ABSTRACT. It is now generally accepted that the quality of the regulatory arrangements should be appraised not only by looking at the institutional design, but also by evaluating the factual enforcement and implementation of regulations. It is therefore advised that national governments take a more active stance in supervising the regulatory enforcement by different regulatory agencies. However, in some cases, government’s activism might be an impeding factor in regulatory enforcement. That this is not so crazy idea shows the analysis of the regulatory enforcement by Lithuanian Competition Authority in the area of competition policy during the years of integration to the European Union. For example, not only political and financial independence of the Competition Authority was difficult to establish, but also functions and competences of the regulatory agency were changed a number of times, which hampered the effectiveness of the agency’s performance while enforcing the competition law. In addition to often changes of functions, also the scope of competences was changing. As a result, the variety of tasks attributed to the Lithuanian Competition Authority caused the growing overload of work, which further hindered its regulatory practice. The question is who can be blamed for that? Was it just the inexperience of the government who was seeking for the best institutional design and could not stop with redesigning the regulatory agency or was it the intentional behaviour guided by some concrete interests as a result of a regulatory capture? The analysis of the regulatory enforcement during the period of 15 years does not allow for disregarding of the second possibility.
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Highlights−Constitutional freedom of education affects democratic citizenship education policy.−Citizenship education legislation in 2006 and 2007 placed little demands on schools.−Legislation introduced in 2021 has further specified what is expected from schools.−Studies of citizenship education in practice are largely critical of the extentto which schools teach about, through and for democracy.Purpose:This paper discusses developments in citizenship education policy and practice in the Netherlands, and outlines key challenges as faced by the different stakeholders involved.Design/methodology/approach:Our discussion is based on existing research and policy documents in the Netherlands. The authors, from three Dutch universities, are experts in the field of research on citizenship education.Findings:Promoting citizenship education in primary, secondary and vocational tertiary education in the Netherlands has been challenging, particularly in light of the constitutional freedom of education in the Netherlands. Five issues are discussed in this regard: the contents of CE legislation, the normative character of legal requirements, integration of CE legislation in national curriculum aims, clarifying expectations from schools in teaching CE, and teacher education and professionalization.
This study seeks to explore the characteristics of cyber-organised crime (OC), and focuses on the criminal activities of cyber-OC groups, their modus operandi, the organisational structures, the ‘profiles’ of the involved offenders, and the characteristics of criminal investigation into these cases. For this purpose we will focus on the following research questions:1.Is organised crime involved in cybercrime? What kind of cybercrime do organised crime groups commit?2.How do organised crime groups use the Internet to commit ‘traditional crimes’?3.Does the Internet provide windows of opportunity for the development of new business ideas and for the identification and approaching of new targets?4.Does the Internet lead to structural changes in organised crime?5.Is cybercrime organised? How, why and when?6.How does the criminal investigation of (organised) cybercrime work in practice and which best practices and challenges can be identified?
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