Advising for impact: lessons from the Rae review on the use of special‐purpose advisory commissions
Bibliographic record
Abstract
Abstract: Ontario's recent Postsecondary Review, led by former premier Bob Rae, was dramatically more successful than previous reviews by special‐purpose advisory commissions on postsecondary education conducted in Ontario. The authors argue that the success of special‐purpose advisory commissions ‐ defined as the extent to which a commission's recommendations are implemented in a timely way ‐ is dependent on environmental variables (such as the economy, fiscal situation and political cycle), process variables (such as reporting relationships, characteristics of the commissioners and stakeholder strategies) and the political acuity with which the commission develops recommendations that can command broad public support. The Rae review benefited from political conditions that favoured stronger investments in postsecondary education, despite a difficult fiscal situation. The report also benefited from a stakeholder community that was able to put aside most internal differences for the sake of a perceived common good. Within this environment, the review created a highly focused process that involved extensive consultation, the support of expert panel members and frequent interaction with decision‐makers. The review developed recommendations that were sensitive to long‐standing patterns of public opinion, articulated new public goals, recognized the important role to be played by each major stakeholder and proposed a new institution to entrench positive change in the long term. This experience offers lessons for governments, stakeholders and future commissions on how to manage special‐purpose advisory commissions in a way that maximizes their policy impact. Sommaire: La récente étude de l'éducation post‐secondaire en l'Ontario, menée par l'ancien premier ministre provincial Bob Rae, a remporté beaucoup plus de succès que les études antérieures entreprises en Ontario par des commissions consultatives spécialisées en éducation post‐secondaire. Les auteurs prétendent que le succès des commissions consultatives spécialisées ‐ défini par la mesure dans laquelle les recommandations d'une commission sont mises en œuvre de façon adéquate ‐ dépend de paramètres environnementaux (tels que l'économie, la situation financière et le cycle politique), de paramèrres de traitement (tels que les rapports hiérarchiques, les caractéristiques des commissaires et les stratégies des intervenants) et de l' acuité politique avec laquelle la commission élabore des recommandations qui peuvent susciter une forte adhésion du public. l'étude Rae a bénéficié d'un contexte politique favorable à de solides investissements dans l'éducation post‐secondaire, malgré une situation financière difficile. Le rapport a également tiré parti d'une communauté d'intervenants qui ont pu mettre de côté la plupart de leurs différences internes au profit de l'intérêt commun. Dans ce contexte, l'étude a donné lieu à un processus hautement focalisé qui a comporté de nombreuses consultations, l'appui des membres d'une commission d'experts, et de fréquentes interactions avec les décisionnaires. l'étude a mis au point des recommandations sensibles aux tendances ancrées dans l'opinion publique, a formulé de nouveaux objectifs publics, a reconnu l'importance du rôle à jouer par les principaux intervenants et a proposé qu'une nouvelle institution garantisse des changements positifs à long terme. Cette expérience offre des leçons aux gouvernements, aux intervenants et aux futures commissions sur la manière de gérer les commissions consultatives spécialisées afin de maximiser l'impact de leurs politiques.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".