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Learning from Experience: Lessons from Policy Implementation


File number :
CS-APE-05e

Bibliographic reference :
McLaughlin, M.W. (1991). Learning from Experience: Lessons from Policy Implementation. In A.R. Odden (Ed.), Educational Policy Implementation (pp.185-194). New York: State University of New York Press.

Abstract :

Implementation Process Based on Lessons Learned On-site
In this chapter of her book, the author brings out the basic elements of policy implementation based on her conclusions from prior research. She argues that the success of a policy depends on two main factors: local resources and willpower. The first is easier to control with the policy in place in that local resources can be changed through training, funding, consultation, and so on. However, the second factor is not nearly as easy to control because it refers to the attitudes and motivations of the players involved. In addition, these players are influenced by the stability of the environment and several other factors pertaining to their socio-political environments.

 

The author notes that implementation success also depends on the capacity of a policy to combine pressure and support. By pressure, she refers to the discipline maintained to reach objectives. As for support, she refers to the capacity of a policy to make its implementation possible.

 

The author also discusses an issue more characteristic of small environments. In cases such as these, changes stemming from the policy can cause problems by diverting it from its institutional objectives in favour of a number of individual or bureaucratic objectives.

 

Furthermore, the author stresses the importance of taking into account the environment of individuals and their institutions. In fact, since policies are implemented on fluctuating bases, implementation problems are never resolved completely. Implementation alone can modify the very resources, problems and objectives of the policy. Therefore, new solutions, requirements and considerations emerge throughout the process.

 

Lastly, the author points out that proper understanding of external variables such as clearly defined goals, status and roles, and presence of authority allows implementation agents to introduce development programs for implementation to be successful. External variables then become less important in favour of internal variables such as motivation, involvement and competence. In spite of everything, results are unforeseeable and nonlinear.

 

Implications of Assessment and Analysis
McLaughlin concludes by emphasizing that applying a policy on-site is no easy task, let alone analyzing its effects. These effects can be latent, complex or transitional; thus, if one wants to "learn by experience", the positivist view of knowledge has to be discarded. To this end, the author presents another point of view in order to perform policy analysis. She discusses the importance of expanding the analytical framework, mentioning that it is more important to study an implementation system than a particular program. In other words, a project that seems very promising in terms of objectives and tools can fail if it does not apply to the context in which it is being implemented. In addition, McLaughlin suggests attributing greater importance to the time at which implementation is analysed within its process as well as to the complexity of the context and the link between micro- and macro-analysis.

 

This book chapter is reproduced in full in the magazine Educational Evaluation and Policy Analysis, 9(2), 171-178.



Key Words :
Implementation, Educational Policies, School Reform, Context, School Environment

Monitored Countries :
United States