Framing Policy

Problem
Earl Jan L. Santos

November 25
2023
Title:

Framing Educational
Policy Problem: A
Comprehensive Analysis
of Verification, Definition,
and Detailing

2
 ABSTRACT
Framing Educational Policy Problem:
A Comprehensive Analysis of Verification, Definition, and Detailing
This research delves into challenges in framing educational policy problem, specifically
examining the nuances of verification, definition, and detailing within the Philippine education system.
Complexities in identifying and defining issues hinder effective policymaking. The study investigates the
role of verification, explores methods for defining policy problems, analyzes stakeholder involvement,
and examines theoretical foundations in Philippine education policy framing. The findings offer insights
for evidence-based and contextually relevant interventions, particularly in the Philippines, providing
policymakers, educators, and researchers with practical recommendations for enhancing policy
effectiveness.

Keywords: Policy Problem, Policy Framing, Verification, Definition, Detailing, Philippine Education System, Policy
Analysis, Evidence-Based Policy, Contextual Policy Interventions
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Definition of Terms

1. Policy Problem – refers to a specific issue or challenge that requires attention,

analysis, and resolution through the development and implementation of policies.
2. Policy Framing - Policy framing is the process of strategically designing and
presenting policies. It involves shaping the narrative, defining the issues, and
emphasizing certain aspects to influence how the policy is perceived and
implemented.
3. Verification - Verification in policy refers to the thorough examination and validation
of proposed ideas, data, or solutions. It ensures that the information and
recommendations presented in a policy are accurate, reliable, and based on
evidence.
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Definition of Terms

4. Definition - Definition, in the context of policy, involves clearly and precisely

articulating the scope, goals, and parameters of a particular issue or challenge. It
provides a comprehensive understanding of the problem to guide effective policy
development.
5. Detailing - Detailing refers to the process of elaborating on the specifics of a policy,
including action plans, implementation strategies, and stakeholder involvement. It
involves outlining the steps and components needed to put a policy into practice.
6. Philippine Education System - The Philippine education system encompasses the
formal structure and processes of education in the Philippines. It includes basic
education (elementary and high school), higher education, and various policies and
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regulations governing the entire system.
Definition of Terms

7. Policy Analysis - Policy analysis involves systematically evaluating and assessing

policies to understand their implications, effectiveness, and potential impact. It
employs various research methods to inform decision-making and improve the quality
of policies.
8. Evidence-Based Policy - Evidence-based policy emphasizes the use of empirical
evidence, data, and research findings in the formulation and evaluation of policies. It
aims to ensure that policies are grounded in reliable information and have a higher
likelihood of success
9. Contextual Policy Interventions - Contextual policy interventions refer to the tailored
and situation-specific measures incorporated into policies to address the unique
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challenges and needs of a particular context or setting. It recognizes the importance of
adapting policies to local conditions for optimal impact.
Background of the Study

Global Challenges in Framing Educational Policy Problems

Dumas, M. J., & Anderson, G. (2014) | Coburn, C. E. (2006)

1. Quantitative Dominance and Qualitative Marginalization

• More numbers, Less Stories

2. Emphasis on Pragmatism Over Nuanced Understanding

• What Works Matters Most

3. Ideological Influences on Education Policies

• Big Ideas Steering Policies

4. Complexity of Developing Alternatives

• Hard to Find Alternatives

5. Limited Methodological Tools for Social Prediction 7

• Not Many Tools for Predicting Society

Background of the Study
Challenges in the Philippine Education System Context
Miralao, V. A. (2004)

1. Political Resistance and Reluctance

• Hesitation to use research findings in making decision

2. Ineffective Implementation
• Ineffective implementation of research recommendations

3. Bureaucratic Agenda and Resistance

• Challenges in aligning research recommendations with institutional plans

4. Influence of Powerful Actors

• Involvement of powerful social actors

5. Navigating the Socio-Political Context

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• Tailoring policies to be culturally, socially, and politically acceptable while

addressing the diverse needs of the population
Question

From your viewpoint, what do you

consider as the primary challenge
contributing to the existence of
loopholes in educational policies in
the Philippines? 9
Statement of the Problem

• Educational systems face intricate challenges that make it

difficult to precisely identify, define, and detail issues or policy
problems. This research explores the complexities involved in
understanding, defining, and detailing these challenges, with a
specific focus on the Philippine education system.

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Objectives

• To examine the theoretical foundations and conceptual frameworks

informing policy framing in Philippine education.
• To investigate the role of verification in framing education policy
problems.
• To explore methods for precisely defining policy problems within the
Philippine education sector.
• To analyze the key components and stakeholder involvement in
detailing policy problems within the Philippine education system.

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Research Questions

1. What theoretical foundations and conceptual frameworks inform

policy framing in Philippine education?
2. How does the verification stage contribute to effective policy framing
in the Philippine education system?
3. What methods are employed in precisely defining policy problems
within the Philippine education sector?
4. How do key components and stakeholder involvement influence the
detailing of policy problems in the Philippine education system?

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Scope and Delimitation

This research comprehensively explores policy framing within

the entire spectrum of the Philippine education system, encompassing
primary, secondary, tertiary / higher education institutions. With a
primary emphasis on verification, definition, and detailing processes,
the study aims to provide insights that are relevant across all levels of
education. While focusing on the Philippine education system, the
research maintains a global perspective to address educational
challenges on a broader scale.

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Significance of the Study

The findings of this research hold significance for policymakers,

educators, researchers, and stakeholders involved in shaping
educational policies, particularly within the Philippine education
system. By unraveling the complexities of policy framing, the study aims
to provide valuable insights that can inform evidence-based and
contextually relevant policy interventions in the Philippine education
system.

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Conceptual Framework

1. Theoretical Foundations of Policy Framing in Philippine Education

2. The Role of Verification in Education Policy Framing
3. Precision in Defining Policy Problems in Philippine Education
4. Analyzing Components and Stakeholder Involvement in Detailing
Education Policy Problems

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Methodology

A comprehensive document analysis is employed,

focusing on policy documents, reports, and relevant literature.
The analysis aims to extract insights related to verification,
definition, and detailing stages in policy framing within the
Philippine education system.

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Structural-Functionalism
Kingsbury, N., & Scanzoni, J. (1993)

• Roots in Sociological Giants

• Educational System as a Living Organism
• Systemic Needs and Policy Functions
• Structures and Inter-relationships
• Adaptability to Change
• Analytical Lens for Understanding
• Relevance Amid Contemporary Challenges
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Critical Theory
Rein, M., & Schön, D. (1996)

• Emphasizes the examination of power dynamics and social

inequalities
• Challenges the notion of neutral or objective policy framing
• Scrutinizes how policy framing may perpetuate or challenge
existing social injustices
• Encourages a deeper analysis of language, narratives, and
ideologies in policy framing
• Focuses on uncovering hidden assumptions, biases, and power
relations in policy discourse 18
 Contructivism
Saurugger, S. (2017)

• Policies are not objective realities but socially constructed products influenced by
various actors and their interpretations.
• Social Construction: Policies are seen as socially constructed entities shaped by the
interactions, interpretations, and perspectives of individuals and groups involved in
the policy-making process.
• Subjectivity of Knowledge: Knowledge is subjective and context-dependent.
Different actors may interpret educational issues differently, leading to diverse
policy framings.
• Active Participation: Actors in the education system, including policymakers,
educators, and stakeholders, actively participate in shaping policies based on their
understanding, experiences, and social contexts.

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Contructivism
Saurugger, S. (2017)

Application to Educational Policy Framing:

• Diverse Interpretations
• Interactive Policy-Making
• Contextual Understanding
Implications:
• Flexibility
• Continuous Learning

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Question

Why is it essential for the framing of

educational policies to be rooted in
significant theoretical foundations?

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The Role of Verification in
Education Policy Framing
Morse, J. M., Barrett, M., Mayan, M., Olson, K., & Spiers, J. (2002)

• Verification ensures the accuracy and credibility of education

policies.
• It involves fact-checking, reviewing data, and confirming the
reliability of information.
• The role of verification is crucial in maintaining the integrity of the
policy framing process.
• It helps prevent the inclusion of inaccurate or misleading
information in educational policies.
• Verification contributes to the overall effectiveness and
trustworthiness of education policy initiatives.
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Methods in Defining Policy Problems in Philippine
Education

• Data Collection and Analysis

• Stakeholder Consultations
• Policy Document Analysis
• Comparative Analysis
• SWOT Analysis
• Environmental Scan
• Education Indicators and Assessment

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Data Collection and Analysis
Peersman, G. (2014)

Description:

Utilizing both quantitative and qualitative data to

understand trends, disparities, and performance metrics within
the education system, informing evidence-based decision-
making.

Example:

Analyzing standardized test scores, dropout rates, and

teacher-to-student ratios to identify areas where students are
struggling and to assess the overall effectiveness of current 24

teaching methods.
Stakeholder Consultations
Helbig, N., Dawes, S., Dzhusupova, Z., Klievink, B., & Mkude, C. G. (2015)

Description:

Engaging with a diverse range of stakeholders, such as

teachers, students, parents, administrators, and community
members, through interviews, focus groups, or surveys to gather
firsthand insights.

Example:

Conducting meetings with parents and teachers to discuss

concerns related to the implementation of a new curriculum,
including challenges faced by both educators and students. 25
Policy Document Analysis
Cardno, C. (2018)

Description:

Examining existing educational policies, laws, regulations,

and guidelines to identify strengths, weaknesses, and gaps in the
current policy landscape.

Example:

Reviewing the national curriculum guidelines to identify

areas where the content may be outdated or lacks alignment with
the evolving needs of the job market.
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Comparative Analysis
Howlett, M., & Mukherjee, I. (2018)

Description:

Benchmarking the education system against successful

international or regional models to identify best practices and
areas for improvement.

Example:

Studying the education systems of countries with high

literacy rates and successful STEM programs to understand how
their policies contribute to academic excellence.
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SWOT Analysis
Quoc Hung, L. N. (2006)

Description:

Conducting a SWOT analysis (Strengths, Weaknesses,

Opportunities, Threats) to assess internal and external factors
affecting the education system.

Example:

Identifying strengths such as a well-trained teaching

workforce, weaknesses like outdated infrastructure, opportunities
such as advancements in educational technology, and threats like
budget constraints. 28
Environmental Scan
Chrusciel, D. (2011)

Description:

Examining broader societal and economic trends to ensure

that education policies align with the evolving needs of the
country.

Example:

Considering the impact of demographic changes,

technological advancements, and economic shifts on the skills
and knowledge students need for future employment
opportunities. 29
Education Indicators and Assessment
Planty, M., & Carlson, D. (2015)

Description:
Developing and using key performance indicators (KPIs) to
measure the effectiveness of education policies, including
standardized testing and assessments.

Example:

Implementing a system of KPIs to track improvements in

student literacy rates, teacher professional development, and
infrastructure development in schools.

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Analyzing Components and Stakeholder
Involvement in Detailing Education Policy Problems
Helbig, N., Dawes, S., Dzhusupova, Z., Klievink, B., & Mkude, C. G. (2015)

• Deconstructing Complexity
• Stakeholder Synergy
• Multi-perspective Insights
• Power Dynamics Examination
• Effective Collaboration Models
• Ensuring Representation
• Balancing Interests
• Strategic Engagement
• Iterative Detailing 31
Question

How does the process of verifying,

defining, and detailing a policy
problem contribute to its overall
significance and effectiveness?
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Findings

The verification stage emerged as a critical component

in the process, contributing significantly to the effectiveness
of policy framing. Through meticulous examination and
validation, the policies crafted gained credibility, ensuring
they were well-grounded and aligned with the needs of the
Philippine education system.

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Findings

Methods for precisely defining policy problems proved

to be a crucial facet of the framing process. The nuanced
approach to problem definition unveiled a spectrum of issues
within the education sector, paving the way for targeted and
effective policy solutions.

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Findings

The exploration of key components and stakeholder

involvement shed light on the collaborative nature of detailing
policy problems. The synergy among diverse stakeholders
brought multi-perspective insights to the forefront,
acknowledging the importance of inclusive representation and
strategic engagement.

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Conclusion

It becomes evident that the framing of policy problems in

Philippine education is not a singular act but a multifaceted process
deeply woven into the fabric of theoretical foundations, verification
intricacies, precise problem definition, and collaborative detailing. The
insights gained from this exploration provide a valuable roadmap for
policymakers, educators, and stakeholders alike, offering a holistic
perspective on the art and science of framing education policies in the
dynamic context of the Philippines.

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References
Dumas, M. J., & Anderson, G. (2014). Qualitative research as policy knowledge: Framing policy problems and transforming
education from the ground up. Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas, 22, 1-21.
Coburn, C. E. (2006). Framing the Problem of Reading Instruction: Using Frame Analysis to Uncover the Microprocesses of
Policy Implementation. American Educational Research Journal, 43(3), 343-349. https://doi.org/10.3102/00028312043003343
Miralao, V. A. (2004). The impact of social research on education policy and reform in the Philippines. International Social
Science Journal, 56(179), 75-87.
Kingsbury, N., & Scanzoni, J. (1993). Structural-functionalism. In Sourcebook of family theories and methods: A contextual
approach (pp. 195-221). Boston, MA: Springer US.
Rein, M., & Schön, D. (1996). Frame-critical policy analysis and frame-reflective policy practice. Knowledge and policy, 9(1),
85-104.
Saurugger, S. (2017). Constructivism and public policy approaches in the EU: from ideas to power games. In Frameworks of the
European Union's Policy Process (pp. 82-100). Routledge.
Morse, J. M., Barrett, M., Mayan, M., Olson, K., & Spiers, J. (2002). Verification strategies for establishing reliability and
validity in qualitative research. International journal of qualitative methods, 1(2), 13-22.
Peersman, G. (2014). Overview: Data collection and analysis methods in impact evaluation. UNICEF Office of Research-
Innocenti.
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Helbig, N., Dawes, S., Dzhusupova, Z., Klievink, B., & Mkude, C. G. (2015). Stakeholder engagement in policy development:
observations and lessons from international experience. In Policy Practice and Digital Science: Integrating Complex Systems,
Social Simulation and Public Administration in Policy Research (pp. 177-204). Cham: Springer International Publishing.
References
Cardno, C. (2018). Policy Document Analysis: A Practical Educational Leadership Tool and a Qualitative Research
Method. Educational Administration: Theory & Practice, 24(4), 623-640.
Howlett, M., & Mukherjee, I. (2018). The contribution of comparative policy analysis to policy design: articulating principles of
effectiveness and clarifying design spaces. Journal of Comparative Policy Analysis: Research and Practice, 20(1), 72-87.
Quoc Hung, L. N. (2006). Using SWOT analysis to understand the institutional environments: A guide for Can Tho
University. Essays in Education, 18(1), 12.
Chrusciel, D. (2011). Environmental scan: Influence on strategic direction. Journal of Facilities Management, 9(1), 7-15.
Planty, M., & Carlson, D. (2015). Understanding education indicators: A practical primer for research and policy. Teachers
College Press.

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Question

Why do you think it’s important to

frame the policy problem
effectively?
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