ET7750 Education Policy and Practice

Designing a policy analysis of SDG4 ( Part 1)

Academic skills and Assessment workshop

Policy analysis as an approach
Working with documents
Selecting the policy documents for analysis
Policy tools – which different policy tools are used in SDG4
implementation?
Date: Week 5
Written by: Dr. Jenny Robson
Learning Outcomes for today

1. To develop knowledge of policy analysis as a desk top

research approach.
2. To design a policy analysis of a specific target in SDG 4
–   related policy initiatives at a global level.
3. To select policies for analysis.
4. To understand the different 'policy tools' that could be
used in SDG4 implementation.
Module Learning outcomes  - our focus for this week

  1.Demonstrate knowledge of the concept of ideology in policy making. 

2. Demonstrate understanding of methods for policy analysis. 
3. Critically examine a self-selected educational policy or reform agenda by conducting
a policy analysis. (COI) (SEI) 
4. Apply theory to conduct a critical analysis of global education policies. (CI) 
5.Plan and implement a policy analysis in order to raise critical questions for policy
actors.(CI) (EE) (SEI
6.Apply key concepts such as the policy rationale, policy literacy, policy borrowing in
the analysis of policy.  (DP) (COI)
7.Reflect on their learning in respect of knowledge of global policy initiatives, policy
development and implementation (CI) (EE) (SEI)
8. Communicate complex ideas both verbally and in writing  to an academic
audience(COI) (DP)
The academic study of policy making -
recap
Part 1 of the lecture
Learning journey on this module

Week 1: 'Wicked Week 2: SDG4 an Week 3: Defining Week 4: Policy

Problems' for overview, 'policy', the policy analysis – the
Education Policy to Globalisation, policy cycle and the policy influence of
address borrowing process. Policy actors. ideologies
Assessment Overview - recap
Portfolio with two tasks.
The portfolio will be assessed as a
whole  and worth 100% of the
marks. 
Submission: please check
on Moodle and in the
Module Guide.
Policy analysis.  • Learning outcomes: LO1, LO2, LO3, LO4,
Students conduct an LO5, LO6 and LO8.
analysis of two global • See the writing frame in the Assessment
Workbook.
education policies. 
Using content analysis
as a method. 3,000
words
Podcast of 10 minutes
in which students • 10 minute oral recording equivalent to
2,000 words
reflect on their key • Provide references of key texts that have
points of learning informed your thinking.  
about education policy • Learning outcomes: LO1, LO2,  LO4,  LO6,
and the academic LO7 and LO8.
process of policy
analysis. 
What is policy analysis as a research
method?
Part 1 of the workshop
Characteristics
Policy analysis on this module – approach and method

Policy analysis – research approach This week. 

Documentary research methods – family of methods

This week. 

Qualitative Content Analysis – an interpretative data collection method

Week 6
Task

Engage with the content on the following slides.

Which perspective on policy analysis aligns with

your thinking?

Begin to build a definition of policy analysis.

What is the intention of policy research?

•Policy research may aim to provide an account or description of the

development and implementation of, and/or experience with, a
particular policy or set of policies: 
•Or, and this is a common academic approach, it may set out to
provide a critical review of a policy or set of policies
•Or the intention may be to carry out an evaluation of the working of
a policy or set of policies, and perhaps make recommendations for
change.

Tight (2019)
What do we mean by policy analysis?

•Skillful process and an outcome

•Often documents provide knowledge about a problem and ways to solve
the problem
•Policy research involved working with evidence (facts, data, experience)
and meaning (the theories and assumptions that inform policy)

•Policy researchers navigate conflict and tensions between different

stakeholders.
•Always guided by a research question

Majchrzak and Markus (2014) 

What do we mean by policy analysis?

Critical examination of existing policy. . 

(a) analysis of policy determination and effects, which examines ‘the inputs and
transformational processes operating upon the construction of public policy’ and
also the effects of such policies on various groups; 

(b) analysis of policy content, which examines the values, assumptions and
ideologies underpinning the policy process. 

Codd (1988, pp.235-236) cited in Tight (2019). 

What constitutes good policy research?

•Credible (robust process)

•Meaningful (engages with stakeholders) (Not applicable to ET7750)
•Responsible (avoids harm)
•Manageable
•Creative

Majchrzak  and Markus (2014) 

ET7750 – we undertake policy research.   The above principles are still

relevant. 
For consideration: 

Which perspective on policy

analysis aligns with your thinking?

Begin to build a definition of policy

analysis.
Working with documents
Part 2 of the workshop
Characteristics
Task

Engage with the content on the following slides.

Make notes: 

• How will you work with documents in this

piece of policy analysis?

• What will be your interest/focus as a policy

analyst?

• How are documents sources of data?

What would a qualitative approach be to documentary
research?
Qualitative researchers:
•  are interested in accessing  documents in their natural context and in a way that gives room to the particularities of them.
• start from the idea that their methods and theories should be appropriate to what they study. 
• are an important part of the research process, either in terms of their own personal presence as researchers, or in terms of
their experiences in the field .
• develop and refine concepts (or hypotheses, if they are used) in the process of research and of collecting data.

We can start from the traces left behind by people, their practices or social processes, and analyze these traces.  People leave
traces in the documents. 

Qualitative data collection  discovers and describes issues in the field or structures and processes in routines and practices. 

Data Collection can refer to naturally occurring or elicited data. It can be based on talking, listening, observing, analyzing
materials as sounds, images or digital phenomena. 

Flick 2018
Documentary research – as a qualitative approach

Documents, both paper-based and computer-mediated texts, are an aspect of the

formation and enactment of contemporary life

Two areas of analysis: 

work that focuses on the actual textual and extra-textual content of documents; 
• work that focuses on some aspect of the use, role and function of documents in everyday and
organisational settings. 

Rapley and Rees (2018)

Documentary research – as a qualitative approach

'Documents do not simply record facts.  Instead, they are social and cultural
products that are thoroughly embedded in the context that gave rise to
them.  More interpretative approaches to documents focus on the cultural
meanings, beliefs, and values that are encoded and transmitted in a
document.  They make an attempt to place those meaning in relation to the
wider context in which they occur.  Interpretative approaches to documents
include......qualitative content analysis'.  

(Clarke et al, 2019, p.298)

Documentary research – as a qualitative approach

Document analysis, then, is:

a systematic procedure for reviewing or evaluating documents – both printed and
electronic (computer-based and Internet-transmitted) material.

Document analysis requires that data be examined and interpreted in order to

elicit meaning, gain understanding, and develop empirical knowledge. Documents
contain text (words) and images that have been recorded without a researcher’s
intervention.

 (Bowen 2009, p. 27)

Documentary research – as a qualitative approach

Tight (2019) suggests document analysis involves

• considering who created the document, for what purposes and in what context
• reviewing how the document has been used and interpreted since its creation
(what impact has it had?)
• examining the document in relation to similar and related documents (what is its
relationship to other documents?)
• assessing what the document does and does not ‘say’ (‘reading between the
lines’), and how it says it.
For consideration: 

Engage with the content on the following slides.

Make notes: 

• How will you work with documents in this

piece of policy analysis?

• What will be your interest/focus as a policy

analyst?

• How are documents sources of data?

Selecting SDG 4 policy initiatives for
analysis
Part 3 of the lecture
What about the sample?
Options for SDG 4 policy initiatives (1)
All students must have the Incheon Declaration as one of the policy initiatives for
analysis. 

UNESCO (2016) Education 2030: Incheon Declaration and Framework for Action for the
implementation of Sustainable Development Goal 4: Ensure inclusive and equitable
quality education and promote lifelong learning opportunities for all.  Available at:  
Education 2030 Framework for Action   Accessed: 2 December 2022.

This will evidence you have analysed the overarching policy framework for SDG 4. 

Please note you will identify sections of text to analyse. 

 Options for SDG 4 policy initiatives (2)
Students can then  select  policy initiatives (up to
2) linked to one of the following SDGs, for example: 
• Unicef have taken a lead. Read sections of the web site A world ready to learn | UNICEF
SDG 4.2 relates to early • Read the 2019 Global Report 
A-world-ready-to-learn-advocacy-brief-2019.pdf (unicef.org)
childhood education
• United Nations Girls Education Initiative. Read the web What We Do: Overview | UNGEI
SDG 4.5 relates to Girls • Read the United Nations Girls Education Initiative 2018-23 Strategic Directions Microsoft
Word - Strategic Directions_UNGEI_Final (1).docx
Education
• Global Alliance for Literacy | Institute for Lifelong Learning (unesco.org)
SDG 4.6 relates to Literacy • Read this policy document Global Alliance for Literacy Strategy Global
Alliance for Literacy strategy (2020-2025) | UIL (unesco.org)
for Youths and adults.

SDG 4.7 related to education • Read the website Education for sustainable development | UNESCO
• Read this policy document Education for sustainable development: a roadmap. 
for sustainable Education for sustainable development: a roadmap - UNESCO Digital Library

development. 
Criteria for selection of  the policy initiatives or documents. 

Policy initiatives must

Policy initiative must be
be related to
2 to 3 policy initiatives published between
implementation of SDG
2015 - present
4

Supranational
Must be at the global, organisations must
regional or national have a role in the
level.  implementation of the
SDG.
Criteria for appraising documents
Authenticity Credibility Representativeness Meaning

• Is the document • Does the document • Is the information • Is there an

what it purports to include details of in the document indication of the
be? the process though representative of context/purpose of
• As a researcher do I which the research/policy the document?
have an authentic document was analysis in the field • Consider your
version of the produced? and relating to the understanding of
document? • Does it include issue? (eg. Girls the information
implicit bias? education, human included in the
• Are the case rights education, document?
studies and data early childhood • Are you prompted
representative of education) to undertake
the global majority analysis of the
and the global embedded
minority? meanings?

Scott (1999) cited in Clarke et al (2019)

Typology of  policy tools – Which policy tools are visible or recommended or highlighted
within your selected SDG 4 policies ?  Note: they may be recommendations for state
governments to include in their policy frameworks.  

Formal regulations or Voluntary

Legal penalties Public education
legislation agreements

Provision of advisory Provision of

services to state resources (guidance
Funding of research Economic incentives. 
governments via on how to move
NGOs. forward).

Providing service
Providing services
Inforned by Cairney, 2019 
directly for free or
via a market
via NGO
For discussion

•Which of the SDG targets are you most interested in?

•Why?
•Begin to appraise the policy documents. 
•Which types of policy tools are visible or recommended or
highlighted in your selected SDG 4 policies. 
Reflect on your learning in Week 5
Part 4 workshop activity
Model to structure reflective thinking
Kolb's experiential learning cycle
Kolb (1984) cited in Bassott (2016)
Some notes: 
• Cycle can begin at any point
• The cycle can be completed in moments, over a week or a
longer people
Today:
Concrete experience –  .  What are your first steps in
academic policy analysis?  How are you considering SDG4 and
policy initiatives as documents for analysis? 
 Applying the concept of the Reflective observation – Think
about what occurred and begin to analyse your learning. 
What did you learn about policy analysis and working with
documents?  How did you learn?
Abstract conceptualization – Consolidate your knowledge of
approaches to policy analysis and  working with documents . 
How has your knowledge been extended by reading?
 Active experimentation – Plan for future analysis: How have
you defined policy analysis as a research approach?  What will
be your strategy for working with documents?
Week 5: post session reading and study task
a) Moodle workbook – engage the recommended reading on policy analysis and working with documents
(Tight, 2019)
c) Why is policy analysis as an approach helpful in analysing SDG4? Write a post in the Week 5 channel. 
Week 5: reflection
ApplyKolb's (1984, cited in Bassot(2016)
experiential learning cycle.

Engage with the cycle and ensure you

address the following question. 

How has your understanding of policy

analysis as a research approach
developed?  How have your skills in
working with documents developed?
References:

Bassot, B 2020, The Reflective Journal, Bloomsbury Publishing Plc, London. Available from: ProQuest Ebook Central. [24 November 2022].

Clark, T., Foster, L. and Bryman, A. (2019) How to do your social research project or dissertation. Oxford: Oxford University Press (Available via UEL Library as a e-book)ule. 
Bowen, G (2009) Document Analysis as a Qualitative Research Method. Qualitative Research Journal, 9, 2, pp. 27–40.  
Codd, J (1988) The Construction and Deconstruction of Educational Policy Documents. Journal of Educational Policy, 3, 3, pp. 235–247. Though focused on
education policy in particular, there is much in this article of general relevance
Flick, U., 2018. The SAGE Handbook of Qualitative Data Collection. London: SAGE Publications Ltd. Available at: https://dx.doi.org/10.4135/9781526416070
  [Accessed 14 Dec 2022].  See Chapter 24. 

Krippendorff, K., 2019. Content Analysis: An Introduction to Its Methodology. Fourth EditionThousand Oaks, CA: SAGE Publications, Inc. Available at:
https://dx.doi.org/10.4135/9781071878781 [Accessed 14 Dec 2022].
Rapley, T. and Rees, G. 2018. Collecting data from documents. The SAGE Handbook of Qualitative Data Collection, London: SAGE Publications Ltd. pp.
378-391 Available at: https://dx.doi.org/10.4135/9781526416070   [Accessed 28 Oct 2022]. 
United Nations (No Date 1) Sustainable Development Goals.  Available at:  THE 17 GOALS | Sustainable Development (un.org) Accessed: 2
December 2022​
United Nations (No date 2) Take Action for the sustainable development goals, Available at: 
Take Action for the Sustainable Development Goals - United Nations Sustainable Development  Accessed: 2nd December 2022. 

Tight, M., 2019. Documentary Research in the Social Sciences. 55 City Road, London: SAGE Publications Ltd. Available at:
https://dx.doi.org/10.4135/9781529716559  [Accessed 28 Oct 2022].  

UNESCO (2016) Education 2030: Incheon Declaration and Framework for Action for the implementation of Sustainable Development Goal 4: Ensure
inclusive and equitable quality education and promote lifelong learning opportun
ities for all.  Available at:  Education 2030 Framework for Action   Accessed: 2 December 2022