The article engages with the recent studies on multilevel regulation. The starting point for the argument is that contemporary multilevel regulation—as most other studies of (postnational) rulemaking—is limited in its analysis. The limitation concerns its monocentric approach that, in turn, deepens the social illegitimacy of contemporary multilevel regulation. The monocentric approach means that the study of multilevel regulation originates in the discussions on the foundation of modern States instead of returning to the origins of rules before the nation State was even created, which is where the actual social capital underlying (contemporary) rules can be found, or so I wish to argue. My aim in this article is to reframe the debate. I argue that we have an enormous reservoir of history, practices, and ideas ready to help us think through contemporary (social) legitimacy problems in multilevel regulation: namely all those practices which preceded the capture of law by the modern State system, such as historical alternative dispute resolution (ADR) practices.
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This paper examines the network governance approach of the Dutch Urban Envoy in the context of multilevel governance in the European Union. This paper aims to answer the research question on how the scope of network governance can explore the performance of the Dutch Urban Envoy. By analyzing network characteristics, such as legitimacy, actor-level properties, and network-level properties, this paper seeks to provide a nuanced understanding of the performance of the Dutch Urban Envoy. Drawing on previous research, this paper identifies the applicability and limitations of assessing network characteristics in understanding advocacy processes. The paper successfully visualizes the networks of the Dutch Urban Envoy and explores their roles and mandates, contributing to determining the added value of their position. However, the network governance approach has limitations in explaining the tangible successes and challenges of the Dutch Urban Envoy that cannot be directly attributed to their overall performance.
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Symposiumbijdrage conferentie EARLI SIG 14, 11-14 september 2018, Genève Learning across the contexts of school and the workplace is highly relevant to the VET-sector. This contribution analyses these cross-contextual learning processes with three key issues in mind: (1) guidance by vocational educators, (2) assessment of students’ development and (3) design of VET-learning environments. Guidance, assessment and overarching VET-curriculum designs form the basis for constructive alignment as an approach to optimize conditions for high quality cross-contextual learning processes. We used the theoretical framework of boundary crossing to clarify the complex, multilevel nature of these key issues.
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