Policy Assessment Toolset
for equity and learning
The diversity of perspectives and their acceptance as a constitutive element of mature democratic societies has serious implications on what
should be the role of different stakeholders in shaping public school policy and the ways
their concerns and interests should be taken into account in school leadership policy evaluation and assessment.
Participatory policy assessment
Participatory policy assessment approaches use participatory research methods to understand the problem to be addressed by policy action
as well as the proposed policy solutions from the perspective of those affected,
by focusing on their realities, needs, and priorities. Participatory policy assessment seeks to ensure that the intended beneficiaries have some control over the assessment process.
In this respect, school leadership policy assessment seeks to engage policy makers, school leaders, teachers, parents and other stakeholders in
knowledge and experience sharing, in implementing assessment activities and in analyzing their results.
A participatory approach advocates actively involving stakeholders in all policy making processes, from problem definition to ex-post evaluation.
National, regional and local governments, school communities, teachers' and parents' associations, academics and researchers in the field, all
are part of the public discourse on school education and are affected school policy. Seeking to integrate their diverse perspectives into school policy evaluation and assessment can:
strengthen democracy in decision-making and equality in the democratic governance of school education,
enhance school policy support, trust, ownership and commitment ,
empower those whose voices and concerns are not heard, particularly students and parents from disadvantaged groups,
build capacities for negotiation, perspective taking and consensus reaching, and
ensure that decisions and policies incorporate knowledge and expertise that otherwise might be overlooked.
Participative Policy Process