Informed Dialogue: Using Research to Shape Education Policy Around the World Part II: The Process of Policy Analysis Class 6: How Education Policy Is Made

 Chapter 1: Research Utilization: Why It Is Important, Why It Is an Issue, Why It Is Difficult  Education could and should be better than it is.  Research conducted with policy in mind can improve the current state of education.  Chapter 3: Why Education Policies Are So Difficult to Inform  The internal structure of education systems are frequently inflexible to the prospect of change.  Pressure from external groups can result in the education ministry’s loss of control over its duties.  Chapter 4: Utilization as Using Precooked Conclusions  Step 1: Knowledge creation is the sole domain of the researcher.  Step 2: The researcher attempts to convince a passive policymaker to transfer the researcher’s findings into policy. Chapters 1, 3, & 4

 Appoint a spokesperson.  Choose two or three major points from the chapter to summarize briefly for the group.  Go to the Resources section of the class website and choose one of the sector assessments. Find evidence for the existence or absence of one or more of your major points from the chapter to report to the group. Chapter 2: What Do We Mean by Informed Policy Making?

 Appoint a spokesperson.  Choose two or three major points from the chapter to summarize briefly for the group.  Go to the Resources section of the class website and choose one of the sector assessments. Find evidence for the existence or absence of one or more of your major points from the chapter to report to the group. Chapter 5: Utilization Stimulated by Data

 Appoint a spokesperson.  Choose two or three major points from the chapter to summarize briefly for the group.  Go to the Resources section of the class website and choose one of the sector assessments. Find evidence for the existence or absence of one or more of your major points from the chapter to report to the group. Chapter 6: Informing Policy by Constructing Knowledge