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Evidens för evidens: Tre kunskapstyper i skolpolitiskt reformarbete

Hallberg, Petter LU (2017) STVK02 20162
Department of Political Science
Abstract
This study examines how three different types of knowledge (political, practical and scientific) are being expressed in Swedish school policy and specifically the process of introducing ratings in fourth grade. Toulmin model of argumentation and content analysis is used to summarize and interpret the governmental reports and the referral responses preceding the proposal. It aims to outline the prospects for evidence-based policy (EBP) and also to contribute to a recent discussion amongst scholars about the state of the Swedish commissions of inquiry and the referral system. According to EBP, policy makers should seek to maximize the degree of evidence in decision-making. The idea is that politicians formulate the main goals and evidence... (More)
This study examines how three different types of knowledge (political, practical and scientific) are being expressed in Swedish school policy and specifically the process of introducing ratings in fourth grade. Toulmin model of argumentation and content analysis is used to summarize and interpret the governmental reports and the referral responses preceding the proposal. It aims to outline the prospects for evidence-based policy (EBP) and also to contribute to a recent discussion amongst scholars about the state of the Swedish commissions of inquiry and the referral system. According to EBP, policy makers should seek to maximize the degree of evidence in decision-making. The idea is that politicians formulate the main goals and evidence (systematic research) provides politicians with means that guarantee certain outcomes. In this way effective policy processes can be achieved. It is argued in this study that a diversity of ‘policy relevant’ expertise characterizes policy processes and thus that multiple types of expertise must be considered in policy making. The main conclusion to be drawn is therefore that the prospects for EBP, understood as one knowledge base (the scientific) guiding policy making in Swedish policy, are weak and particularly in school policy. (Less)
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author
Hallberg, Petter LU
supervisor
organization
course
STVK02 20162
year
type
M2 - Bachelor Degree
subject
keywords
policymaking, evidence, commissions of inquiry, referral system, school politics, public administration
language
English
id
8896864
date added to LUP
2017-02-08 15:19:00
date last changed
2017-02-08 15:19:00
@misc{8896864,
  abstract     = {This study examines how three different types of knowledge (political, practical and scientific) are being expressed in Swedish school policy and specifically the process of introducing ratings in fourth grade. Toulmin model of argumentation and content analysis is used to summarize and interpret the governmental reports and the referral responses preceding the proposal. It aims to outline the prospects for evidence-based policy (EBP) and also to contribute to a recent discussion amongst scholars about the state of the Swedish commissions of inquiry and the referral system. According to EBP, policy makers should seek to maximize the degree of evidence in decision-making. The idea is that politicians formulate the main goals and evidence (systematic research) provides politicians with means that guarantee certain outcomes. In this way effective policy processes can be achieved. It is argued in this study that a diversity of ‘policy relevant’ expertise characterizes policy processes and thus that multiple types of expertise must be considered in policy making. The main conclusion to be drawn is therefore that the prospects for EBP, understood as one knowledge base (the scientific) guiding policy making in Swedish policy, are weak and particularly in school policy.},
  author       = {Hallberg, Petter},
  keyword      = {policymaking,evidence,commissions of inquiry,referral system,school politics,public administration},
  language     = {eng},
  note         = {Student Paper},
  title        = {Evidens för evidens: Tre kunskapstyper i skolpolitiskt reformarbete},
  year         = {2017},
}