The policy process

Name of Policy: POLICY IN
OCCUPATIONAL HEALTH AND SAFETY IN SCHOOLS
People involved in the formulation of the policy: Senior Education Officer, Head Teacher and Teachers
Processed followed in developing that policy :2.1 The Ministry of Education is totally committed to ensuring that all its offices and all
schools are maintained as safe and healthy workplace and environments for its
employees, school children, customers and visitors.
2.2 The Ministry will ensure that the provisions of the Health and Safety at Work Act
(1996) and the Regulations are complied with. In this respect, it will also involve
employees in the development and promotion of health and safety programmes and
procedures

The school management is responsible for the conduct of health and safety training for
all persons working in the school, including students so as to perform their task safety
and without risks to their health, the health and safety of any other worker or workers
in the school or any other persons visiting.

One of the policy says all the employees to be treated fairly and with respect.
The people involved were ministry officials and human rights officers and head of schools
There were consultation between various head of schools with the officials and other ministers before finalizing the documents.

1.Policy - National Curriculum Framework
2.The Ministry Of Education, Heritage and Arts in Fiji
3.Policy - making process
a. Initiation
-The process often begins with the identification of the need for curriculum reform or the introduction of a new educational policy. This can be promoted by changes in societal needs, advancements in educational research or international best practices.
b.Research and consultation
-The MoE conducts research to gather data on current educational trends best practices and the needs of the Fijian education system. This stage may involve consultants with educators, parents and other stakeholders.
c.Committee formation
-A committee or task force consisting of education experts curriculum specialists, representatives from schools and other relevant stakeholders is formed. This committee plays a crucial role in drafting and refining the curriculum framework.
d.Drafting the policy
-The committee works on drafting the national curriculum framework based on the research findings and consultants. This includes setting learning outcomes curriculum structure and guidelines for assessment.
e.Stakeholder feedback
-The draft policy is circulated for feedback from various stakeholders, including educators, parents, school administrators and community members. This feedback is considered and may lead to further revision.
f.Approval
-The finalized National curriculum framework is submitted for approval. The approval process involves relevant government authorities, educational boards and may require endorsement from higher level government officials or ministries.
g.Implementation planning
-Once approved, an implementation plan is developed.This includes timelines,resource allocation, teacher training programs and communication strategies to ensure a smooth transition to the new curriculum.
h. Training and capacity building
-Training programs are conducted for teachers and educational leaders to familiarize them with the new curriculum. This stage is crucial for the successful implementation of the policy.

For the case of our institution, the policy is usually formulated by the process owners. In this case, the heads of various departments.
I our case, the Heads of departments, identifies gaps and suggests the corrections in the form of guidelines and procedures.

The process of policy development entails:

  1. Identifying the problem
  2. Place the problem as an agenda which will undergo some analysis to come up with specific key problems among many.
  3. Then followed by advocacy of the policy.
  4. Policy formulation
  5. Policy implementation.
  6. Policy evaluation

@Nasiga, this explanation is quite good.

As an Institution, a problem was identified during the COVID-19 pandemic, that schools were all closed and learning couldn’t take place. After this, it was opted that learning can be done virtually. Hence, an Institutional ODFL policy was developed.
People Involved

  1. Institutional Management (Board of Management, college Administration)
  2. ODFL Institutional steering committee
  3. Trainer
  4. ICT technicians
    Process
  5. Problem Identification
  6. Identification of available resources (Human, physical infrastructure)
  7. Appointment of ODFL steering committee
  8. Appointed of the policy Chairperson
  9. Brainstorming session to gather what is involved or required in the policy
  10. Draft policy development
  11. Submission to the management
  12. Presentation to the Board of Management
  13. Corrections made
  14. Validation by the Board of Management
  15. Published the Final policy

This is how the process should but at times, short cuts are made

True, The process owners are the one who carry the bigger burden by ensuring they have all it takes in the policy. The Management actually comes in later at the tail end.

ICT Policy
HOD ICT, Deputy Principal Academics, Finance Officer, HR, Quality Assurance and Standards coordinator.
Identifying of needs, bringing together the stakeholders for input and feedback to ensure diverse perceptive,
Drafting the policy
Review the draft

The stages of policy development can generally be categorised into 5 general stages ¹. These stages are:
Stakeholder Engagement is key in all the stages

  1. Identifying the issue to be addressed by the proposed policy.
  2. Placement on the agenda.
  3. Formulation of the policy.
  4. Implementation of the policy.
  5. Evaluation of the policy.

The first stage involves identifying the problem that needs to be addressed by the policy. Once the issue is identified, it is placed on the agenda, which involves identifying the legislative, regulatory, judicial, or other institutions responsible for policy adoption and formulation. The next stage involves formulating the policy, which could involve a new law or an executive order. Implementation is about moving forward, taking action, and spending money. It involves hiring new staff or additional police officers. Finally, the evaluation examines the efficacy of the policy ¹.

Source:
(1) 4.3. The Stages of Policy Development. 4.3. The Stages of Policy Development – SOU-CCJ230 Introduction to the American Criminal Justice System.
(2) 4. Getting started: first steps in policy development. https://www.fao.org/3/i1679e/i1679e05.pdf.

  1. The educational Policy that i know according to my context is the National Technical Eductaion, Vocational and Entrepreneurship Training Policy
    2.The audience that was involved in the development of this policy where
    a. Cabinet Office
    b. Government Ministries such as Ministry of Technology and Science and Labour and Social Security, spending agencies, training providers and non governmental organisations
  2. Policy development undergoes a vigorous process for it to meet the needs of the intended commuinity. The process included but not limited to the following
    i. Situational Analysis: this stage included problem indentification, reformulation of the
    problem ststement ( concept notes )
    ii. Then feasibility studies, consultations and workshops were conducted in order to gather
    more insights
    iii. Formulation of policy
    iv. Implementation of the policy

Well said. In all these stages stakeholder engagement is very important as it is the people’s document

The 2020 National Technical Education, Vocational and Entrepreneurship Training Policy was a product of the collaborative and consultative processes that involved different government ministries, non governmental organisations, training institutions, provinces and the general public to mention but a few. Technical meetings, workshops and review of relevant documents were used in coming up with the Policy.

People that were involved in the National policy on TEVETwere government ministries,provinces,spending agencies,Training institutions and the general public.The approach used was consultative through Technical commitees,workshops and review of documents.

  1. Exam malpractice policy in schools

  2. Ministry of Education, Universities, Colleges and Schools

  3. The Ministry of Education in collaboration with Universities, Colleges and schools organiused a number of workshops that helped in developing a policy to help mitigate the impact of examination malpractice on the integrity of the country.

well articulated. Thank you for sharing.

it would be interesting to know what else needed to change after this policy was rolled out. especially how the workload was eventually reduced, and if the curriculum was adjusted.

  1. The Technical Education, Vocational and Entrepreneurship Training Policy;
  2. Government officials in the Ministry responsible for TEVET, Education, Labour, Youth and various stakeholders;
  3. a) Needs analysis - identifying various changes in the sector that required regulation and policy direction
    b) drafting the policy
    c) stakeholder consultation
    d) redrafting and incorporation of stakeholder comments and concerns
    e) validation and finalisation of drafting
    f) approval and launch
  • Education Policy:** The 2020 Technical Education, Vocational and Entrepreneurship Training ( TEVET) Policy

  • The following were involved in formulating the policy; training institutions, various government line Ministries with an interest in education and skills development, education and skills training regulatory bodies, industry representatives, non-governmental bodies with an interest in education and skills development, entrepreneurs and members of the public

  • The Processes included ; identification of the issues affecting TEVET, analysis of the issues and identifying possible solutions, outlining how the policy will be monitored, evaluated and implemented and then drafting of the policy