RT Journal Article SR Electronic T1 Defining Collective Priorities: Research and Learning Agendas for Family Planning Across 6 Countries JF Global Health: Science and Practice JO GLOB HEALTH SCI PRACT FD Johns Hopkins University- Global Health. Bloomberg School of Public Health, Center for Communication Programs SP e2200469 DO 10.9745/GHSP-D-22-00469 VO 11 IS 4 A1 Brittingham, Sarah A1 Zan, Trinity A1 Andoh, Kouakou Hyacinthe A1 Aryal, Kabita A1 Chissano, Marcos A1 Ferguson, Olivia A1 Fotso, Jean Christophe A1 Harou, Issoufa A1 Khatri, Sangita A1 Kourouma, Kadidiatou Raïssa A1 Kiwanuka, Suzanne N. A1 Lal, Bibek Kumar A1 Govo, Alda Mahumana A1 Malkin, Morrisa A1 Mkandawire, Philip A1 Phiri, Mary Mulombe A1 Olaro, Charles A1 Prata, Ndola A1 Pryor, Shannon A1 Shrestha, Bhagawan A1 Thapa, Basant A1 Touré, Fatoumata Traoré YR 2023 UL http://www.ghspjournal.org/content/11/4/e2200469.abstract AB Key FindingsFamily planning (FP) research and learning agendas (RLAs) build a comprehensive understanding of the FP research landscape, identify key evidence gaps, and define national priority questions to drive the production of knowledge that ushers progress toward FP goals.Despite having unique FP contexts, the 6 country FP RLAs share themes within self-care, equity, high impact practices, and adolescent and youth sexual and reproductive health, with the latter 2 comprising the largest proportion of questions.Early success for the FP RLAs is evident in their use to inform FP costed implementation plans, FP 2030 commitments, and the efforts of thematic working groups across multiple countries.Key ImplicationsNational stakeholders can leverage the process of developing FP RLAs to shape the generation and coordination of responsive research and research utilization that leads to more effective use of resources and responsive programs and policies that align with national priorities.Governments and funding agencies should target their investments to fund research that responds to the priorities that stakeholders have laid out in the FP RLAs, as the answers to these critical questions will improve national programs.Evidence should be the foundation for a well-designed family planning (FP) program, but existing evidence is rarely aligned with and/or synthesized to speak directly to FP programmatic needs. Based on our experience cocreating FP research and learning agendas (FP RLAs) in Côte d’Ivoire, Malawi, Mozambique, Nepal, Niger, and Uganda, we argue that FP RLAs can drive the production of coordinated research that aligns with national priorities.To cocreate FP RLAs, stakeholders across 6 countries conducted desk reviews of 349 documents and 106 key informant interviews, organized consultation meetings in each country to prioritize evidence gaps and generate research and learning questions, and, ultimately, formed 6 FP RLAs comprising 190 unique questions. We outline the process for consensus-driven development of FP RLAs and communicate the results of an analysis of the questions in each FP RLA across 4 technical areas: self-care, equity, high impact practices, and youth. Each question was categorized as a learning versus research question, the former indicating an opportunity to synthesize existing evidence and the latter to conduct new research to answer the question. Themes emerging from the data shed light on shared evidence gaps across the 6 countries. We argue that similarities and differences in the questions in each FP RLA reflect the unique implementation experience and context, as well as each country’s placement on the FP S-curve. Early uses of the FP RLAs include informing the development of FP costed implementation plans and FP2030 commitments. FP RLAs have also been discussed in multiple thematic working groups. For FP stakeholders, these FP RLAs represent a consensus-based agenda that can guide the generation and synthesis of evidence to answer each country’s most pressing questions, ultimately driving progress toward increasingly evidence-based programming and policy.