A Review of Concepts from Policy Studies Relevant for the Analysis of EFA in Developing Countries

Lall, Marie (2007) A Review of Concepts from Policy Studies Relevant for the Analysis of EFA in Developing Countries. Project Report. Consortium for Research on Educational Access, Transitions and Equity (CREATE), Falmer, UK.

[img]
Preview
PDF
Download (563kB) | Preview

Abstract

This paper aims to give an introduction to the central concepts and the literature of Policy Studies in education. The first part of the paper addresses the questions of what policy is. How is it made and why is it relevant? It looks in particular at the role of the state and the Policy cycle framework which is an analytical tool that helps to analyse how policy is made and later implemented. The second part then focuses on the central concepts. The two main paradigms of education policy studies relate directly to these central themes. On the one hand a series of policy concepts cluster around social justice, inclusion and the fight against discrimination on the basis of race, gender and disability. On the other lie the debates raging around efficiency, effectiveness and quality of education. These include the issues of accountability and measurement of pupil achievement. The role of the market is discussed and a short section on globalisation explains how the nature of education policy is changing in light of globalisation. The last part of the paper four studies were chosen to look at how the concepts elaborated in the earlier part have been used in studies relating to EFA. The works chosen are: Myron Weiner’s The Child and the State in India (1991), Operation Blackboard, Policy Implementation in Indian Elementary Education by Caroline Dyer (2000), Michael Sanderson’s Education, Economic change and Society in England 1780-1870 (1991) and Social Origins of Educational Systems by Margaret Archer (1984). The paper concludes that the transferability of the concepts discussed above and their related debates to the context of EFA in developing countries require a re-contextualisation which takes into account the EFA priorities of equity and access. The basic question remains of how governments will manage to reconcile expanding the educations system and creating a true EFA system, while maintaining high levels of quality. The role of education policy analysis is key in looking at this debate from a different vantage point. vi

Item Type: Reports and working papers (Project Report)
Additional Information: Pathways to Access, Research Monograph No 11
Keywords: EFA, education for all, international education, developing countries, education policy, governance
Schools and Departments: School of Education and Social Work > Education
Subjects: L Education > L Education (General)
Depositing User: Elena Dennison
Date Deposited: 30 Sep 2008
Last Modified: 30 Nov 2012 16:52
URI: http://sro.sussex.ac.uk/id/eprint/1859
Google Scholar:0 Citations

View download statistics for this item

📧 Request an update