Multi-level governance framework and its applicability to education policy research - the Canadian perspective

Abstract

Education policies are increasingly characterized as complex and dynamic, involving a multitude of actors and policy networks. As a result, there is a growing demand in education for research approaches that can help make sense of this complexity. This paper examines the applicability of multi-level governance (MLG) framework as a tool of education research from Canada’s decentralized federalist perspective. By conducting a comprehensive literature review of 50 peer-reviewed journal articles, we determine the applicability of MLG framework, the conditions necessary for its use, and its overall relevance to education policy, which is increasingly characterized by the involvement of a variety of stakeholder groups across government levels and policy sectors. The key findings are presented following Bowe et al.’s (1992) policy cycle framework. We conclude that MLG approach is a strong tool for education research to analyze policy making in federal decentralized educational systems, as it allows a more nuanced perspective for understanding the multilayered policy dynamics often unfolding in the context of federalism.