Abstract
Policy enactment is the process of policy implementation and enforcement in a school or university setting. Maintaining a safe and productive learning environment for students and teachers is essential. Policy development helps ensure students meet high academic and behavioural standards while providing institutions with a secure financial framework. Developing school or university policies can improve student academic performance. By setting clear expectations and holding students accountable, policy development can help ensure that students meet their academic and behavioural goals. With a clear policy, students and teachers are more likely to be held accountable for their actions. Additionally, a school or university can ensure the safety of students and staff with clear rules and expectations. Policies are received, implemented, interpreted, and transformed by practitioners who bring their stories, experiences, values, and goals to the table. This means that politicians do not control the meaning of their texts, and parts of the texts can be rejected, selected, ignored or deliberately misinterpreted. Creating a policy in a school or university setting is difficult because hundreds of policies are in circulation, all of which have different statuses and scopes at any given time. Developing policies at a school or university requires careful consideration, as many policies must be considered.
Introduction
Policy enactment includes creating rules and regulations, enforcing them, and monitoring their effectiveness. Policy formulation is essential to policy development as it ensures that policies are implemented and effectively achieve their intended objectives. Policy development begins with the development of rules and regulations by creating a document outlining the policy, its objectives and the steps to ensure its implementation and enforcement. The document is then reviewed and approved by a decision-making body, such as a government agency, council, or legislature. Once the policy is approved, it is implemented by the relevant authorities. Policy compliance must be enforced through sanctions, such as fines or other sanctions, to enact regulations and rules. It also includes monitoring the effectiveness of policies to ensure that they achieve their intended objectives.
Finally, policy development also includes evaluating policies to determine their effectiveness. This includes assessing the impact of policies on citizens, the economy and the environment. This evaluation helps determine whether the policy is achieving its intended goals and whether it needs to be changed or replaced. Policy formulation is essential in policy development. It ensures that policies are implemented and effectively achieve their intended goals. It also helps to ensure that policies are implemented and monitored so that they can be evaluated and revised where necessary. This paper is a critical analysis of the concept of policy enactment and its processes in the organisational and educational contexts. This discussion will also entail its comparison to the organisational notions of implementation or application. Given the impacts of policy enactment in the education sector, this paper will explain the issues, tensions, and dilemmas that the education professions experience regarding policy enactment. This will reveal that under certain circumstances, educational professionals can interpret a reform or even resist the change.
Policy Enactment in Organisational Setting
Policy enactment is the process of policy implementation in an organisation through translating policy into action and ensuring its consistent and effective implementation. This process includes setting policy goals, formulating policy implementation plans, and implementing policies. Policy development is an essential part of the political process in an organisation. The process ensures that policy is implemented and effective (Ball, p. 174). It is also essential for organisations to ensure that their policies are implemented in a way that is consistent with the organisation’s values and goals. Policy development is better suited to explain the policy process in an organisation because it considers the various stakeholders involved (Braun et al., p. 548). Considering all stakeholders’ views when developing and implementing policies is essential. This includes employees, customers, suppliers and other external stakeholders.
Policy enactment is more appropriate than the term “implementation” or “application” in explaining the policy process in an organisation because it is more comprehensive. It covers the entire policy development process, from the first idea to the final implementation (Bomb, p. 13). It is a more holistic approach to understanding political processes and their implementation in the organisation. Policy enactment is better suited to explain the policy process in an organisation than the terms “implementation” or “application” because it considers the diversity of stakeholders involved in the policy process and the complexity of the policy environment. Policy development involves many steps, including formulation, approval, implementation, and evaluation. Each step involves various stakeholders, including policymakers, regulators, and the public (Braun et al., p. 548). The policy environment is complex, and policy formulation needs to consider the complexity of different stakeholders and the policy environment.
Policymaking is also more appropriate than “implementation” or “application” because it involves more than just policy implementation. It also includes policy evaluation, which is essential to ensure the effectiveness of the policy and the achievement of the intended objectives. Evaluation involves evaluating the effectiveness of a policy, determining whether it is achieving its goals, and making changes to the policy if necessary (Bacchi, p. 12). Policy development involves the participation of stakeholders such as policymakers, regulators and the public to ensure the effectiveness of the policy and the achievement of its intended objectives. This engagement is essential to ensure that the policy is successful and implemented to benefit all stakeholders.
Policy Enactment in an Educational Setting
Making policy in a school or university is a complex process involving practitioners’ interpretation and re-creation of policy texts. As Bowe et al. (2017) suggested, rather than simply adopting and implementing policies, practitioners bring their histories, experiences, values and goals and thus have a personal interest in the meaning of policies. This means that policy will be interpreted differently because each practitioner has a different history, experience, values, goals and interests (Bowe et al., p. 13). To ensure effective policy implementation, school and university administrators must consider the individual perspectives of practitioners. This can be achieved by engaging in dialogue with practitioners to understand their policy interpretations and implications (Lingard & Ozga, p. 4). In addition, leaders should strive to create an environment that encourages practitioners to express their opinions and perspectives on policy and provide feedback on how it could be improved. In addition, managers must ensure that policies are communicated clearly and effectively to practitioners. This can be achieved by providing detailed explanations of the policy and its implications and providing training and support to practitioners to ensure that they understand the policy and can implement it properly. Finally, leaders should strive to create an environment of trust and cooperation between practitioners and leaders where practitioners feel comfortable expressing their opinions and perspectives on policy.
Ball et al. (2011) drew on data from four case study schools and found more than 170 policies at work in the four schools studied. This shows that many policies are in circulation, albeit of varying status and volume. The policymaking process in a school or university context is a mixed process that requires careful consideration of local resources, materials and humans, as well as diffuse discourses and values. The varying status and volume of policies in circulation further complicate this process. Therefore, schools and universities need to clearly understand the policies in circulation and the implications of their implementation (Hatcher & Troyna, p. 13). 160). Understanding the circulation policy and its importance is necessary for successful policy formulation. This understanding should include an analysis of the resources available for policy adoption and discussion of the discourses and values that will be implemented. In addition, schools and universities must ensure that they clearly understand the consequences of police admission, including the potential impact on students, staff and the general public (Hatcher & Troyna, p. 160). In conclusion, policymaking in a school or university context is a complex process that requires careful consideration of local resources, materials and people, as well as diffuse discourses and values.
Critical Analysis of Policy Enactment in Schools
School policy development has become an increasingly important topic in recent years. All school community members must be aware of these policies and their implications and implement them consistently and fairly. It is also essential that all members of the school community take responsibility for their actions (Braun et al., p. 548). Schools can ensure that all members of the school community adhere to these policies and that any violations are appropriately addressed and corrected. For many years, policymaking has been the domain of education professionals such as principals, teachers, university presidents and professors. Policymaking can present challenges, tensions and dilemmas for these professionals as they often have to explain and implement reforms that may be outside their own beliefs and values.
Challenges in the Policy Enactment
Educational professionals are often tasked with implementing policies developed and implemented by various government agencies as they work to ensure that the educational needs of students are met (Braun et al., p. 548). This can result in many difficult decisions to provide the best possible outcome. Policymaking in schools can be a difficult and complex process. It involves a variety of stakeholders, from school administrators and teachers to parents, students and the wider community. It also requires careful consideration of the policy’s potential impact on the school environment, such as student learning, teacher morale, and community engagement.
Consequently, school policy development can create many problems, tensions and dilemmas for education professionals. One of the main problems is the tension between the need to follow the policy and the need to maintain a positive school culture. The procedure may, for example, require teachers to follow a strict dress code, which some students and staff may find oppressive. This creates frustration and opposition to the policy, leading to a breakdown in trust between teachers and students (Diem et al., p. 10). Also, procedures may require teachers to adhere to a particular teaching style that some may perceive as overly restrictive and restrictive. This leads to a lack of creativity and innovation in the classroom, negatively affecting student learning. Another issue is the tension between the need to comply with policy and the need to ensure a fair and just school environment. For example, a policy may require teachers to adhere to a particular grading system that some students may view as unfair or biased. This can lead to frustration and anger, leading to a breakdown in trust between teachers and students.
Policies may also require teachers to follow a specific discipline system that some students may find overly punitive or discriminatory. This can lead to disrespect for authority and a breakdown in the school’s disciplinary system. Finally, there is tension between the need to comply with the policy and providing a safe school environment (Ozga, p. 7). For example, procedures may require teachers to follow specific safety protocols that some students may find too disruptive or restrictive. This can lead to a breakdown in trust between teachers and students and a lack of respect for authority. Also, policies may require teachers to follow specific safety protocols that some students may perceive as overly restrictive or unnecessary. This can lead to disrespect for authority and violation of school safety protocols. School policymaking can create many problems, tensions and dilemmas for education professionals (Ozga, p. 11). School administrators and teachers should carefully consider the potential impact of policy development on the school environment and ensure that the policy is implemented fairly, equitably, and with respect for all stakeholders. By doing so, they can ensure that the school environment remains safe, secure and conducive to learning.
An example of policy enactment that creates problems, tensions, and dilemmas for education professionals is the Common Core State Standards (CCSS). The Common Core State Standards (CCSS) were introduced in the United States in 2010 to create a common set of educational standards across the country (Hodge et al., p. 117). The goal of the CCSS is to ensure that all students, regardless of where they live, receive the same quality education. Although a noble goal, implementing the CCSS has created several questions, tensions, and dilemmas for education professionals. The CCSS is intended to be a one-size-fits-all approach to education, which can present challenges for teachers who must teach to standards that may not be appropriate for their students. This lack of flexibility can lead to teacher frustration and frustration as they need to adapt their lessons to the needs of their students.
Another problem with the CCSS is the increased emphasis on standardised testing. The CCSS is designed to be tested using standardised tests, which can be stressful for students and teachers. Students may feel overwhelmed by the material they need to learn to do well on tests, and teachers may feel pressured to “teach to the test” to ensure student success. This can lead to less creativity and innovation in the classroom as teachers focus more on teaching the material being tested rather than exploring new ideas and concepts. In addition, the CCSS has created tension between education professionals and policymakers. Politicians believe that the CCSS is necessary to ensure access to quality education for all students (Munn p. 17). However, education experts believe these standards are too strict and do not consider individual students’ needs. This tension creates difficulties for educational professionals who must balance the demands of policymakers against their professional judgment.
Finally, the CCSS also creates tension between educators and parents. Parents believed that the standards were too strict and did not consider individual students’ needs. This creates difficulties for educational professionals who must balance the demands of parents with their professional judgment. Administrators may view the CCSS as a way to evaluate teacher performance, and teachers may view the CCSS as a barrier to their teaching ability (Aróstegui, p. 54). This tension can lead to a breakdown in communication between teachers and administrators as both parties feel that their needs are not being met. While the CCSS has the potential to create a more unified and equitable education system, it also presents many challenges for teachers and administrators. Education professionals must be aware of these challenges and work together to find solutions that benefit students and teachers.
The Interpretation of Reform by Educational Professionals
Educators often need help deciding whether to resist policy reform. On the one hand, they may feel that the reform is necessary and should be implemented, but on the other, they may think it needs to correspond to their beliefs and values. This dilemma is especially difficult for education professionals, who often have to implement reforms they may disagree with. These professionals often have to decide whether to follow a mandated policy or find a way to work within the policy to serve students’ best needs (Braun et al., p. 548). In addition, they must decide how best to allocate resources to ensure their schools can attract and retain students. Ultimately, educators must make the best decisions to meet student’s educational needs. These professionals must balance the need to implement policy with the need to consider the individual needs of students while deciding whether to oppose policy reform.
Education professionals can either explain or oppose an educational reform depending on the nature of the reform and the individual’s personal beliefs. Education professionals such as teachers, administrators, and policymakers have a unique opportunity to explain and resist educational reform. They are responsible for implementing reforms and are often the ones most affected by them (Rayner et al., p. 140). Interpretation of reforms is the process of understanding reforms and their impact. Educators can explain the reform by reading and understanding its goals and objectives, analysing the potential impact of the reform on their students and schools, and considering the effects of the reform on their professional practice.
Thus, education professionals’ interpretation of and ability to resist educational reforms is complex. On the one hand, education professionals have the knowledge and experience to understand the consequences of education reform and the potential impact on students, teachers and the education system. On the other hand, education professionals may not have the authority to oppose or explain reforms if the government or other external forces impose them (Sperlinga, p. 143 ). The ability of educational professionals to understand and resist educational reform requires consideration of the context in which it is implemented.
External forces, such as government policy or public demand, often drive education reform. Education professionals may need more authority to oppose or explain reforms. They may be forced to comply with reforms or risk losing jobs or funding. However, in some cases, education professionals may have the right to interpret and oppose educational reforms (Falabella, p. 13). For example, if reforms are proposed by a school board or other local body, education professionals can influence the decision-making process. They can use their knowledge and experience to contribute to reforms and suggest alternatives or modifications. This helps ensure that reforms are implemented to benefit students, teachers and the education system.
By understanding the reforms, educators can make informed decisions about how best to implement them and support their students and schools. Resisting reform means actively fighting the reform process. Educators can resist reform by expressing their concerns about and opposing it, engaging in advocacy, and taking other steps to oppose it (Madani, 2019). Education professionals may oppose reform if they believe it is not in the best interests of their students, schools or professions. In conclusion, education professionals can either explain or oppose educational reform, depending on the nature of the reform and the individual’s personal beliefs. By understanding the reforms and their impact, education professionals can make informed decisions about how best to implement them and support their students and schools. In addition, education professionals may oppose reform if they believe it is not in the best interests of their students, schools or professions.
Conclusion
Policy enactment is an essential process in the organisational and educational sectors. It is important to understand the policy development process, the problems that may arise and whether education professionals may resist change. By understanding these aspects, organisations and educational institutions can ensure timely and effective policy implementation. Policy development is often carried out in the corporate and educational sectors using various methods. This includes developing rules, guidelines and procedures to ensure compliance with policies. In addition, policymaking may involve using incentives or sanctions to enforce policy compliance. In general, education professionals are expected to adhere to the policies and regulations implemented by their respective organisations. However, in some cases, educators may resist change if they believe the policy is not in the best interests of students or organisations. For example, if educators believe that a policy is not in the best interest of students, they may oppose the policy and support a different approach. Research on implementing policies in the education sector is such a broad topic that it deserves further in-depth research to uncover more details and information on its impacts.
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