This article investigates the interplay of political, scientific-administrative, and practical knowledge in evidence-based welfare policies. Using case studies of active employment and public school policies in Denmark (2010-2022), the research develops a three-stage model illustrating how the role of practical knowledge evolves throughout evidence-based policy implementation. Public professionals utilize practical knowledge during implementation and, when acting as policy actors, may re-politicize evidence-based policies.
Publisher
Humanities & Social Sciences Communications
Published On
Oct 28, 2024
Authors
Jesper Dahl Kelstrup
Tags
evidence-based policy
practical knowledge
Denmark
employment policies
public education
policy implementation
re-politicization
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