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Dilemmas of central governance and distributed autonomy in education

Author

Listed:
  • Andrea Frankowski

    (Netherlands School of Public Administration)

  • Martijn van der Steen

    (Netherlands School of Public Administration)

  • Daphne Bressers

    (Netherlands School of Public Administration)

  • Martin Schulz

    (Netherlands School of Public Administration)

  • Claire Shewbridge

    (OECD)

  • Marc Fuster

    (OECD)

  • Rien Rouw

    (OECD)

Abstract

Prepared for a Strategic Education Governance learning seminar, this working paper analyses the ways in which the Dutch government tried to reach overarching goals in education, in a system characterised by a high degree of distributed autonomy of education institutions and the participation of multiple actors, and consequently a government highly dependent on the collaboration with stakeholders. The paper introduces four perspectives on governance: ‘traditional public administration’, ‘new public management’, ‘network governance’ and ‘societal resilience’. In practice, these perspectives do not exclude each other. Based on three cases the paper shows that the Dutch government used simultaneously different perspectives in each case and across the cases, in various combinations. Each combination proved to have its pros and cons. The paper argues for a deliberate consideration and choice of governance perspectives as an important element of policy preparation.

Suggested Citation

  • Andrea Frankowski & Martijn van der Steen & Daphne Bressers & Martin Schulz & Claire Shewbridge & Marc Fuster & Rien Rouw, 2018. "Dilemmas of central governance and distributed autonomy in education," OECD Education Working Papers 189, OECD Publishing.
    • Handle: RePEc:oec:eduaab:189-en
    DOI: 10.1787/060260bf-en
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