Abstract

This paper details how educational policy is developed in an educational authority in a political environment of a hung parliament. The paper begins by looking briefly at the difficulties facing educational policy rollout in Tasmania during the years 2000-2011, and then details how an educational policy dealing with school closures was reshaped in the face of intense political pressure, as it came under pressure from a multitude of interest groups. Analysis is provided through the lens of Kingdon’s Agendas.