The utilization of research and information in educational decision-making: a case study of Ontario, Canada.

Autor/in	Wilson, David N.
Titel	The utilization of research and information in educational decision-making: a case study of Ontario, Canada.
Quelle	Aus: Rokicka, Wanda (Hrsg.): Educational documentation, research and decision-making. National case studies. Paris: Unesco (1999) S. 41-77Verfügbarkeit
Beigaben	Literaturangaben 63
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Bildungsforschung; Entscheidung; Bildungssystem; Bildungspolitik; Bildungsreform; Bildungsinformation; Föderalismus; Politikberatung; Informationsbedarf; Informationsvermittlung; Kanada
Abstract	This case study examines the use of research and information in the formulation of educational policy. In view of the uniqueness of Canadian jurisdiction over education, it was decided to limit the study to an analysis of the processes in the Province of Ontario. The co- ordinating and standardizing functions exercised by the Council of Ministers of Education of Canada (CMEC), which operates in lieu of a federal ministry of education, is mentioned, where appropriate. The complexities attending the study of Canada's educational systems require providing a basic description of the milieu in which analysis was undertaken. In addition, a brief discussion of the role and conditions concerning the use of research and information in Canadian education from a historical perspective is provided. These sections situate the case study in a context to facilitate understanding of many factors unique to Canada.... The author concludes that there is sufficient knowledge available to enable decision-makers to develop policies on the basis of research-generated data and knowledge. Nevertheless, the way this knowledge ist interpreted and used depends on the ideological outlook of decision-makers. In the case he presents, the author says that it is clear that research and information have been used merely to validate decisions and not to take them. He is also sure that the selectivity of decision-makers is encouraged by the contradictory nature of much educational research, thanks to which they are able to pick out research results that either validate their positions or are opposed to their views. It then becomes easy for them to select those results that are in tune with the desired ooptions. (DIPF/orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2001_(CD)