Question

a) With examples to show examine how far the synoptic, the "disjointed instrumentalism" (Lindblom) and the Commonsense/Rational (Clay and Schaffer) modes are supportive in providing an illuminating insight into policy domain.

b) Critically observe a conceptual framework for educational policy analysis that covers the pre-policy decision, the decision, and post decision activities within a changing environment with a variety of choices.

c) To what extent is policy formulation in Mauritian education categorized by action that is "centralized, uncontrolled, uncoordinated, unquestioned and uninformed" (The World Bank)? Demonstrate you answer with examples.