McDonald, Zahraa; (2025) In pursuit of social justice in education evaluation: Decision-making and participation in valuations of qualification frameworks. Education and Conflict Review , 6 pp. 21-28. 10.14324/000.ch.10216102.

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Abstract

Evaluation is pervasive and consequential in the field of education. Evaluations consider the intended aims of interventions. Why the intervention came about, who conceptualised it, and who decided it is needed are generally not explored from the political economy perspective. The article focused on whether evaluations were critical about who drove the decisionmaking to develop the national qualification framework and who participated in the evaluation. The question emerged from Nancy Fraser’s (2005) ‘Frame-setting’, which points to the need to identify how members and non-members in a community are distinguished and consider who counts when deciding on an appropriate frame. The analysis found that those who drove decision-making included representatives from government, particularly within the education sectors, organised business, and labour. Moreover, evaluations were not critical of who drove the decision-making to develop the qualification frameworks. As such, the article argues, evaluations legitimise undemocratic participation processes and curtail justice.

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