Exploring the relationship between policy generation and policy implementation : an investigation of testbed learning communities pilot
Thesis or dissertation
- © 2008 Raymond Shore. All rights reserved. No part of this publication may be reproduced without the written permission of the copyright holder.
This thesis explores the relationship between policy development and policy implementation with particular reference to the Testbed Learning Communities Pilot as outlined in the Skills Strategy (2003). The policy process, it is argued, is an important aspect of government and, as such, successful implementation is a desired outcome. The key proposition at the heart of this research is that: the relationship between policy generation and policy implementation is critical to the achievement of the intended policy outcomes. This thesis begins by discussing the concepts of Lifelong Learning and Learning Communities within the context of globalisation and it is argued that globalisation exerts an influence on public policy. This is particularly apparent in the fields of learning and skills, which, through the Skills Strategy (2003), are connected directly to economic success.
Case studies of two Testbed Learning Communities contextualise the policy implementation process and from the subsequent analysis four common themes emerge. These are evaluation, project duration, axiological issues and the extent to which the project took account of existing practice. The analysis and discussion of themes from the case studies supports the proposition above and also suggests that the policy process undermined the achievement of the intended policy outcomes. This thesis proposes that the values deployed in support of policy should be a fundamental part of the policy process, providing the framework within which policy can be defined and deployed. The implications of the findings from this research lead to a conclusion that a change is required in the way that policy is developed and implemented and that this change must begin within the political culture of the government itself.
- Centre for Educational Studies, The University of Hull
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