As a behaviour change strategy, education rarely achieves the desired result when used on its own. It’s ‛necessary but insufficient’ to effect lasting change. In the classic hierarchy of change effectiveness or the ‘action hierarchy’, education ranks as the least effective intervention, below new rules, policies and more system-focused categories such as forcing functions and automation. And yet, in most human services it continues to be the ‘go-to’ response to everything from accreditation recommendations to policy implementation.
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