Social Perspectives on Education Policy Analysis Framework

Social Perspectives on Education
Policy Analysis Framework

Policy focuses on the actions of government and/or other agencies. Policy documents set out a course of action to
achieve a particular outcome. Policy is a source of data – by analysing policy we can understand the ways in which
certain values or agendas are put together to achieve a particular direction/goal. For instance, analysing education
policy agendas concerning gender, indigenous education, and cultural diversity can tell us how governments
understand these issues and how they set out to achieve certain educational ideals

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Why is it important to learn how to analyse policy? Teachers don’t just ‘implement’ policies – they interpret,
translate, and enact policies in relation to their teaching contexts. Knowing how to analyse education policies is
important so you can do this interpretive work and engage critically with the issues and implications of these
policies.
A framework for analysing policy documents: some questions to ask

Background
– Identify the background to the policy – what are the stated reasons for its development? How have these
understandings changed over time? Who has developed it? Why is it important now (or back then, if
historical). Who are the individuals/groups who are the focus of the policy, and the issues being addressed?
– Who had a role in the policy development process? Governments, lobby groups, etc?
– Does this policy respond to previous policies, if so, how?
– Are there research articles that critique the policy, its approach or its impact? If so, what do these critiques
have to say about the policy?
Policy Objectives and approach
– What is the intent or stated outcome of the policy?
– How will the policy achieve its objectives? What methods are used to bring about change? How is
implementation to occur according to the policy?
– Look at the number of aims, responsibility centres and activities fostered by the document. What could we
expect this policy/strategy to achieve as a result of this? What else might be crucial in the achievement of
their aims?

Values and Agendas
– What values underpin the policy?
– Do these values reflect dominant views or is there any evidence of a range of views or approaches?
– Whose interests do these documents appear to serve?
– How are educational/social issues recognised and addressed (eg. culture, socio-economic, gender, etc). Is
there anybody excluded from the policy (explicitly or implicitly)?
– Are there explicit or implicit theoretical approaches embedded in the policy? (ie, a particular understanding
of ‘gender’ or ‘multiculturalism’ etc ). How do these approaches shape the policy design and possible
outcomes?