Educational Policy Analysis

Code:

DE209

Acronym:

PE

Keywords
Classification	Keyword
CNAEF	Social Studies/Public Policies / Educational Sciences

Instance: 2012/2013 - 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	15	Official Curricular Structure	1	-	6	49	162

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 discursive matrixes of educational discourses - To relate the social sciences field to the field of educational policy analysis. - To know theories and methodologies in policy studies in education. - To identify different methods and techniques of educational policy analysis - To analyse educational policy texts. - To analyse the reconfiguration of public institutions, mainly education institutions.

Learning outcomes and competences

Competencies:

- Identification of the theoretical and methodological implications of the approaches for the policy analysis.

- Identification of the the political ‘themes’ in educational policies.

- Categorization of the arguments driven by schools of political thought. Learning outomes:

- Performing analyse educational policies.

Working method

Presencial

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
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
RIZVI, F., & LINGARD, B. ; Globalizing Education Policy, Routledge
STOER, Stephen R. e MAGALHÃES, António M.; A Diferença somos nós – a gestão da mudança social e as políticas educativas e sociais, Afrontamento, 2005

Teaching methods and learning activities

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

keywords

Social sciences

Evaluation Type

Distributed evaluation without final exam

Assessment Components

Description	Type	Time (hours)	Weight (%)	End date
Participating in the sessions	Participação presencial	24,00	25,00
Paper	Trabalho escrito	50,00	75,00
	Total:	-	100,00

Amount of time allocated to each course unit

Description	Type	Time (hours)	End date
Face to face interaction	Frequência das aulas	24
Individual and small group tutory	Trabalho laboratorial	15
Text Analysis	Trabalho de investigação	35
Debate	Frequência das aulas	10
Writing of short texts	Estudo autónomo	14
Writing a paper	Estudo autónomo	50
Team work	Trabalho laboratorial	14
	Total:	162,00

Eligibility for exams

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

Calculation formula of final grade

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.