engleski

Policy-Making at the European Periphery

The first cycle of education policy in Croatia started in 1990 and was marked by the political, ideological and institutional deconstruction of the socialist education system. The second cycle began in 2000 and has been marked by the process of Europeanization. For the research of these two cycles, we rely on the analysis of general goals, actors and instruments. The basic course of action includes general goals that are established at the macro-level by the key governmental actors in the field of education policy (Howlett 2011). Classical typology of actors (state and non-state actors and various forms of partnerships and networks) is used in the analysis of actors (Birkland 2010 ; Howlett et al. 2003). On the other hand, we also use classical taxonomy of education policy instruments developed by McDonnell and Elmore (1987), supplemented by the market regulation (Mok 2005: 297), discursive dissemination (Jakobi 2009) and the nodality (usage of information and persuasion) from Hood’s typology (Hood 1983). Instruments are divided into informing and persuasion, public authorities (including the market regulation), financing and systematic organizational changes. The relationship of instruments and their results will be analysed in the final section.

Education policy ; policy change ; policy goals, policy instruments, Croatia

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