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This Concept Map, created with IHMC CmapTools, has information related to: EDCU6310 (Cur Policy & Development), Curriculum Development 4. Monitor ????, The Political Element (a) The Gov't System that exist (i) Bureaucratic (ii) Centralised (b) The role of the state in Edu (i) Edu Policy originates from the state (ii) State Funds Edu (iii)The State-Church relationship (denominational -Concordact) S8: The Politics of Change Curriculum change – a political process of interaction, influence and the use of social power for realigning community values Jennings (1972), 5. Evaluation -Evaluate the policy -Review/Revise policy -Reintroduce into the system Approaches Interpretivist policy analysis 1. Knowledge is gained through interpretation 2. This approach has its conceptual base in phenomenology, hermeneutics and critical theory 3. It is believed that: (a)prior knowledge plays a critical part in sense making (b)meaning can be deduced from artifacts 4. There is concern more with “how” than with the “what” 5. As a result, policies can have different meanings to different people 6. Policy analyst, who holds deeply held beliefs, values and preconceived notions, cannot divorce self from the policy issue. 7. Expectations can differ from what is discovered. 8. The interpretivists treat with difference as ‘different ways of seeing, understanding and doing, based on different prior experiences’ and view ‘the tension between expectations and present experience [as] a potential source of insight.’ (Yanow 2000, p. 8) 9. A judgmental stance has no place in this approach 10. Humility is a necessary activity 11. Understanding must be at the core of the analysis, not a search for proof, S10: CONTROVERSIAL ISSUES -Controversial issues are determined by context. -What is controversial in one context may not be controversial in another -An issue of importance which sparks different and often conflicting responses -An issue on which there is no consensus -An issue which people have strong views on and which is hinged on personal values and ideologies. TOP-DOWN VS BOTTOM-UP APPROACH: 1 The top-down (elitist)approach vs the pluralist approach 2 The impact of state-centric policy-making 3 The value of the pluralist approach 4 The accommodation of other approaches – feminist?, 1.Initiation -Defining the Policy Problem -Identifying policy options SUB PROCESSES Problem Definition -Country survey -Review exercises -Problem identification -Policy options, Policy S1:Types of Policies (Categories) Personal: Policies made by Individuals, Curriculum change – a political process of interaction, influence and the use of social power for realigning community values Jennings (1972) Policy ACT Discerning a problem and strategising a response to it -Decision making -Consulting -Determining direction/course of events -Determining a future state Policy making can be considered an exercise of power Power Relations 1 Individualism vs collaboration 2 Turfdom vs shared ideas and vision 3 Personal agenda vs communal activity 4 Deeply held personal beliefs vs shared ideologies 5 Conflict and tensions among key players 6 Voice given to dominant groups the business community; the educational institutions; the political hierarchy 7 Issues considered major to some other key players never get to the table, S3: Policy Process 5 Phases 3. Adoption -by means of legislation or promulgation of new regulation, S10: CONTROVERSIAL ISSUES -Controversial issues are determined by context. -What is controversial in one context may not be controversial in another -An issue of importance which sparks different and often conflicting responses -An issue on which there is no consensus -An issue which people have strong views on and which is hinged on personal values and ideologies. ROLE OF THE TEACHER 1 The teacher’s role and contribution 2 The level/degree of contribution that the teacher can made 3 The stage/stages at which the teacher can make a contribution THE TEACHER AS: -receiver of curriculum policy? -frontline implementer? -policy developer? -street level bureaucrat? -central to the entire process?, Educational Policies Main Functions: 1.To outline and transmit the cultural norms considered desirable in education 2. To provide a mechanism of accountability 3. To manage and direct change 4. To address/anticipate a need 5. To instill order 6. To suggest/propose a preferred state S2: Types of Ed. Policies 5. Substantive: Deals with what gov'ts intend to do 6.Procedural : Outlines how things are to be done and by whom, S6: Critical policy analysis Players Who are the players? How are they chosen? Whose voice is heard? Who is left out? Whose interests are being served? WHOSE WEILDS THE POWER?, Policy S1: The Policy Hierarchy 1-International treaties/Global Policies 2-System wide macro policies(Country) 3-Sectoral/Line Policies(Ministries/Departments) 4-Administrative policies(School), Policy S1: Policy Defining Characteristics 1-More than Text, THE ECONOMIC CONTEXT 1 The allocation of money 2 The economic status of the country on the world stage “Economic prosperity facilitates a climate for progressive policies” (Taylor et al. 1997) Policy ACT Discerning a problem and strategising a response to it -Decision making -Consulting -Determining direction/course of events -Determining a future state Policy making can be considered an exercise of power CREATING THE POLICY ACT The RACI Matrix is a tool that describes the participation by various roles in completing tasks or deliverables for a project or business process. It is especially useful in clarifying roles and responsibilities in cross-functional/departmental projects and processes., S6: Critical policy analysis Context 1. International/regional/local context 2. Institution at the macro, meso and micro level 3. Dynamism of the institution, Policy definition A plan of action A statement of aims Purposeful course of action Authoritative allocation of values A general expression of … a desired state, Policy S1: Purpose and Function A Policy- a management tool/a political tool 1- To give Direction 2- To suggest /propose a preffered state 3-To control the action of others 4-To instill order 5- To address/anticipate a need, Curriculum Development 5.Evaluate ????, Curriculum change – a political process of interaction, influence and the use of social power for realigning community values Jennings (1972) Policy ACT Discerning a problem and strategising a response to it -Decision making -Consulting -Determining direction/course of events -Determining a future state Policy making can be considered an exercise of power THE INTERNATIONAL CONTEXT International initiatives/Other related policies/International conventions 1 PISA - Programme for International Student Assessment 2 PIRLS - Progress in International Reading Literacy Study 3 EFA 4 CSME 5 The United Nations Convention on the Rights of the Child, 2. Formation (Development & Design) Policy formulation, takes place at the context of policy text production. It involves the development of the policy itself. -Developing a policy strategy/plan -Developing a design plan -Formulate the policy -Field Tests Curr Dev : Creation of text (Product) Curr as Policy BENIFITS 1.The embrace of the view of curriculum as a social construct 2. The inclusion of a wide range of key personnel 3.The engagement of an iterative process 4.The movement away from viewing curriculum simply as a thing/a document 5. The embrace of continuous, ongoing feedback and revision 6. The interconnectivity of the policy activities 7. Reduced fragmentation 8. The embedding of the entire process in the context in which it is generated 9. Curriculum is open to more accurate and incisive analysis 10. Focus on micro as well as macro curriculum issues 11.Move the discourse on curriculum from technique to effects