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The Political Influence of the Individual in Educational Policy-Making

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The Political Influence of the Individual in Educational Policy-Making THE POLITICAL INFLUENCE OF THE INDIVIDUAL IN EDUCATIONAL POLICY-MAKING: MECASE OF THE INDEPENDENT SCHOOL ACT by Graeme Stuart Waymark A THESIS SUBMIlTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS OF THE DEGREE OF MASTER OF ARTS (EDUCATION) in the Faculty 0 f Education O Graeme Waymark, 1988 SIMON FRASER UNIVERSITY NOVEMBER, I988 All rights reserved. This thesis may not be reproduced in whole or in part, by photocopy or other means, without permission of the author. APPROVAL Name: Graeme Stuart Waymark Degree: Master of Arts (Education) Title of Thesis: The Political Influence of the Individual in Educational Policy Making: The Case of the Independent School Act. Examining Committee: Chair: Robert Walker Norman Robinson Senior Supervisor Patrick J. Smith - Associate Professor Dr. I.E. Housego Professor University British Columbia Vancouver, B.C. External Examiner Date Approved 25 doll. /9# PARTIAL COPYRIGHT LICENSE I hereby grant to Simon Fraser University the right to lend my thesis, project or extended essay (the title of which is shown below) to users of the Simon Fraser University Library, and to make partial or single copies only for such users or in response to a request from the library of any other university, or other educational institution, on its own behalf or for one of its users. I further agree that permission for multiple copying of this work for scholarly purposes may be granted by me or the Dean of Graduate Studies. It is understood that copying or publication of this work for financial gain shall not be allowed without my written permission. Title of Thesis/Project/Extended Essay The Political Influence of the Individual in Educational Pol icy Making: The Case of the Independent School Act. Author: - (Kgnature) GRAEME STUART WAYMARK (name) ABSTRACT The purpose of this study is to develop a framework for the analysis of the exercise of political influence in policy-making. The examination applies the framework to the processes and stages of policy- making, at the legislative level, in Briiish Columbia, Canada. The contributions are ascertained that detailed empirical knowledge of the politics of policy-making in British Columbia, in the field of education, can make to the existing knowledge base in politics and policy- making. The framework was examined through a system model; it was tested through a pilot study. The study commences with the system model and pilot study as a foundation. It moves to in- dependent school, pre-process activity, as a focal point. Then it examines the policy-making processes of Bill 33, the British Columbia School Support (Independent) Act, 1977. The data, upon which this study is based, were collected from thirteen individuals involved in British Columbia policy-making processes. The general research questions asked are: 1. Who are the important influencers at each stage of the policy-making process? How and why did they exercise influence? With what effects? 2. Who are the potential influencers at each stage who did IlPt attempt to influence the outcome? What are the implications of this? The principal conclusion of the study is that the legislation came about as a result of persistent, consistent, and effective lobbying of two principle influencers. Significant impact was found from the effects of the actions of Gerald Ensing, of the Federation of Independent School Associations lobby, and the Minister of Education, Dr. Pat McGeer. McGeer was found to be a major influencer on this legislation, but not necessarily a leader. Ensing was not a visionary with a goal for total education. It is also arguable that there were not provided the conditions required for the making of a democratic policy decision. It was found that those who did not attempt to influence, unwittingly influenced the outcome. An implication of this study is that researchers may be provided with a strong understanding of how the roles of individuals, lobbies, political parties and bureaucrats interact in the policy-making process. It is found in the study that legislators can have significant impact and influence on the policy-making process. Generally speaking education, in British Columbia, may require the direction of strong influencers. Further studies are needed to determine whether the implications of this study will stand up to other legislative, policy-making, processes in education, in British Columbia. ACKNOWLEDGEMENT This thesis in part focuses on supports. If it hadn't been for my wife Jo, who gave me the support to go back to school during my mid-life crisis, this study would never have been finished. A special thanks to Dr. Norm Robinson for encouraging and accepting my return to graduate studies after a twenty-year absence and to Wendy Holowski for re-reading every word and trying to teach me the art of correct punctuation and to both of them for correcting my run-on sentences. TABLE OF CONTENTS Approval page ....................................................................................................................ii Abstract .............................................................................................................................iii Acknowledgement .............................................................................................................v Table of Contents ...............................................................................................................vi Gb~&eThe problem. Introduction........................................................................................................................ 1 The problem....................................................................................................................... 2 Purpose of study .................................................................................................... 2 Legislation studied .....................................................................................3 The policy-making process ..........................................................................4 The system model ..................................................................................................5 Pilot study ..............................................................................................................5 Research Questions ..........................................................................................................5 Need for the Study ......................................................................................................... 7 Overview............................................................................................................................ 9 ChaDter Two . Background to the study . Introduction........................................................................................................................ 11 Independent school movement in British Columbia............................................................... 12 Available research................................................................................................... 12 History of education in British Columbia 1872-1952 ..................................................13 History of education in British Columbia 1952-1988.................................................. 14 Independent schools development ...................................................................16 Royal Commission ......................................................................................17 The Federation of Independent Schools Associations ..................................17 Catholic influence .......................................................................................19 Legislator involvemenVMcGeer ...................................................................20 Opposition involvement/BCTF .................................................................. 21 Politics and policy .................................................................................. 22 Research. Bill 33 .................................................................................................................25 Policy-making in education ..................................................................................................26 Introduction........................................................................................................... 26 Conceptual systems ............................................................................................... 26 Ancillary system concepts .......................................................................................27 Stages in system model analysis of policy-making .....................................................28 Downey ..................................................................................................28 Housego.................................................................................................... 28 Democracy in educational policy-making.................................................................. 30 Influence aspects uf educational policy-making......................................................... 31 Bureaucratic influences............................................................................... 31 Lobbying influences .general .................................................................... 32 Lobbying influences . interesVpressure groups ............................................ 33 Summary ............................................................................................................................34
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