Abstract
This concluding chapter starts with a synthetic review of the main empirical findings, and goes on to discuss the analytical contribution, with special attention afforded to the outcomes of the most-different comparative research design. Lastly, the conclusion reflects on the political consequences of such regionalization processes in terms of citizens’ perceptions of regional governments’ legitimacy.
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They allow us to characterize the various dimensions of regional policymaking in education (their property policy, teaching material policy, as well as policymaking outside of their official scope of responsibilities—the pedagog‑ical support programmes), and by the Länder (we focused on the structural dimensions of educational systems, some of which were especially politically fraught: the structure of school systems and the question of three-tiered or two-tiered segmentation, teaching standards, and the coordination of regional policies) that the study covered.
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Dupuy, C. (2020). Regional Policymaking and Policy Convergence. In: Converging Regional Education Policy in France and Germany. Comparative Territorial Politics. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-40834-3_6
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