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Education policy: key factors explaining policy dynamicsBy Darya Reshetnikova

Structure of presentation

Slides0 Intro: What is the education policy?......................................30 Education policy within education system…………………40 Educational outcomes and available resources: Facts

and figures……………………………………………………………5-80 Key factors explaining policy dynamics………………..9-130 Conclusion...………………………………………………………14-15

14.11.12MPA: Comparative public

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What is the education policy?

Education policy is “a specification of

principles and actions, related to

educational issues, which are followed or

which should be followed and which are

designed to bring about desired goals”

Trowler, 2003, p. 95.


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The main goal of presentation is to identify the key factors explaining policy dynamics in the sphere of education

Education policy withineducation system individual

participants

instructional setting and learning environment

educational institutions and providers of educational services

education system as a whole


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Available resources?

Differences in policy?

Annual expenditure per student by educational institutions for all services, tertiary education (2009)

In equivalent USD converted using PPPs, based on full-time equivalents

Education at a Glance © OECD 2012, p. 219.


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Population that has attained tertiary education (2010) Percentage, by age group

Education at a Glance © OECD 2012, p.26.


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Educational achievement in relation to income inequality among rich countries

Wilkinson, R. G. et al. , 2007, p. 10.

Combined maths and literacy scores for 15- year olds taken from the Programme for International Student Assessment 2003


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How far can disparities in educational outcomes be related to the resources?


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HDI Public Data Explorer[online] Available at:

http://hdr.undp.org/en/data/explorer/




Key factors explaining policy dynamics

Available resources

Differences in policy

cultural

political

institutional

Human capital

GDP


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Inputs

Different educational outcomes

Economic explanations

Globalization

International economic competitionDramatic

demographic changes Changes in

science and technology

Challenges of societies in transition

New educational standards


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the growth and diversification of higher education,

the employability of graduates,

the shortage of skills in key areas,the expansion of private and transnational education, etc.

Example:The Bologna Declaration

reflects a search for a common European answer to common European problems:

Tempus IV. EACEA N° 25/2011

Key factors explaining policy dynamics

Political explanations

Institutional explanations


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0 Partisan control may affect education spending levels

0 Interest groups may affect on educational reform

0 Degree of centralization of political authority

0 Size and complexity of educational system

0 Inertia of education establishment

Adolino J.R. et al., 2001, pp. 284-285.

Cultural explanations Importance of public

attitudesPrevailing ideology in

the country


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Education systems were failing to prepare students to function

in a more competitive economic environment

Reforms

Focus on training students to serve more internationalized, high-technology, knowledge-

based economic systems

1930-1980 – equality and social justice

Shift in values in industrialized countries relative to education

1980-2000s – freedom and excellence (classic liberal ideology)

Culturally based educational traditions


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individualism and equality of opportunity

collectivism, social equality

freedom, quality, efficiency, equity

group identity, uniformity, hierarchy, centralization

0 The most desirable kind of knowledge0 The best ways of transmitting it

0 The means for deciding who will benefit fromAdolino J.R. et al., 2001, pp. 282-283.

Conclusion


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Educational outcomes

Resources

Policy

There is increasing recognition that many important features of the development, functioning and impact of education systems can only be assessed through an understanding of learning outcomes and their relationships to inputs and processes at the level of individuals and institutions (OECD, 2012, p. 18).

There are different groups of key factors that must be applied to the analysis of education policy:• the economic,• the political,• the institutional,• the cultural

Each dimension presentsa different agenda and helps to obtain a more complete picture of the ‘whole’, providing a more satisfactory interpretative framework

Relative earnings from employment among 25-64 year-olds, by level of educational attainment (2010)

Upper secondary and post-secondary non-tertiary education = 100

Education at a Glance © OECD 2012, p.140.


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References0 Adolino J.R., Blake C.H. (2010) Comparing public policies: issues and choices in six

industrialized countries, Congressional Quarterly: Washington, 412 p.0 Education at a Glance 2012 OECD indicators, 563 p.0 HDI Public Data Explorer [online] Available at: http://hdr.undp.org/en/data/explorer/ 0 Human Development Report 2011, Sustainability and Equity: A Better Future for All.

Explanatory note on 2011 HDR composite indices, 176 p.0 Mazurek K. (2000) Education in a Global Society: A Comparative Perspective, Allyn and

Bacon, 421 p. 0 Nikolaev D., Chugunov D. (2012) The Education System in the Russian Federation.

Education Brief 2012, a World bank study, 83 p.0 Riddell A.R. (1999). The need for a multidisciplinary framework for analysing educational

reform in developing countries, Int. J. of Educational Development, 19 (1999), pp. 207–217.0 Tempus IV. Reform of Higher Education through International University Cooperation. Fifth

call application guidelines EACEA N° 25/20110 The Bologna declaration on the European space for higher education: an explanation

[online] Available at: http://ec.europa.eu/education/policies/educ/bologna/bologna.pdf 0 Trowler P. (2003) Education policy (2nd ed). London: Routledge.0 Wilkinson, R.G., Pickett, K.E. (2007). The problems of relative deprivation: Why some

societies do better than others. Social Science & Medicine, 65(9), pp. 1965-1978.14.11.12

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http://ec.europa.eu/education/policies/educ/bologna/bologna.pdf