Abstract
In complementary to framing comparative policy analysis by policy cycle and policy sub-systems approaches, this article aims to articulate the policy design perspectives to comparative policy studies. We argue that comparing policy causations, policy instruments, policy interventions, and evaluation strategies across countries from different comparative angles helps to redefine the commonalities and differences that go beyond linear and multi-layered perspectives. By using the cases of the education policies of Finland, Singapore, and Australia, this article illustrates that different designs started from different conceptualisations of causations concerning the perceptions of education problems and appropriate solutions. This entry point stimulates each country to design policy goals, instruments, interventions, and evaluations. Finland has developed an equity-based education policy, while Singapore’s education is merit-based, emphasising ranking systems and competition. Australia has embarked upon a market-based education policy to suit the neo-liberal conditions of the market economy. These divergences from the implication of the comparative policy design analysis framework can contribute to a better understanding of the policy domain by moving from ideation to action and learning within and across countries.
Author Information
Phuntsho Wangdi, School of Public Policy– Chiang Mai University, Thailand
Piyapong Boossabong, School of Public Policy– Chiang Mai University, Thailand
Paper Information
Conference: SEACE2023
Stream: Educational policy
This paper is part of the SEACE2023 Conference Proceedings (View)
Full Paper
View / Download the full paper in a new tab/window
To cite this article:
Wangdi P., & Boossabong P. (2023) Comparative Policy Design Analysis: An Integrated Approach for Unpacking the Education Policies of Finland, Singapore, and Australia ISSN: 2435-5240 The Southeast Asian Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2435-5240.2023.35
To link to this article: https://doi.org/10.22492/issn.2435-5240.2023.35
Comments
Powered by WP LinkPress