Given Hapunda

244 Introduction Projects or programmes hardly conduct research to inform policy makers and other actors of change. While some organisations conduct baseline surveys and knowledge, attitudes and practice (KAP) surveys, the majority do conduct evaluation studies. However, much of the findings from these evaluation studies end at demonstrating the efficacy of their interventions to their funders without making any impact on policy makers and other actors of change. Therefore, this chapter discusses how evaluation studies (including baseline and KAP) surveys can be translated for advocacy and policy. Interest in translation research has increased in recent years due to the recognition that it is crucial for relevant knowledge development, dissemination and action based on results (Oelke, Lima & Acosta, 2015). Projects and/or programmes are time-bound, therefore, there is need for national, local and indeed citizens to take up the responsibility of changing their own communities. Therefore, advocating for change and translating what we know from evaluation findings into policy are key to the process of ownership at national, local and individual levels. Translation of Evaluation Findings Development, to a larger extent, is dependent on research. Research informs policy and informing policy through research is a critical and powerful way of improving the well-being of individuals and the population (Mirvis, 2009). As research and evaluation continue to identify strategies that have the potential to solve human problems, the need for translating these findings into practice is on increase. (Wilkins, et al ., 2012). However, new knowledge from evaluation studies in itself does not lead to broad application or affect human development outcome beyond project catchment areas or boundaries. For research, such as evaluations to contribute towards development, it must be translated in ways that can impact development. Uptake of evaluation results can facilitate improved outcomes of human development as we address outcomes at the provider and system levels. Take for instance, the school feeding programme described in Chapter 10 by Nyathela in South Africa, the recommendation of this evaluation study if applied at national level can lead to far much better learning and health outcomes for learners. However, only when findings are translated into policy, such recommendation(s) remain just knowledge. Thus, translational research is now central to policy, research and funding initiatives (Fudge, et al ., 2016). The need for translational evaluation (research) is based on the premise that much evaluation research has failed to advance development and change beyond its catchment areas, yet it offers itself as a solution to human problems. Traditionally, the uptake of evaluation impact assessment into practice is low often taking many years (as with basic research) making innovative human problem solutions difficult and rendering some