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Overview

Education policy in its various forms impacts the work of educational bureaucrats, teachers and leaders in schools and tertiary institutions on an on-going basis. These stakeholders need to become astute and critical readers of policy to better understand the fundamentals of ‘good’ policy design and develop understandings of how and … For more content click the Read More button below.

Aims

The aims of this topic are to:

  • Introduce students to interrogating policy design and logics, involving discourse analysis, critique and reflection across the education policy realm
  • Enable students to forge better understandings of policy critique and construction to grow professional expertise in these areas

The topic will engage students in policy investigations of their choice and the fundamentals of policy design for improved educational outcomes in their specific areas of educational interest and aspiration.

Learning outcomes

On completion of this topic you will be expected to be able to:
1.
Identify and explain policy design assumptions
2.
Critique policy design and identify possible policy design blind-spots
3.
Understand the professional practices of formulating robust policy design in the educational realm
4.
Consider and articulate the factors that must be considered in policy design and rollout
5.
Understand the differences between official policy, enacted policy and experienced policy
6.
Critique using a form of discourse analysis called WPR a particular public policy document determined by the student

Assumed knowledge

Students are advised to have a minimum of 3 years FTE professional experience in an educational setting before commencing this topic.