Analyzing the Assumptions of a Policy Program

Abstract

This article demonstrates the value of theoretical ex-ante evaluation of policy programs. We show how a specific policy might not achieve its objectives and illustrate the elements of the policy, which need improvement. These conclusions are based on a reconstruction and evaluation of the theory behind a policy program that aims to increase productivity of schools in the Netherlands, the policy of ‘‘educational governance.’’ We chose this program for its interesting combination of measures on internal quality assurances as well as accountability and supervision. The evaluation clearly shows a flaw in the theory underlying the policy program, which threatens its potential effectiveness. Furthermore, we show that there is a risk of contrary and incompatible interests among actors, as well as some practical reasons why the program might not work. Adjustment of the program is recommended before implementation.

Education policy evaluation

“…Evidence shows that there is a relationship between better educational outcomes and certain systemic features, such as high-quality early childhood education and care, equitable school systems, increasing autonomy for some decisions, and improving accountability mechanisms. Research has noted some international convergence in terms of the types of policy actions introduced across education systems (Jakobi and Teltemann, 2011 [5]; Anderson-Levitt, 2003 [6]). Recent analysis of international evidence by the OECD Education Policy Outlook project (Box 1.1) also finds some agreement on the general principles of policy action to take (OECD, 2018 [7]).…”