This paper designs a theoretical construct that integrates a number of mainstream systems of inquiry available to educational policymakers. Each system of inquiry has postulates, basic and derived concepts that characterize its epistemological foundations and methodological directives. None of these systems of inquiries, however, is proscriptive in the realization of purposeful planned change. A theoretical construct represents both a unified conception and an alternative system of inquiry for educational policy development. A theoretical construct has application for less developed and complex educational systems. Opportunities are thereby provided for experientials and experimentations in educational policy development. (Author/CJH)