QA4ODFL1/Policy/Policy formulation

Policy formulation does not take place in a vacuum, it is a process that is influenced by and responds to a particular context. Policy responses are shaped by cultural context ( Bell & Stevenson, 2006), which determines the process through which policy is formulated. If policy is about solving problems, the policy process should therefore be rational. This process starts with identification of a problem around which a variety of solution options are sought. The search for the most viable solution results in some degree of consensus being reached on the best option and guidelines are developed around the preferred option. Figure 1 below shows Bell & Stevenson’s easy-to-understand graphic of this linear approach to policy development:

Fig. 1 A linear model of policy development

Source: Bell, L & Stevenson, H (2006:16)

It is worth noting that although policy making has been presented as a linear process above, it is often an iterative and messy process. Usually, the policy making process is a cyclical process. Pause and think!! How much consultation takes place in your context during the education policy process? Who is consulted?

Non-linear approaches to policy formulation

Not all policy making is informed by the rational model, which leads to a linear process. There are many other approaches of policy making that are used in education. Parsons, (2022) refers to policy making as a muddling through process, and advocates that governments should move away from this kind of approach to evidence-based policy making. There are beauracratic policy making models, elite-mass models, institutional models, group models, systems models, (California State University, 2002). You can read the California State University resource to get more detail on these models of policy making: https://home.csulb.edu/~msaintg/ppa590/models.htm