Based on an in-depth case study, this book reveals how politicians, as policy makers, conceptualise, develop and initiate large-scale education system reform and why it matters for whole system school improvement.
Based on an in-depth case study, this book reveals how politicians, as policy makers, conceptualise, develop and initiate large-scale education system reform and why it matters for whole system school improvement.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Sheridan Dudley is an Honorary Senior Lecturer, School of Education, University of NSW, Australia, and was Company Secretary of the International Congress for School Effectiveness and Improvement (ICSEI). Dudley was Chief of Staff to the NSW Minister for Education, has lectured at several Australian universities and was Visiting Associate Professor at Wuhan Iron and Steel University.
Inhaltsangabe
Part 1: Challenges for politicians as policy makers in education system reform 1. Politicians as policy makers: The "black box" of whole system reform 2. Whole system improvement and the problem for governments · Three issues for governments in whole system improvement · The role of politicians in policy development · What is the system in large-scale system reform? · The role of Ministers in developing large-scale education system reform Part 2: Politics, power and ideology: The development of Local Schools, Local Decisions 3. Starting the reform process: Conceptualising the LSLD reform · The historical and political education reform context · Developing a new education reform agenda in NSW · Insights from stakeholders · Analytical Reflection 4. Encountering and aligning competing reform goals · Encountering competing reform goals · The turning point: the "Better Schools" Presentation · Aligning the reform goals and defining the outcomes · Analytical Reflection 5. Consultation and engagement: Building support and managing opposition · The formal consultation context · Engaging and consulting with education stakeholders · Engaging with politicians and government stakeholders · Analytical Reflection 6. From policy discourse and data to policy text and the announcement of LSLD · The political context of the LSLD policy announcement · Determining the policy · Creating the policy documents · The announcement of LSLD · Perspectives on LSLD · Analytical Reflection Part 3: Politics, policy, processes and people in educational change 7. Understanding the role of politicians as policy makers · Theme 1: The importance of the political context · Theme 2: Engagement with key education stakeholders · Theme 3: The Minister's relationship with the Department · Theme 4: Staying close to schools · Theme 5: Using research evidence · Theme 6: Power and policy making · Theme 7: The relationship between policy and politics · Theme 8: The Minister's leadership role in policy making · Bringing the themes together: politics, policy, processes and people 8. Strategic frameworks and guiding principles for whole system improvement · Framework 1: The "Policy Process Bow Tie" · Framework 2: The Education Policy and Engagement System · Framework 3: Whole System Reform Policy Development · Guiding principles for policy development for politicians, policy makers, stakeholders, practitioners and researchers · Concluding Reflection: Why it matters for whole system school improvement
Part 1: Challenges for politicians as policy makers in education system reform 1. Politicians as policy makers: The "black box" of whole system reform 2. Whole system improvement and the problem for governments · Three issues for governments in whole system improvement · The role of politicians in policy development · What is the system in large-scale system reform? · The role of Ministers in developing large-scale education system reform Part 2: Politics, power and ideology: The development of Local Schools, Local Decisions 3. Starting the reform process: Conceptualising the LSLD reform · The historical and political education reform context · Developing a new education reform agenda in NSW · Insights from stakeholders · Analytical Reflection 4. Encountering and aligning competing reform goals · Encountering competing reform goals · The turning point: the "Better Schools" Presentation · Aligning the reform goals and defining the outcomes · Analytical Reflection 5. Consultation and engagement: Building support and managing opposition · The formal consultation context · Engaging and consulting with education stakeholders · Engaging with politicians and government stakeholders · Analytical Reflection 6. From policy discourse and data to policy text and the announcement of LSLD · The political context of the LSLD policy announcement · Determining the policy · Creating the policy documents · The announcement of LSLD · Perspectives on LSLD · Analytical Reflection Part 3: Politics, policy, processes and people in educational change 7. Understanding the role of politicians as policy makers · Theme 1: The importance of the political context · Theme 2: Engagement with key education stakeholders · Theme 3: The Minister's relationship with the Department · Theme 4: Staying close to schools · Theme 5: Using research evidence · Theme 6: Power and policy making · Theme 7: The relationship between policy and politics · Theme 8: The Minister's leadership role in policy making · Bringing the themes together: politics, policy, processes and people 8. Strategic frameworks and guiding principles for whole system improvement · Framework 1: The "Policy Process Bow Tie" · Framework 2: The Education Policy and Engagement System · Framework 3: Whole System Reform Policy Development · Guiding principles for policy development for politicians, policy makers, stakeholders, practitioners and researchers · Concluding Reflection: Why it matters for whole system school improvement
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