Participatory practices in policy-making: Negotiating democratic outcomes or manoeuvring for compliance?
International Journal of Educational Development Volume 29, Number 3 ISSN 0738-0593 Publisher: Elsevier Ltd
This article explores the nature of participatory practices in policy-making in basic education and their impact on the directions and outcomes of policy. Drawing on theoretical developments in policy studies, the focus is on non-formal education as a policy challenge for EFA. Data are presented from a recent field study undertaken in Uganda of the process to establish a policy framework for basic education for disadvantaged children. A multi-dimensional frame is used for the analysis of the practice of policy development. It is argued that NFE, because of its amorphous and marginal nature, is an important arena for contesting the orthodoxy of educational thinking, policies and practices. Yet the full engagement by all stakeholders by itself cannot guarantee a democratic outcome, as the nature of policy processes may allow for counter-actions that preserve the existing education hierarchy.
Hoppers, W. Participatory practices in policy-making: Negotiating democratic outcomes or manoeuvring for compliance?. International Journal of Educational Development, 29(3), 250-259. Elsevier Ltd.
- (Ugandan) Ministry of Education and Sports
- Alternative Basic Education for Karamoja
- Complementary Opportunities for Primary Education
- Education for all
- Educational Anthropology
- educational policy
- Educationally Disadvantaged
- Government White Paper in Education (1992)
- Institutional diversity
- National Resistance Movement (Uganda)
- non-formal education
- non-government organisation
- Primary Education
- Save the Children Fund (Alliance)
- sector-wide approach
- Uganda Bureau of Statistics
- universal primary education