Designing Educational Policy as a Boundary Object: A Case of Vocational Education

There are great numbers of research on educational policy design and implementation for elementary and secondary education. Yet, little attention has been given specifically to post-secondary and vocational education. As there are contextual differences between these two domains most of the research findings are not transferable to the other field. The author suggests that using concepts derived from studies in the sociology of science may reduce the gap. Such analysis may contribute to the understanding of what conditions enable productive policymaking. This may lead to the development of an object that is understandable by and fulfills the requirements of both policy designers and end-users.