Alejos, Benjamin
ID: 302411024
Reading notes of UNESCO handbook on education policy analysis and programming,
volume 1: education policy analysis
1. Purpose and scope of the manual
This manual aims to serve, through a structured and easy-to-understand explanation, as a
tool to facilitate the understanding of educational policies, from their definition to the steps to
follow and the national and international conditions to be taken into account when
formulating, implementing, and evaluating them.
As mentioned in the manual itself, it is intended for UNESCO staff to guide them in actively
participating in dialogues and discussions on educational policies that take place among
stakeholders in member countries. However, I also consider this manual to be very helpful
for anyone who wishes to learn more about the foundations of educational policymaking.
This manual primarily provides a framework for analyzing educational policies, key problems
that must be addressed in the field of education and brought to light through guiding
questions, as well as a set of tools that are useful for analyzing such policies.
2. Conceptual framework and approach
Taking a descriptive-analytical approach, the first part of the manual begins by presenting
key terms for understanding what education policy is and what should be taken into account
when developing policies. It defines a "policy as a general statement that establishes the
main objectives and priorities of government," which is based on the constitutional
framework and can be specific or general. This means that an educational policy outlines the
objectives that a given government wishes to achieve in this field within a specific timeframe.
To better understand this concept, the manual also presents the definitions of "strategy" and
"plan," showing that they are not the same as policies but rather are key complements when
implementing a policy.
It also explains the importance of understanding that educational policies cannot be
implemented in isolation, as they are influenced by various factors, both external and
internal. In the case of external factors, the manual focuses on the global priorities pursued
by various international organizations and plans, such as UNESCO and the World Bank
through the Education for All movement and the Millennium Development Goals, as well as
the aid that various countries can receive from donors such as NGOs and international
conventions.
In the case of internal factors, it presents the other sectors, such as the economic, social,
and sociodemographic, that can influence and are influenced by these policies.
3. Personal reflection and comments
I believe this manual (Part 1) is a very easily digestible way to understand the foundations of
what an educational policy is and what factors influence its implementation. It begins by
posing and answering questions that are both basic and fundamental to understanding what
an educational policy is. Although it is aimed at UNESCO members, I believe this manual
should be required reading for both undergraduate and graduate students interested in the
field of education, and especially for those who wish to specialize in the field of educational
development and administration.
Reading this manual, especially the section related to the context of national policy, which
poses guiding questions to consider when developing policies, I felt compelled to try to
answer them based on the situation in my country, Peru. For example, in the case of
questions related to the members involved in the development of educational policies, I was
reminded that the National Education Project to 2036 is currently in effect. It was developed
by the National Education Council, which is composed of various teachers and individuals
linked to the development of educational policies, or who work as educational analysts or are
practicing teachers, and who have diverse political ideologies. This project clearly addresses
the country's cultural and social diversity, as well as the elements for training students with
the necessary skills for the world of work, among other aspects. Also, thanks to the
questions posed in the manual, I was able to reflect on the influence of political parties and
how essential it is to have the support of political forces for the approval of educational
policies.
References.
UNESCO. (2013). UNESCO Handbook on Education Policy Analysis and Programming,
Volume 1: Education Policy Analysis. Paris: UNESCO Publishing.
Ministry of Education (MINEDU). (2020). National Education Project to 2036: The Challenge
of Full Citizenship [Government report]. Lima, Peru: National Council of Education.
