A Systematic Process for Educational Policy Development in the Canadian Armed Forces (2007)

Research Paper Title

A Systematic Process for Educational Policy Development: Based on a Systems Approach to Training and Project Management

Abstract

In the Canadian Forces leadership is considered to be the paramount skill of all members. For Training Development Officers, one method of displaying leadership is through the careful consideration of educational policy and its skilful implementation. If we do not take the time to write carefully considered policy, then students and their issues are managed according to the values and beliefs of individual decision makers. Normally this is fine, but when it negatively impacts students or teachers then neither equality nor equity is achieved.

In the Canadian Forces we follow a systematic process for training development, but not for training and education policy development. The five characteristics of systematic policy development are discussed following a brief discussion of the different types of educational policy. The paper expands upon the five characteristics grouped under the following topics: an academic approach, communities of practice, educational leadership, change agentry, and an integrated model. An integrated model of policy development is proposed that is based on the consolidation of an environmental scanning model, the Canadian Forces Systems Approach to Training, the Project Management Institute Project Management Model, and Delaney’s phases of policy implementation. It is recommended that the resulting model serve as a guide for Canadian Forces policy developers.

Read the full research: A Systematic Process for Educational Policy Development… (Bates, 2007).

Reference

Bates, C.M.F. (2007) A Systematic Process for Educational Policy Development: Based on a Systems Approach to Training and Project Management. Brock Education. 16(2), pp.1-11.

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