Policy Design and Enactment in a Federalist School System: Understanding Contextual Responsiveness in Educational Governance

This article examines the design and enactment of a Media and Information Literacy (MIL) curriculum within the decentralized, federalist Swiss education system. It explores how power dynamics between federal and state actors shape education policy. In Switzerland, cantons possess significant autonomy in interpreting national policy, leading to diverse approaches in response to societal shifts such as the growing need for digital skills. The data shows that the design of the national curriculum involved stakeholder dialogue and aimed for inclusivity. The expert interviews highlight this collaborative process behind national policy design. Furthermore, the article profiles six sub-unit governments (cantons) revealing varied strategies in MIL policy enactment. Qualitative data integration and the formulation of vignettes illustrates the iterative nature of policy design and enactment, demonstrating that not all cantons align with national policy. The Swiss case underscores how societal demands often precede national policy, emphasizing the importance of contextual responsiveness in educational governance. Overall, the analysis provides insights into the complex interplay between national authority, sub-unity governments, and societal needs in shaping education policy, particularly in the area of MIL.