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Formulating educational policy in sub-Saharan Africa : a working paper for discussion at the DAE"s [Association for the Development of African Education] 1995 biennial plenary meeting, October 1995 -- Tours, France
Sign inASSOCIATION FOR THE DEVELOPMENT OF AFRICAN EDUCATION
Formulating educational policy in sub-Saharan Africa : a working paper for discussion at the DAE"s [Association for the Development of African Education] 1995 biennial plenary meeting, October 1995 -- Tours, France
Governments use a three-phase process to formulate policy in the education sector, comprised of problem analysis and policy formulation; decision making, sensitization, and legal adoption; and implementation, monitoring, and adjustment.
1995
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Abstract
This paper explains each of these phases in detail, drawing upon six case studies -- Benin, Ghana, Guinea, Mauritius, Mozambique, and Uganda -- to illustrate how these different phases work in practice. The major themes raised in this paper are that policy formulation is non-linear process, and that successful policy formulation and implementation are greatly enhanced by two key factors: broad-based participation of all major stakeholders; and strong and stable leadership. (Author abstract, modified)
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