Developing a framework for education policy analysis : the case of the Western Cape's textbook procurement policy

 

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dc.contributor.advisor Jacklin, Heather en_ZA
dc.contributor.author Czerniewicz, Laura en_ZA
dc.date.accessioned 2016-02-29T12:05:24Z
dc.date.available 2016-02-29T12:05:24Z
dc.date.issued 1998 en_ZA
dc.identifier.citation Czerniewicz, L. 1998. Developing a framework for education policy analysis : the case of the Western Cape's textbook procurement policy. University of Cape Town. en_ZA
dc.identifier.uri http://hdl.handle.net/11427/17358
dc.description Bibliography: pages 105-109. en_ZA
dc.description.abstract This study develops a conceptual framework for policy analysis and uses it as the basis for an analytical framework to describe the Western Cape's textbook procurement policy (WCTPP). The study starts by defining policy as a purposeful intervention with key attributes, these being: intention; action; practice; status; resources and capacity; and power. The conceptual framework attempts to answer the question, "Are there features which consistently characterise the policy-making process and do the factors which gave shape to policy consistently fall into particular categories?" The framework suggests factors which shape, locate and give rise to policy can be described in terms of contexts and frames which denote arenas within which policy can be constrained or enabled, politically and practically. The key contexts necessary for policy analysis are spatial and historical and the key frames are the frame of discourses of state, the resources/ capacity frame and the legislative/ regulatory frame. The key features characterising policy are that policy-making is characterised by fluidity and that policy is the expression of a balance or a compromise of interests. The framework is then used to develop an analytic framework for the WCTPP. The analysis attempts to answer the question, "What are the key features of this policy and what factors have shaped its emergence?" The analysis suggests that as the WCTPP was conceived, developed and translated into practice within the province, it has a coherence not always possible within an education system characterised by national/ provincial policy fragmentation. As a policy, it is shaped by the relatively well-resourced province from which it emerges. The analysis shows that resources and capacity are a factor at all the sites (department private sector suppliers and schools) involved in the state-private sector partnership that is exemplified in this policy. This policy is given form by the selective recruitment of divergent discourse of the state with two key discourses being manifest, these being that of a democratic, developmental state which sets parameters to and regulates the private sector, and a neo-liberal state, which supports free market forces. Through the legislative/regulatory frame the analysis also shows the inter-dependence of the WCTPP and other policies. The key features which characterise policy-making are portrayed as its on-going nature, and the fact that this policy represents a fragile balancing of competing interests. Educational interests harness commercial interests for educational ends. The analysis allows for a description of the policy that expresses both its functionality and its fragility. The study concludes that the framework developed provides for a dynamic iteration thus illustrating that policy analysis requires an understanding of how policy develops out of the interplay between the contexts, frames and features identified. en_ZA
dc.language.iso eng en_ZA
dc.subject.other Textbooks - South Africa - Western Cape. en_ZA
dc.subject.other Education and state - South Africa - Western Cape en_ZA
dc.title Developing a framework for education policy analysis : the case of the Western Cape's textbook procurement policy en_ZA
dc.type Master Thesis
uct.type.publication Research en_ZA
uct.type.resource Thesis en_ZA
dc.publisher.institution University of Cape Town
dc.publisher.faculty Faculty of Humanities en_ZA
dc.publisher.department School of Education en_ZA
dc.type.qualificationlevel Masters
dc.type.qualificationname MPhil en_ZA
uct.type.filetype Text
uct.type.filetype Image
dc.identifier.apacitation Czerniewicz, L. (1998). <i>Developing a framework for education policy analysis : the case of the Western Cape's textbook procurement policy</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/17358 en_ZA
dc.identifier.chicagocitation Czerniewicz, Laura. <i>"Developing a framework for education policy analysis : the case of the Western Cape's textbook procurement policy."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 1998. http://hdl.handle.net/11427/17358 en_ZA
dc.identifier.vancouvercitation Czerniewicz L. Developing a framework for education policy analysis : the case of the Western Cape's textbook procurement policy. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 1998 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/17358 en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Czerniewicz, Laura AB - This study develops a conceptual framework for policy analysis and uses it as the basis for an analytical framework to describe the Western Cape's textbook procurement policy (WCTPP). The study starts by defining policy as a purposeful intervention with key attributes, these being: intention; action; practice; status; resources and capacity; and power. The conceptual framework attempts to answer the question, "Are there features which consistently characterise the policy-making process and do the factors which gave shape to policy consistently fall into particular categories?" The framework suggests factors which shape, locate and give rise to policy can be described in terms of contexts and frames which denote arenas within which policy can be constrained or enabled, politically and practically. The key contexts necessary for policy analysis are spatial and historical and the key frames are the frame of discourses of state, the resources/ capacity frame and the legislative/ regulatory frame. The key features characterising policy are that policy-making is characterised by fluidity and that policy is the expression of a balance or a compromise of interests. The framework is then used to develop an analytic framework for the WCTPP. The analysis attempts to answer the question, "What are the key features of this policy and what factors have shaped its emergence?" The analysis suggests that as the WCTPP was conceived, developed and translated into practice within the province, it has a coherence not always possible within an education system characterised by national/ provincial policy fragmentation. As a policy, it is shaped by the relatively well-resourced province from which it emerges. The analysis shows that resources and capacity are a factor at all the sites (department private sector suppliers and schools) involved in the state-private sector partnership that is exemplified in this policy. This policy is given form by the selective recruitment of divergent discourse of the state with two key discourses being manifest, these being that of a democratic, developmental state which sets parameters to and regulates the private sector, and a neo-liberal state, which supports free market forces. Through the legislative/regulatory frame the analysis also shows the inter-dependence of the WCTPP and other policies. The key features which characterise policy-making are portrayed as its on-going nature, and the fact that this policy represents a fragile balancing of competing interests. Educational interests harness commercial interests for educational ends. The analysis allows for a description of the policy that expresses both its functionality and its fragility. The study concludes that the framework developed provides for a dynamic iteration thus illustrating that policy analysis requires an understanding of how policy develops out of the interplay between the contexts, frames and features identified. DA - 1998 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1998 T1 - Developing a framework for education policy analysis : the case of the Western Cape's textbook procurement policy TI - Developing a framework for education policy analysis : the case of the Western Cape's textbook procurement policy UR - http://hdl.handle.net/11427/17358 ER - en_ZA


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