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Acting on equity? How municipalities (fail to) deal with evidence in education. Between technocracy and post-truth : understanding evidence-based policy

Salikram, K.M. (2021) Acting on equity? How municipalities (fail to) deal with evidence in education. Between technocracy and post-truth : understanding evidence-based policy.

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Abstract:In this thesis, the research aims to understand how the same evidence can be interpreted and acted upon differently in local policymaking processes. The research question is posed as follows: “Why does one municipality in the Netherlands (Almere) act on the available evidence in developing their local educational policies while another (The Hague) does not?”. Based on two hypothesis, an answer to the research question was formulated. The first hypothesis concerns rational choice theory and its characteristics and the second hypothesis is about framing theory and its respective features. A combination of primary and secondary data was used in a content analysis in order to analyse the two hypotheses. Following the analyses, it can be concluded that rational choice theory offers a better explanation for the differences than framing theory. Almere and The Hague have different values and goals and their cost-benefit analysis took into account their varying budgets. Almere focuses on strengthening the relationship between the school, parents, and children with a focus on environment of the child in order to facilitate them with reaching their full potential. Whereas The Hague is more school-oriented by focusing on smoothening the transitions between the different types of schools and tackling the issue of under-advising. Furthermore, their budgets and cost-benefit analysis are also different, partly because of the difference in values and goals.
Item Type:Essay (Bachelor)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:88 social and public administration
Programme:Management Society and Technology BSc (56654)
Link to this item:http://purl.utwente.nl/essays/87643
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