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Part I. Introduction. Comparative and International Education.Part II. The Process of Policy Analysis
The Making of Education Policy
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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)
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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)
![Page 4: Part I. Introduction. Comparative and International Education](https://reader036.vdocuments.site/reader036/viewer/2022081520/56816697550346895dda7fa9/html5/thumbnails/4.jpg)
Purposes
Management
Context
Pedagogy
P
Who should be educated?For what purposes?
CurriculumPedagogyInstructional resourcesAssessment
Teacher selectionInitial TrainingIn-service Training
School OrganizationSystem AdministrationSchool Management
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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
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Part I. Introduction. Comparative and International Education.Part II. The Process of Policy Analysis
The Making of Education Policy
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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
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Steps to Policy Making
• Formulate Policy• Assess Alternatives (Ex-Ante)• Make the Decision• Implement• Evaluate Impact• Make Adjustments• New Policy Cycle
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Implementation Trumps Outcomes
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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
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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.
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Rationale for education
• Why?• What are the needs?• Why should they be addressed?• What are the obstacles/barriers?
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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?
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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