Abstract
ABSTRACT This article aims at deepening the understanding of how central governments enact meta-governance. Drawing on meta-governance and policy network theory, a heuristic analytical framework of meta-governance strategies was applied on two contrasting Dutch education policy cases. The results show that the use of meta-governance strategies differs according to the degree of formal responsibility of the central government. Creating nodes in a policy network turns out to be a specific strategy, and the effectiveness of different meta-governance strategies is interrelated. Lastly, the lack of involvement of education practice impinge on the adequacy of meta-governance practice.
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