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| Autor/in | Dyer, Caroline |
|---|---|
| Titel | Researching the implementation of educational policy: a backward mapping approach. |
| Quelle | In: Comparative education, 35 (1999) 1, S. 45-61Infoseite zur Zeitschrift |
| Beigaben | Literaturangaben 42; Grafiken 1 |
| Sprache | englisch; englische Zusammenfassung |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0305-0068 |
| Schlagwörter | Methode; Bildungsplanung; Bildungspolitik; Indien; Methode; Planung; Schulpolitik; Bildungspolitik; Schulpolitik; Bildungsplanung; Planung; Primarbereich; Entwicklungsland; Durchführung; Indien |
| Abstract | Misjudging the ease of policy implementation is recognised as one of the most common planning mistakes. If implementation is not planned and structured, effective management of change may give way to ad hoc adjustments and short-term strategies for coping, with a subsequent dilution of policy efficiency. ... Little research attention has been directed at providing information about implementation processes that policy makers can draw on. This article discusses a model of 'backward mapping' that was applied in India, and generated a variety of useful insights which have contributed to learning for policy. ... The use of such models to generate this kind of learning can improve our understandings of the 'black box' of implementation, and open up new options for policy strategies to achieve policy goals. [ "Backward mapping" means that policy implementation doesn't work according to the "top down" or "bureaucratic process model" which "starts with the policy message at the 'top' and sees implementation as occuring in a chain"; instead "backward mapping begins with a statement of the specific behaviour at the lowest level of the implementation process that generates the need for a policy".] (DIPF/ orig.) |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2000_(CD) |
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