ET7750 Appendix 2 Template for the Coding Schedule. Complete 1 template for each policy document. You must attach as an appendix to the policy anal

Case (the full reference of the policy document. Relevant to which SDG Typology of policy tools what is the policy tool? Child Rights

Insert the code

Copy the data- the unit of analysis Neoliberalism

Insert the code

Copy the data the unit of analysis Interpretation.

Construct meaning

How are specific ideologies present in the document? What does this mean for how SDG 4 is understood and implemented?

What are the critical points that policy actors will need to consider in different country contexts?

ET7750 Appendix 1 coding manual This will be the same for all students.

Typology of policy tools

Policy tools can be included in the SDG4 policy initiatives or recommended for use of state governments

Type of policy tool Code

Formal regulations or legislation T1

Voluntary agreements T2

Legal penalties T3

Public education T4

Funding of research T5

Provision of advisory services to stage governments via NGOs. T6

Provision of resources (guidance on how to move forward). T7

Economic incentives T8

Providing service directly for free or via the NGO T9

Providing services via a market T10

Ideas/practices informed by an ideology of neoliberalism Code

Less state policy N1

Reduction of state services N2

Policy promotes competition amongst practitioners and students; there is an acceptance of measures of performance (e.g. examinations). N3

The belief of policy makers that investment in individuals education will solve economic problems. N4

Education and training increase cognitive capacity and this leads to increased productivity and increased earnings. N5

State is the instigator and regulator of a market N6

Education is a commodity which can be traded for money or status in a market N7

Policy creates a competitive market approach in which goods (qualifications, curriculum, expert labour) are branded and traded. N8

Education can be publicly provided (funded) but privately accessed and distributed N9

Professionals must be monitored and assessed through external targets and regulations N10

Policy promotes competition rather than collaboration between institutions, practitioners and students. N11

Efficiency and monetised values are privileged over social values such as diversity, equity, well-being and care. N12

Ideas/practices informed by an ideology of child rights(below are examples you can adapt or select or add) Code

Policy and provision should be informed by principles of universalism . R1

Policy and provision should be informed by principles of non-discrimination.

R2

The best interests of the child should be the primary consideration R3

Education should support childrens right to survival and development. R4

Policy makers should evidence respect for the views of the child and treat them as citizens. R5

Children have a right to free and compulsory elementary education. R6

Secondary education should be available and accessible. R7

Children should be made aware of and educated on their rights. R8

ET7750 Exemplar for a Coding Schedule. The exemplar begins to analyse SDG 4.1

Case (the full reference of the policy document. Relevant to which SDG Typology of policy tools what is the policy tool? Child Rights

Insert the code

Copy the data- the unit of analysis Neoliberalism

Insert the code

Copy the data the unit of analysis Interpretation.

Construct meaning

How are specific ideologies present in the document? What does this mean for the ways in which SDG 4 is understood and implemented? What are the critical points that policy actors will need to consider in different country contexts?

UNESCO (2016) Education 2030: Incheon Declaration and Framework for Action for the implementation of Sustainable Development Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Available at: Education 2030 Framework for Action Accessed: 2 December 2022.

4.1 T2

T7 Para 30.

R2, R6 and R7

The provision of 12 years of free, publicly funded, inclusive, equitable, quality primary and secondary education of which at least nine years6 are compulsory, leading to relevant learning outcomes should be ensured for all, without discrimination. The provision of free education includes the removal of cost-related barriers to primary and secondary education.

Para 31.

N5 and N10

Upon completion of the full cycle of primary and secondary education, all children should have established the building blocks of basic literacy and numeracy skills and achieved an array of relevant learning outcomes as defined by and measured against established curricula and official standards, including subject knowledge and cognitive and non-cognitive skills,7[xx] that enable children to develop to their full potential. SDG 4.1 focused on the extension of provision of primary and secondary education and the importance of evidencing outcomes for all children.

Ideologies of child rights present in this framework for action.

In terms of child rights the policy document reflects the principle of non discrimination and universalism (Article 2). In paragraph 34 (indicative strategies) it is suggested that state governments legislate for 12 years of free publicly funded provision. As a policy tool legislation has a significant role to play however, there is a risk of policy being a symbolic action (Cairney, 2020) if state governments have not engaged with a range of policy actors and institutions as indicated in the policy process (Cairney, 2020). Policy actors in countries where the provision of 12 years of free publicly funded provision remains a significant challenge may need a broader range of strategies particularly in relation to educating children on their human rights (Article 42) and on engagement with communities in the management of schools.

In the UNESCO (2016) framwork for action there is an emphasis on the neoliberal approach to education. This is reflected in paragraph 31; with the narrow focus on literacy and numeracy and recommendations for standardized assessment. Implicit in the statement is the link between education, increasing cognitive capacity and increased productivity (Olssen et al, 2004). Policy actors needs to be mindful that a focus on education as a private good, where returns accrue to the individual may obscure the role of education in developing moral, social and political awarneness (Olssen, 2004).

As above 4.1 T1 and T7 Para 34.

R2 and R8

Define standards and review curricula to ensure quality and relevance to the context, including skills, competencies, values, culture, knowledge and gender responsiveness. A substantial proportion of the framework for action is informed by a neoliberal agenda of measurement and assessment of outcomes for children. However, actions are recommended for the development of curricular standards to ensure that they are relevant to values/culture in particular contexts. This provides policy actors in xxx country with the opportunity to progress Article 2 of the UNCRC relating to non-discrimination.