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It analyzes how policy problems were framed, what explanations were constructed, and which policy options were advanced, focusing on the enactment of Bill 34. The study also reconstructs the policy process that led to adopting market-influenced directions, detailing the accountability and choice principles that became organizing foundations.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/devolution-choice-and-accountability-in-the-provision-of-public-education-in-british-columbia-a-critical-analysis-of-the-school-amendment-act-of-2002-bill-34/597324/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/devolution-choice-and-accountability-in-the-provision-of-public-education-in-british-columbia-a-critical-analysis-of-the-school-amendment-act-of-2002-bill-34/597324.png","ImageObject",300,407,{"name":92,"@type":93},"Blue Pony","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is Bill 34 (2002) analyzed in this study?","Question",{"text":112,"@type":113},"Bill 34 is the School Amendment Act of 2002 that introduced policy changes to restructure public education in British Columbia, embedding principles such as choice, efficiency, accountability, and a quasi-free market approach.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which actors does the study focus on when explaining policy change?",{"text":117,"@type":113},"The study focuses on different actors, including individuals, interest groups, and other organizations, and examines how their narratives influenced what public education in BC ought to be.",{"name":119,"@type":110,"acceptedAnswer":120},"What major policy themes are described as becoming organizing principles?",{"text":121,"@type":113},"The text highlights accountability, parental empowerment, decentralization, choice, and an increasing role for entrepreneurship, along with the establishment of a quasi-free market in education providers and student consumers.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597324,1792231577,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","1  \nDevolution, Choice, and Accountability in the Provision of Public Education in British Columbia: A Critical Analysis of the School Amendment Act of 2002 (Bill 34)  \nDr. Gerald Fallon, University of Saskatchewan  \nDr. Jerald Paquette, University of Western Ontario  \nAbstract  \nThis critical policy study provides an understanding of the different actors—individuals, interest groups, and other organizations—involved in influencing and defining, through their narratives what public education in BC ought to be, thus capturing the core intellectual dispositions that informed and determined the kind of policy problems that were posed, the kinds of explanations that were offered, and the kinds of policy options suggested as solutions in the restructuring of public education in BC. The study provides an account of the manner in which policy problems were posed, of the explanations constructed, of the policy directions formulated, and of the policy issues to which policy makers ultimately paid attention with enactment of Bill 34.  \n2  \nIntroduction  \nThis article presents a critical policy study that sought to explicate and understand in context the key features of the policy process that led up to the emergence, formulation, and adoption of a set of policy directions introducing market forces into the provision of public education in the province of British Columbia (BC) since 2002. The researchers attempted to construct a plausible understanding of the change in policy directions embodied in the School Amendment Act of 2002 (Bill 34)(Government of British Columbia, 2002) , an understanding grounded in the narratives of actors, interest groups, and institutions involved in influencing and defining, through those narratives, what public education in the province of British Columbia ought to be. In this policy study, the researchers sought, to capture and convey the core intellectual dispositions that shaped the policy problems that were posed, the kinds of explanations that were offered, and the kinds of policy options suggested as solutions.  \nBill 34 (2002) imposed a set of policy changes that re-presented and reconfigured issues of equity, social justice, and quality education within notions of choice, efficiency, accountability, autonomy and a free-market approach in areas of BC public education where the government of the day deemed such principles feasible. The central themes of accountability, parental empowerment, decentralization, choice, and the establishment of a quasi-free market in education, school-district providers, student consumers, and an increasing role for entrepreneurship became entrenched as organizing principles for the provision of public education in British Columbia.  \nThis article is comprised of three major sections. The first section outlines the context and the purpose of this policy study by examining the policy content of Bill 34 (2002) as a global as well as a local phenomenon. The second section presents the conceptual framework for policy analysis and the research methodology employed. In the third section, we describe and  \n3  \ndiscuss findings dealing with the origin, development, and adoption phases of the policy process that led to Bill 34 (2002) . This last section provides an account of the manner in which policy problems were posed, the explanations constructed, the policy directions formulated, and the policy issues to which policy-makers ultimately paid attention.  \nContext and Purpose of the Study  \nIn 2001, the Liberal Government in British Columbia introduced policy changes in education within a context of sharp criticism of the responsiveness, effectiveness, and efficiency of public schools in preparing a flexible workforce required for enhanced competitiveness within the global market. The need for structural changes to the public education system was first outlined by the BC Liberals in their election platform A New Era for British Columbia: A Vision for Hope & Prosperity for the De","cbCaiodYX7j8d7JB","https://ap.wps.com/l/cbCaiodYX7j8d7JB","pdf",154933,36,"English","# Abstract\n# Introduction\n## Purpose and context of the study\n## Policy directions and key themes in Bill 34","[{\"question\":\"What is Bill 34 (2002) analyzed in this study?\",\"answer\":\"Bill 34 is the School Amendment Act of 2002 that introduced policy changes to restructure public education in British Columbia, embedding principles such as choice, efficiency, accountability, and a quasi-free market approach.\"},{\"question\":\"Which actors does the study focus on when explaining policy change?\",\"answer\":\"The study focuses on different actors, including individuals, interest groups, and other organizations, and examines how their narratives influenced what public education in BC ought to be.\"},{\"question\":\"What major policy themes are described as becoming organizing principles?\",\"answer\":\"The text highlights accountability, parental empowerment, decentralization, choice, and an increasing role for entrepreneurship, along with the establishment of a quasi-free market in education providers and student consumers.\"}]","Devolution, Choice, and Accountability in the Provision of Public Education in British Columbia - A Critical Analysis of the School Amendment Act of 2002 (Bill 34) | PDF",1792084813,91]