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Understanding International Education Policy: Strategies and Analyses

This course segment focuses on the intricate processes involved in making education policy from a global perspective. We will explore strategies from DFID, UNICEF, USAID, and UNHCR, fostering student engagement through co-leading discussions. The analysis will include a Logical Framework Problem Tree to identify and prioritize education-related issues. Key topics include the current global education landscape, effective policy analysis, and the importance of clear problem definitions. Students will critically connect readings to practical applications in education policy development.

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Understanding International Education Policy: Strategies and Analyses

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  1. E101 Section 6October 17, 2012 How Education Policy is Made

  2. Agenda • Situating Ourselves in the Course (1 minutes) • Discussion of the readings (20 minutes) • DFID strategy • UNICEF strategy • USAID strategy • UNHCR strategy • Student co-leading (40 minutes) • Logical Framework Problem Tree Analysis (20 minutes) • Housekeeping & Questions (5 minutes)

  3. Course Overview • 1 • Introduction to Comparative and International Education • 2 • The Process of Policy Analysis • 3 • Education Policy Options

  4. Course Overview • 1 • Introduction to Comparative and International Education • Week 5 – Current Global Education Issues • 2 • The Process of Policy Analysis • Week 6 – How Education Policy is Made • Week 7 – Assessing the Performance of an Education System

  5. Connecting the Readings to the Theme • What do these readings tell you about how education policy is made and/or should be made? • Do you see a connection between any of these readings and the process described by Bardach?

  6. DFID Strategy Summary

  7. UNICEF Strategy Summary

  8. USAID Strategy Summary

  9. UNHCR Strategy Summary

  10. Defining the Solution into the “Problem” “Your problem definition should not include an implicit solution introduced by semantic carelessness. Projected solutions must be evaluated empirically and not legitimated merely by definition. Therefore, keep the problem definition stripped down to a mere description, and leave open where you will look for solutions.” (Bardach, 2009, pg. 7)

  11. Example “New schools are being built too slowly.” vs. “There are too many schoolchildren relative to the currently available classroom space.”

  12. LogFrame Problem Analysis Tree List all the problems that come to mind. Problems need to be carefully identified: they should be existing problems, not possible, imagined or future ones. The problem is an existing negative situation, it is not the absence of a solution. Identify a core problem (this may involve considerable trial and error before settling on one). Determine which problems are “Causes” and which are “Effects.” Arrange in hierarchy both Causes and Effects, i.e., how do the causes relate to each other - which leads to the other, etc.

  13. Housekeeping • Late papers/accidentally uploaded drafts • Paper return date

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