Analysis of Educational Policies

Code:

DE203

Acronym:

APE

Keywords
Classification	Keyword
OFICIAL	Social Studies/Public Policies

Instance: 2011/2012 - 1S

Active?	Yes
Responsible unit:	Education Sciences
Course/CS Responsible:	Master Degree in Educational Sciences

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MCED	11	Official Curricular Structure	1	-	6	-

Teaching language

Portuguese

Objectives

The curricular unit Education Policy Analisys (EPA) aims at providing students with competences to analyse texts, discourses and political processes in education, by identifying the action of the diverse agents in education and their consequences. The Curricular Unit EPA intends to broaden the analysis of the nature of political discourses and practices and to identify their social and educational effects. Having in mind the profile of graduates aimed at, this latter dimension pretends to develop individual, social and professional reflexivity and, by doing so, to create the conditions for the exercise of the ‘sociological imagination’, i.e., the competence to build and to propose alternatives.
Objectives:
- To identify the modern discursive matrix of given educational discourses
 To relate the social sciences field to the field of educational policy analysis.

- To handle theories and methodologies in policy studies in education
 To identify different methods and techniques of educational policy analysis
 To discuss the theoretical and methodological implications of the approaches identified

- To analyse educational policy texts
 To identify the political ‘themes’ in educational policies (e.g., individualism, human nature, the Keynesian consensus on the Welfare state, the market as regulation, etc. and education).
 To map out education policies by means of construction of analytical frameworks based on the perspectives developed in the course.
 To analyse and categorize the arguments driven by schools of political thought such as the Austrian school and the Chicago school
 To analyse the reconfiguration of public institutions, mainly education institutions.
 To identify the impact of the Theory of Public Choice and the Agency Theory in education policies.

- To refer the educational mandates to the global, national and local levels (and to their interaction)
 To identify the impact of globalization/Europeanization in education policies.
 To identify the consequences for education policies of the specificity of Portugal in the context of the European development.

- To analyse educational policies in Portugal in the framework of the creation of the so-called “knowledge society and economy”
 To identify consequences for the Portuguese context of the reconfiguration of the educational mandate addressed to education on the basis of the “knowledge society and economy”

Program

I. Policy while discourse and text
i. Structuralist and post-structuralist perspectives: language, text, discourse and social reality.
ii The reconfiguration of social, public and educational policies in an era of transition.

II. Theories and methods for education policies study
i. Systems theory; pluralism; Marxism; neoliberalism. The project of social sciences.
ii. Discourse analysis (E. Laclau and C. Mouffe ; N. Fairclough), education policy analysis (J. Codd) and the ‘policy cycle’ (Ball e Bowe).

III. The ‘themes’ of educational policies
i. Classical liberalism (human nature, individualism, propriety and education)
ii. Social-democratic liberalism (the Keynesian consensus about Welfare state and education).
iii. Neoliberalism (the market regulation) - The ‘New Right’ and neoliberalism.
- The Austrian school and the Chicago School (political and methodological individualism).
- Neoliberalism (the Public Choice Theory and the Theory of Agency) and the reconfiguration of educational institutions.

IV. State and society in Portugal – educational policies and education
i. Portugal semi-peripheral position in the world-system and the specificities of Portuguese state.
ii. Educational policies and the development of Portuguese educational system
iii. The reconfiguration of the educational mandate in the context of the knowledge and economy of knowledge.

Mandatory literature

CODD, John A.; "The Construction and Deconstruction of Educational Policy Documents", Journal of Education Policy, 3, 3, 235-247,, 1988
CODD, John A. ; "The Construction and Deconstruction of Educational Policy Documents", Journal of Education Policy, 3, 3, 235-247, 1988
Magalhães António M.; A^escola para todos e a excelência académica. ISBN: 972-8562-05-5
MAGALHÃES, António M. E, STOER, Stephen R. ; A escola para todos e a excelência académica , Profedições, 2002
PHILLIPS, L. and JORGENSEN, M; Discourse Analysis as Theory and Method, Sage Publications, 2004
OLSSEN, M., CODD, J. and O’NEILL, A.-M. ; Education Policy: Globalization, Citizenship & Democracy, Sage Publications, 2004
PHILLIPS, L. and JORGENSEN, M. ; Discourse Analysis as Theory and Method, Sage Publications, 2004
OLSSEN, M., CODD, J. and O’NEILL, A.-M.; ;Education Policy: Globalization, Citizenship & Democracy, Sage Publications, 2004
STOER, Stephen R. e MAGALHÃES, António M.; A Diferença somos nós – a gestão da mudança social e as políticas educativas e sociais. , Ed. Afrontamento, 2005
STOER, Stephen R. e MAGALHÃES, António M.; A Diferença somos nós – a gestão da mudança social e as políticas educativas e sociais, Afrontamento, 2005
Rizvi, F., & Lingard, B. ; Globalizing EducationPolicy, Routledge, 2010

Teaching methods and learning activities

Presentations by the teacher, debate, presentations by the sudents. Individual and team work.

keywords

Social sciences
Social sciences

Evaluation Type

Distributed evaluation without final exam

Assessment Components

Description	Type	Time (hours)	Weight (%)	End date
Attendance (estimated)	Participação presencial	26,00
Team work	Participação presencial	14,00
Tutorial meetings (individual and small groups)	Participação presencial	15,00
Analysis of texts	Trabalho laboratorial	35,00
Debate	Participação presencial	10,00
Writing short papers	Teste	12,00
Writing a paper	Trabalho escrito	50,00
	Total:	-	0,00

Eligibility for exams

The students must attend at least 75% of the sessions.

Calculation formula of final grade

According to the Regulation of Students’ Assessment of the University (Deliberation n. 1536/2005, 23rd November of the University Senate): distributed evaluation without final exam.

The process will develop as follows:

i. Participation in the tasks distributed in each session
ii. Elaboration of a scheme to develop a scientific paper
iii. Writing a 3000 paper (references included) with the following features:

 Identification of a problematic (theoretical introduction/ literature review)
 Identification and justification of a methodology for policy analysis
 analysis of a policy or a corpus of policy texts
 discussion of the results and conclusion
 references

The final mark of the curricular unit is expressed in a 0-20 scale. The implication of the students in the tasks i. and ii. will be evaluated with a maximum of 25% of the 0-20 scale. The paper referred to in iii. will be evaluated with a maximum of 75% of the 0-20 scale.
The final mark is the result of the sum of the two components of the process [(i+ii) + iii] = final mark). The tasks i. and ii. without the final paper will not be evaluated. In this situation, students can use the extra assessment forms.

Special assessment (TE, DA, ...)

The students legally authorised to not attending the sessions will deliver, besides the paper referred to above, two reports on the bibliography about theme 1 and another on about theme 2.

Classification improvement

Those students whishing to improve their evaluation or those who could not meet the regular procedures can (re)write the paper or be submitted to an oral examination about it.