Re-thinking the Paradox in Policy Implementation: Does Implementation Analysis Perspective Have Anything to Offer?

Abstract

In theory, implementation analysis is claimed to offer not just evaluation techniques for assessing public programme performances but also guidance for successful attainment of policy objectives. Yet, in discussions about why implementation efforts do not yield desired outcomes, implementation analysis is skated over as if it has nothing to offer. This paper gleans literature from disparate sources to distil insights that implementation analysis perspective has to share on this phenomenon. Through this endeavour, the key ingredients in implementation analysis proposition are identified and explained to help unravel this paradox in policy implementation. The implementation analysis perspective contends that the paradox in policy implementation occurs because implementation as a multi-dimensional concept is underestimated, misunderstood and misapplied by implementers. As such, they are not able to implement and manage educational policy initiatives successfully. Against this backdrop, the paper argues that implementation analysis could, if its potential is realized, take policy analysis further than evaluation research or social impact analysis. Owing essentially to the inter-linkages that implementation analysis draws between the various ingredients making-up the complete implementation proposition, the paper concludes that implementation should not be viewed merely as the second stage of putting policy into practice but integral to processes of policy-making.