ABSTRACT

This article aims at deepening the understanding of how central governments enact meta-governance. Drawing on meta-governance and policy network theory, a heuristic analytical framework of meta-governance strategies was applied on two contrasting Dutch education policy cases. The results show that the use of meta-governance strategies differs according to the degree of formal responsibility of the central government. Creating nodes in a policy network turns out to be a specific strategy, and the effectiveness of different meta-governance strategies is interrelated. Lastly, the lack of involvement of education practice impinge on the adequacy of meta-governance practice.

摘要

本文旨在加深对中央政府如何实施元治理的理解。借鉴元治理和政策网络理论，将元治理策略的启发式分析框架应用于两个对比的荷兰教育政策案例。结果表明，元治理策略的使用因中央政府的正式责任程度而异。在政策网络中创建节点原来是一种特定的策略，不同的元治理策略的有效性是相互关联的。最后，缺乏教育实践的参与影响了元治理实践的充分性。