Abstract:
This thesis looks at what happens when an education policy is implemented. The policy in question was the Contestable Equity Fund which was designed to give members of disadvantaged groups access to tertiary education. The Dunedin College of Education used monies from the fund to set up and run a course for people who lacked the formal qualifications necessary for entry to teacher training. The study looked at the origin, implementation and expected outcomes of the policy and the course.
A clear message from the Ministry of Education was that the policy was designed to benefit people. How the policy would benefit the recipients was left to the College to consider, and measurable objectives were set and achieved. There were other benefits to those involved with the course which were not predictable outcomes of the implementation of the policy. For example the fact that students' self esteem and confidence had grown enormously could be directly attributed to the course but it was not a stated aim or expected outcome of the original policy. The change of government late in 1990 brought about changes in policy outlook and emphasis as far as educational equity issues were concerned.
This study, particularly in the final chapter, looks at the impact the course had both on the College and the participating students. Whilst the policy as implemented at the Dunedin College of Education is laudable, there are aspects of it which need further consideration and discussion. The dissertation discusses wider issues involved in the policy process, such as funding, administration and implications for the future.
