This book presents new perspectives and crucially, solutions, as it re-examines the arguments in favor of an evidence-informed approach to education policy in today’s altered landscape. It spotlights the factors that lead to a wide variety of evidence and perspectives being disregarded by policy makers and sets out why a paradigm of partnership between researchers and policy-makers is required in order to improve the future for policy development. It is grounded both in empirical and theoretical analysis from a review of existing literature and from interviews held with senior education policy makers and other players on the policy development scene.
This book presents new perspectives and crucially, solutions, as it re-examines the arguments in favor of an evidence-informed approach to education policy in today’s altered landscape. It spotlights the factors that lead to a wide variety of evidence and perspectives being disregarded by policy makers and sets out why a paradigm of partnership between researchers and policy-makers is required in order to improve the future for policy development. It is grounded both in empirical and theoretical analysis from a review of existing literature and from interviews held with senior education policy makers and other players on the policy development scene.
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