The document discusses education policy, defining it as a set of principles and actions aimed at achieving educational goals. It analyzes key factors influencing policy dynamics, including economic, political, institutional, and cultural dimensions, while emphasizing the importance of understanding how educational outcomes relate to resources and processes. The conclusion highlights the necessity of a comprehensive approach to analyze education policy effectively.

2. Structure of presentation
Slides
0 Intro: What is the education policy?......................................3
0 Education policy within education system…………………4
0 Educational outcomes and available resources: Facts
and figures……………………………………………………………5-8
0 Key factors explaining policy dynamics………………..9-13
0 Conclusion...………………………………………………………14-15
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3. What is the education policy?
Education policy is “a specification of
principles and actions, related to
educational issues, which are followed
or which should be followed and which
are designed to bring about desired
goals”
Trowler, 2003, p. 95.
The main goal of presentation is to identify the key factors explaining policy
dynamics in the sphere of education
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4. Education policy within
individual
education system participants
instructional setting
and learning
environment
educational institutions
Available and providers of
resources? educational services
education system
Differences as a whole
in policy?
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5. Annual expenditure per student by educational institutions
for all services, tertiary education (2009)
In equivalent USD converted using PPPs, based on full-time equivalents
Education at a Glance © OECD 2012, p. 219.
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6. Population that has attained tertiary education (2010)
Percentage, by age group
Education at a Glance © OECD 2012, p.26.
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7. Educational achievement in relation to income
inequality among rich countries
Wilkinson, R. G. et al. , 2007, p. 10.
Combined maths and literacy scores for 15- year olds taken from the
Programme for International Student Assessment 2003
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8. How far can disparities in educational outcomes be
related to the resources?
HDI Public Data Explorer[online] Available at:
http://hdr.undp.org/en/data/explorer/
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9. Key factors explaining policy dynamics
Inputs Available Differences
resources in policy
Different educational outcomes
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10. Economic explanations
Globalization Example:
The Bologna Declaration
International economic
competition reflects a search for a common
Dramatic European answer to common
demographic European problems:
changes Changes in
science and
technology
Challenges of societies in the growth and diversification
transition of higher education,
the employability of graduates,
the shortage of skills in key
New educational areas,
standards
the expansion of private and
transnational education, etc.
Tempus IV. EACEA N° 25/2011
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11. Key factors explaining policy dynamics
Political Institutional
explanations explanations
0 Partisan control 0 Degree of
may affect centralization of
education spending political authority
levels 0 Size and complexity
0 Interest groups of educational
may affect on system
educational reform 0 Inertia of education
establishment
Adolino J.R. et al., 2001, pp. 284-285.
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12. Cultural explanations
Importance of public Prevailing ideology in
attitudes the country
Education systems were failing
to prepare students to function 1930-1980 –
in a more competitive equality and
economic environment social justice
Shift in values in
industrialized
Reforms countries relative
to education
1980-2000s –
Focus on training students to freedom and
serve more internationalized,
high-technology, knowledge- excellence (classic
based economic systems liberal ideology)
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13. Culturally based educational traditions
individualism
and equality of
opportunity
collectivism,
social
equality
freedom, quality,
efficiency, equity
group identity,
uniformity, hierarchy,
centralization
0 The most desirable kind of knowledge
0 The best ways of transmitting it
0 The means for deciding who will benefit from
Adolino J.R. et al., 2001, pp. 282-283.
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14. Conclusion
There is increasing recognition that many important features of the development,
functioning and impact of education systems can only be assessed through an
understanding of learning outcomes and their relationships to inputs and
processes at the level of individuals and institutions (OECD, 2012, p. 18).
There are different groups of key factors that must be applied to the analysis of
education policy:
• the economic,
• the political,
• the institutional, Educational
Policy
outcomes
• the cultural
Each dimension presents
a different agenda and helps to obtain a more Resources
complete picture of the ‘whole’, providing a more
satisfactory interpretative framework
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15. Relative earnings from employment among 25-64 year-olds,
by level of educational attainment (2010)
Upper secondary and post-secondary non-tertiary education = 100
Education at a Glance © OECD 2012, p.140.
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16. References
0 Adolino J.R., Blake C.H. (2010) Comparing public policies: issues and choices in six
industrialized countries, Congressional Quarterly: Washington, 412 p.
0 Education at a Glance 2012 OECD indicators, 563 p.
0 HDI Public Data Explorer [online] Available at: http://hdr.undp.org/en/data/explorer/
0 Human Development Report 2011, Sustainability and Equity: A Better Future for All.
Explanatory note on 2011 HDR composite indices, 176 p.
0 Mazurek K. (2000) Education in a Global Society: A Comparative Perspective, Allyn and
Bacon, 421 p.
0 Nikolaev D., Chugunov D. (2012) The Education System in the Russian Federation.
Education Brief 2012, a World bank study, 83 p.
0 Riddell A.R. (1999). The need for a multidisciplinary framework for analysing educational
reform in developing countries, Int. J. of Educational Development, 19 (1999), pp. 207–
217.
0 Tempus IV. Reform of Higher Education through International University Cooperation.
Fifth call application guidelines EACEA N° 25/2011
0 The Bologna declaration on the European space for higher education: an explanation
[online] Available at: http://ec.europa.eu/education/policies/educ/bologna/bologna.pdf
0 Trowler P. (2003) Education policy (2nd ed). London: Routledge.
0 Wilkinson, R.G., Pickett, K.E. (2007). The problems of relative deprivation: Why some
societies do better than others. Social Science & Medicine, 65(9), pp. 1965-1978.
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