programmes. Establishing good relationships with parents may also be important when there is a need to communicate the value of children and young people's participation in programmes. Sufficient numbers of trained providers were essential in ensuring a range of MHPSS programmes were delivered as planned but could be challenging in resource-limited settings. Programmes need to be socially and culturally meaningful to ensure they remain appealing. Recipients also valued engagement with peers in group-based programmes and trusting and supportive relationships with providers. CONCLUSION: The synthesis identified important factors that could improve MHPSS programme reach and appeal. Taking these factors into consideration could support future MHPSS programmes achieve their intended aims

Factors affecting consumers' decisions on the use of nutraceuticals: a systematic review

There is a high and increasing global prevalence of nutraceuticals use. This study aims to systematically review and critically appraise all available evidence to identify the factors affecting consumers’ decisions in taking nutraceuticals. Questionnaire, interview or focus group studies which directly reported factors affecting consumers’ decisions in using nutraceuticals were included. A thematic synthesis method was employed to synthesis the findings from the included studies. Out of the 76 studies included, the key factors identified as the most important factors motivating consumers to take nutraceuticals were the perceived health benefits and safety of nutraceuticals, as well as the advice from healthcare professionals, friends and family. The identified barriers to take nutraceuticals were a lack of belief in the health benefit of nutraceuticals, the high cost of nutraceuticals and consumers’ lack of knowledge about nutraceuticals. As a chief course of recommendation for the use of nutraceuticals, healthcare professionals should strive to utilise reliable information from clinical evidence to help consumers in making an informed decision in using nutraceuticals. Future studies should explore the possible ways to improve channelling clinical evidence information of nutraceuticals to the public

Factors influencing young people (aged 14-19) in education about STEM subject choices: a systematic review of the UK literature

Everyone has to make choices at different stages in their life. Some of the most crucial relate to their education, in particular what combination of subjects they decide to take for higher-level study. For most young people such choices take place between the ages of 14 and 18. In England they are likely to be asked to make selections at 14, when they decide which GCSE courses they are to pursue, at 16 when they select their post-16 studies and then at 18 in deciding on higher or further education programmes or their chosen area of employment. As important as these choices are for individuals, such decisions also have wider economic implications for the country. This is particularly the case with STEM (science, technology, engineering and mathematics) subjects. Major government funded inquiries (e.g. Roberts, 2002; Smith, 2004) identified a mismatch between skills acquired during formal education and those required in the workplace. This phenomenon is not unique to the UK, with many OECD countries facing similar difficulties in terms of student participation in STEM (OECD Global Science Forum, 2006). In common with other countries the UK government is committed to fostering STEM related innovation in the UK. The Science and Innovation Investment Framework 2004-2014 (HM Treasury, 2004; 2006) set out priorities for addressing skills shortages. Improving education in the STEM subjects was identified as a key element, leading to the STEM Programme that was launched in October 2006. This provides a strategic framework through which support for STEM subjects in schools and colleges is made more effective and more accessible (DfES, 2006). A key premise underpinning many of the proposals is the view that young people begin to make choices about careers early in their education. Helping young people to make the most appropriate subject choices is therefore crucial, both to ensure that the country has the skills its needs for the economy and to enable young people to make the best choices to meet their own future needs and aspirations

Causal Chain Analysis in Systematic Reviews of International Development Interventions

Understanding the extent to which an intervention ‘works’ can provide compelling evidence to decision-makers, although without an accompanying explanation of how an intervention works, this evidence can be difficult to apply in other settings, ultimately impeding its usefulness in making judicious and evidence-informed decisions. In this paper, we describe causal chain analysis as involving the development of a logic model, which outlines graphically a hypothesis of how an intervention leads to a change in an outcome. This logic model is then used to anchor subsequent decisions in the systematic review process, including decisions on synthesis. In this paper, we outline the steps taken in building a logic model, which usually consists of a series of boxes depicting intervention components and processes, outputs, and outcomes with arrows depicting connecting relationships. The nature of these connecting relationships and their basis in causality are considered, through a focus on complex causal relationships and the way in which contextual factors about the intervention setting or population may moderate these. We also explore the way in which specific combinations of intervention components may lead to successful interventions. Evidence synthesis techniques are discussed in the context of causal chain analysis, and their usefulness in exploring different parts of the causal chain or different types of relationship. The approaches outlined in this paper aim to assist systematic reviewers in producing findings that are useful to decision-makers and practitioners, and in turn, help to confirm existing theories or develop entirely new ways of understanding how interventions effect change