Reflection and debate initiates academically inspired discussions on issues that are on the current policy agenda.

This article is about how education administrators value complex issues or dilemmas they are confronted with in their governance practices, and which strategies they adopt to cope with them. Professional governance of school organisations was introduced gradually over the past fifteen years, and at the same time governance in education has gained in complexity and raises considerable risks, requiring more time, knowledge and expertise of education administrators. We draw on the theoretical perspective of coping to investigate the potential of education administrators to deal with the complexity, impediments and social and regulatory pressure in their daily practice. Our study consists of a comparative case study of six education administrators in secondary education. Their agency has been researched qualitatively with the help of the hierarchical model of coping strategies of Skinner and colleagues. The results show that the issues and dilemmas education administrators find most complex are about educational innovation and numbers of students enrolled. Education administrators value these issues or dilemmas hardly as threatening, and they adopt various proactive coping strategies to deal with them, such as information seeking or bargaining.

In this feature authors discuss recent research findings that are of interest to readers of Beleid en Maatschappij.
‘Fact free politics’ and ‘post-truth politics’ are considered to pose a severe threat to democracies as they seem to ruin shared perceptions of reality and render it impossible to distinguish opinion from fact. However, it is questionable whether fueling public and political debates with scientific facts offers a counterweight. First, scientific facts are not free from interpretation and can be regarded as ‘theory-laden’. Second, scientific research may determine facts but it may not claim the monopoly to determine the public meaning attached to these facts. Third, facts not only function to explain or to describe reality, they also affect reality. Given these considerations, the ‘science versus fact free politics’ debate could profit from a more realistic view on the status of facts.