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The Policy Phenomenon


File number :
CS-APE-01e

Bibliographic reference :
Taylor, S., Rizvi, F., Lingard, B., & Henry, M. (1997). The Policy Phenomenon. In S. Taylor, F. Rizvi, B. Lingard & M. Henry (Eds.), Educational Policy and the Politics of Change (pp.1-21). New York: Routledge Press.

Abstract :

Introduction to Policy Analysis
The Policy Phenomenon is the first chapter of a book by Taylor and her team entitled Educational Policy and the Politics of Change. It provides an introduction to the principles of educational policy analysis. The authors first discuss the topic in its broader sense and then steer the discussion towards the analysis of educational policies and their practical applications. In the first part of the chapter, the authors define the concept of policy and go over its main functions, notably the transmission of socially valued cultural standards.

 

Practical Applications of Policies: Eight Observations
Next, the authors propose a number of situation scenarios that clarify the dynamics between educational policies and their practical applications in the school environment. These situations involve teachers as well as school administration and students, and show that educational policies are characterized by the following eight observations:
1) They are dynamic and interactive; in other words, they transcend words and fit into real, practical situations in education.
2) They are multi-dimensional, which means that each and every policy player can influence its development and outcomes.
3) They are often assessed in terms of values and effectiveness.
4) They are integral parts of a specific political and ideological context that influences their evolution.
5) Policies are enabled by interactions among the government, economy and civil society.
6) It is important to consider that these policies necessarily interact with other policies in a number of related fields. As an example, the authors use the link between distance education and rural development projects to illustrate that policies bring together a number of analytical fields.
7) Policies do not follow a linear model upon implementation in an environment and can be transformed.
8) Implementation outcomes are never foreseeable or expected. Implementation is a process involving several complex interrelationships within a single context.

 

Critical Analysis of Educational Policies
Lastly, the authors provide a critical analysis of educational policies, particularly by rejecting the positivist view of knowledge. In their opinion, observations are never neutral or impartial because they vary according to the observer's values and theoretical perspectives. In fact, the 'analysis' aspect of policies is based on this point. The chief task of analysis is to try to learn how theory is applied in practice in order to see whether it is in keeping with the moral view of education valued by society. Therefore, it is important to take a closer look at the substance, process, development and implementation of educational policies. The authors stress the importance of knowing the context in which a policy is being implemented, otherwise analysis may be inadequate.



Key Words :
Educational Policy, Government Policy, Teaching, School Reform