EVIDENCE-BASED POLICY
Syllabus
EN
IT
Learning Objectives
LEARNING OUTCOMES:
The course aims to provide students with both conceptual and operational tools to understand and apply the evidence-based approach in the design, implementation, and evaluation of public policies. Through the analysis of real-world cases, evaluation techniques, and critical assessment of empirical studies, students will develop an informed understanding of decision-making processes supported by empirical evidence. The course also seeks to enhance students’ analytical, communication, and evidence-assessment skills.
KNOWLEDGE AND UNDERSTANDING:
By the end of the course, students will be able to:
Understand the meaning and relevance of the evidence-based approach in public policy.
Become familiar with the main methods of policy evaluation: randomized experiments, quasi-experiments, regressions, and qualitative approaches.
Distinguish between correlation and causation in policy contexts.
Recognize relevant examples of evidence-based policies across key sectors (e.g., education, labor, health, environment).
APPLYING KNOWLEDGE AND UNDERSTANDING:
Students will be able to integrate theoretical and practical knowledge to understand and address challenges in the field of public policy. Moreover, they will be capable of critically analyzing public policies using empirical tools and real-world data.
MAKING JUDGEMENTS:
Students will develop the ability to:
Evaluate the reliability and validity of empirical studies.
Identify potential methodological biases and limitations in the available evidence.
Formulate policy recommendations independently and critically, taking into account context and sustainability.
COMMUNICATION SKILLS:
By the end of the course, students will be able to:
Clearly and effectively communicate the results of empirical analyses in both written and oral form.
Develop and present a critical overview of academic or policy-related research.
LEARNING SKILLS:
Students will develop:
The ability to independently learn and update their knowledge on core evidence-based evaluation methods, even after completing the course.
The capacity to integrate theory and practice in addressing new public policy challenges.
Competence in consulting international academic literature and official data sources to navigate studies, research, and impact evaluations.
The course aims to provide students with both conceptual and operational tools to understand and apply the evidence-based approach in the design, implementation, and evaluation of public policies. Through the analysis of real-world cases, evaluation techniques, and critical assessment of empirical studies, students will develop an informed understanding of decision-making processes supported by empirical evidence. The course also seeks to enhance students’ analytical, communication, and evidence-assessment skills.
KNOWLEDGE AND UNDERSTANDING:
By the end of the course, students will be able to:
Understand the meaning and relevance of the evidence-based approach in public policy.
Become familiar with the main methods of policy evaluation: randomized experiments, quasi-experiments, regressions, and qualitative approaches.
Distinguish between correlation and causation in policy contexts.
Recognize relevant examples of evidence-based policies across key sectors (e.g., education, labor, health, environment).
APPLYING KNOWLEDGE AND UNDERSTANDING:
Students will be able to integrate theoretical and practical knowledge to understand and address challenges in the field of public policy. Moreover, they will be capable of critically analyzing public policies using empirical tools and real-world data.
MAKING JUDGEMENTS:
Students will develop the ability to:
Evaluate the reliability and validity of empirical studies.
Identify potential methodological biases and limitations in the available evidence.
Formulate policy recommendations independently and critically, taking into account context and sustainability.
COMMUNICATION SKILLS:
By the end of the course, students will be able to:
Clearly and effectively communicate the results of empirical analyses in both written and oral form.
Develop and present a critical overview of academic or policy-related research.
LEARNING SKILLS:
Students will develop:
The ability to independently learn and update their knowledge on core evidence-based evaluation methods, even after completing the course.
The capacity to integrate theory and practice in addressing new public policy challenges.
Competence in consulting international academic literature and official data sources to navigate studies, research, and impact evaluations.
Prerequisites
Basic knowledge of economics and of econometrics
Program
Module 1 – Introduction to Evidence-Based Policy (EBP)
Definition and foundations of the evidence-based approach
The role of empirical evidence in policy decision-making
Designing an evaluation
Module 2 – Methods for Public Policy Evaluation
General overview of impact evaluation methods
Randomized Controlled Trials (RCTs): logic, examples, and limitations
Quasi-experimental methods: difference-in-differences, regression discontinuity, matching, instrumental variables
Module 3 – Applications of EBP
Education policies: class size, teaching, and academic performance
Gender policies I: gender differences
Gender policies II: gender-based violence
Labor market policies: training, subsidies, and job placement
Health policies: prevention, behaviors, and access
Environmental policies: incentives and behavioral change
Definition and foundations of the evidence-based approach
The role of empirical evidence in policy decision-making
Designing an evaluation
Module 2 – Methods for Public Policy Evaluation
General overview of impact evaluation methods
Randomized Controlled Trials (RCTs): logic, examples, and limitations
Quasi-experimental methods: difference-in-differences, regression discontinuity, matching, instrumental variables
Module 3 – Applications of EBP
Education policies: class size, teaching, and academic performance
Gender policies I: gender differences
Gender policies II: gender-based violence
Labor market policies: training, subsidies, and job placement
Health policies: prevention, behaviors, and access
Environmental policies: incentives and behavioral change
Books
Slides from the instructor
Bibliography
1.) Gertler, P.J., Martinez, S. Premand, P. Rawlings, L.B. and Vermeersch, C. M. J. (2011). Impact Evaluation in Practice. Washington, DC: The World Bank.
2.) Angrist, J.D. and Pischke J.-S. (2010). The Credibility Revolution in Empirical Economics: How Better Research Design is Taking the Con out of Econometrics. Journal of Economic Perspectives, 24(2): 3-30.
3.) Evidence-based policy, a cura di De Blasio, Nicita, Pammolli 2020, Il Mulino
2.) Angrist, J.D. and Pischke J.-S. (2010). The Credibility Revolution in Empirical Economics: How Better Research Design is Taking the Con out of Econometrics. Journal of Economic Perspectives, 24(2): 3-30.
3.) Evidence-based policy, a cura di De Blasio, Nicita, Pammolli 2020, Il Mulino
Teaching methods
The lessons will take place at the University. Participation of the students through questions is strongly encouraged. Student presentations will be part of the examination program.
Exam Rules
The overall student assessment takes into account both a written exam and a presentation of a paper related to the course topics, chosen by the student but agreed upon with the instructor.
Grading scale:
o Unsuitable: major deficiencies and/or inaccuracies in knowledge and understanding of topics; limited ability to analyze and synthesize; frequent generalizations.
o 18-20: Barely sufficient knowledge and understanding of topics with possible imperfections; Sufficient ability to analyze synthesis and independent judgment.
o 21-23: Routine knowledge and understanding of topics; Correct analysis and synthesis skills with coherent logical argumentation.
o 24-26: Fair knowledge and understanding of topics; Good analytical and synthesis skills with rigorously expressed arguments.
o 27-29: Comprehensive knowledge and understanding of topics; Remarkable skills of analysis, synthesis. Good independent judgment.
o 30-30L: Excellent level of knowledge and understanding of topics. Remarkable analytical and synthesis skills and independent judgment. Arguments expressed in an original way.
Grading scale:
o Unsuitable: major deficiencies and/or inaccuracies in knowledge and understanding of topics; limited ability to analyze and synthesize; frequent generalizations.
o 18-20: Barely sufficient knowledge and understanding of topics with possible imperfections; Sufficient ability to analyze synthesis and independent judgment.
o 21-23: Routine knowledge and understanding of topics; Correct analysis and synthesis skills with coherent logical argumentation.
o 24-26: Fair knowledge and understanding of topics; Good analytical and synthesis skills with rigorously expressed arguments.
o 27-29: Comprehensive knowledge and understanding of topics; Remarkable skills of analysis, synthesis. Good independent judgment.
o 30-30L: Excellent level of knowledge and understanding of topics. Remarkable analytical and synthesis skills and independent judgment. Arguments expressed in an original way.