Rezension: Plümer, Sandra (2024): Kongruentes Policy-Lernen als lernbedingter Policy-Wandel - Zum Koordinierungsmechanismus des Policy-Lernens in Regierungsformationen

Abstract

The author investigates the dynamics of policy learning and change, focusing on the transition from G8 to G9 school policy in North Rhine-Westphalia. Utilizing a micro-political and interpretative policy process research approach, her study examines the complex interactions among policy actors, institutions, and external influences. She introduces the concept of congruent policy learning, which describes the relationship between shifts in actors' beliefs and corresponding policy change.