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    The 2008 Dutch Parliamentary Enquiry Commission on Innovations in Education researched policy making for three innovations in Dutch secondary education. These innovations have been implemented in the 1990’s, but form a continuous cause of public concern. The commission concluded that policy making fell short on many points; government had neglected its duty to provide educational quality. The commission formulated several conditions to improve policy making. This article analyses the line of reasoning of the Commission and its effect. By looking back it tried to understand the policy results at the time of the enquiry. The highly politicized context in which the enquiry took place and the political aims of the research have probably contributed to the Commission’s choice for this approach. However, such an approach does not explain the political-administrative context of the policy process and the behaviour of the policy makers involved. In recent years, policy attention for educational quality has grown, but the conditions formulated by the Commission have not been applied due to policy dynamics and time pressure.


Ria Bronneman-Helmers
Dr. H.M. Bronneman-Helmers was sinds 1976 werkzaam bij het Sociaal en Cultureel Planbureau. Ze ging eind 2011 met pensioen.
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