What counts as meaningful and worthwhile educational policy analysis
Year: 2012
Type: article
Abstract: The paper considers what counts as meaningful and worthwhile education policy analysis. We propose that qualitative analys es of the social historiographies of nation states' educational policies are important b ecause mapping the complex histories of each nation state addresses the questions of 'ho w' and 'why' these education policies developed as they did. We suggest that usi ng qualitative policy analyses reveals the extent to which education policy as tex t and discourse facilitates community engagement and participation, the management of economic transitions and economic growth within sustainable ethical frameworks, and t olerance for cultural diversity. Disseminating such policy learning is important so that nation states might learn from each other and develop global competences. Reading nation states' education policy through Hodgson and Spours (2006) policy analysis framework may reveal particular eras in education systems and processes. Further su ch researches may illuminate commonalities and differences in nation states' edu cation policy as text and discourse. We argue such policy analyses are required to make a new contribution to knowledge with a sharp focus on policy learning to improve ap proaches to and engagement with education policy, agency and globalization.
Authors: Аlison Taysum, Muhammad Iqbal
Institution: University of Leicester
Language: English
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2136060717