Part I. Introduction. Comparative and International Education.Part II. The Process of Policy Analysis

The Making of Education Policy

Summing Up Part 1• The purpose of comparison. What is

comparative education? What is international education?

• Comparative cross-national studies.• Education and Development and

Education as a Human Right.• Current Global Education Issues (Social

inequality, urban-rural, gender inequality, conflict)

Summing Up Part 1• The purpose of comparison. What is

comparative education? What is international education?

• Comparative cross-national studies.• Education and Development and

Education as a Human Right.• Current Global Education Issues (Social

inequality, urban-rural, gender inequality, conflict)

Purposes

Management

Context

Pedagogy

P

Who should be educated?For what purposes?

CurriculumPedagogyInstructional resourcesAssessment

Teacher selectionInitial TrainingIn-service Training

School OrganizationSystem AdministrationSchool Management

Context

P

Economic Context Structure of the Economy Comparative Advantage Productivity Employment

Cultural Context Identity Values Norms Shared meanings

Political Context State—representation Governance State legitimacy Stability Rule of Law

Social Context Status Hierarchies Individual-Society

Demographic Context Demographic Structure Demographic Dynamics

Geographical Context Natural Endowments Human-Environmental Issues

Educational Institutions

Part I. Introduction. Comparative and International Education.Part II. The Process of Policy Analysis

The Making of Education Policy

Policy

An explicit or implicit decision which may set out directives for guiding future decisions, initiate or retard action, or guide implementation of previous decisions

StrategyMulti-Program or PlanProgram or ProjectIssue or Task

Steps to Policy Making

• Formulate Policy• Assess Alternatives (Ex-Ante)• Make the Decision• Implement• Evaluate Impact• Make Adjustments• New Policy Cycle

Implementation Trumps Outcomes

The Eightfold Path• Define the Problem• Assemble some Evidence• Construct the Alternatives• Select the Criteria• Project the Outcomes• Confront the Tradeoffs• Decide• Tell your Story

DFID Strategy 2010-2015• We will focus on a clear and simple vision: quality basic

education for all. This strategy outlines three strategic• priorities that will help us realise this vision: • (1) access to a basic cycle of primary and lower

secondary education, particularly in fragile and conflict affected states;

• (2) quality of teaching and learning, particularly for basic literacy and numeracy;

• (3) skills so that young people benefit from opportunities, jobs and growth.

Rationale for education

• Why?• What are the needs?• Why should they be addressed?• What are the obstacles/barriers?

Small group discussion

• In small groups discuss the particular strategies proposed to enhance access.

• What is being proposed?• How coherent is it with the diagnosis of

needs?• Can you evaluate the recommendations in

terms of effectiveness, costs and feasibility of implementation for a particular country?

Why is Research not Used?

• Characteristics of Education Research that influence use

• Characteristics of Policy Formation that influence demand for research

• Context and Politics of the situation