COMPARATIVE

PUBLIC POLICY
Oleh : DR. Sri Suwitri, MSi
MATA KULIAH : Perbandingan Kebijakan Publik
Dosen : DR. Sri Suwitri, MSi

 Tujuan : Mengkomparasikan dan mengkaji secara

kritis, strategis dan komprehensif proses
transformasi kebijakan publik diberbagai negara
(otoritarian ataupun demokratis) pada pelbagai
wilayah kebijakan (sosial, ekonomi, politik, dsb) baik
pada isu kebijakan lokal, nasional maupun
internasional, sehingga mahasiswa dapat
memahami arah pengembangan dan inovasi
kebijakan publik di masa yang akan datang.
Referensi :
1. A. Heindenheimer, H, Heclo dan C.T. Adams. 1990. Comparative Public
Policy: The Politics of Social Choice in America, Europe and Japan.
2. F.G. Castles. 1998. Comparative Public Policy: Patterns of Post – war
Transformation.
3. J.Clasen (ed.). 1999. Comparative Social Policy: Concepts, Theories
and Methods.
4. W. Parsons. 1997. Public Policy: An Introduction to the Theory and
Practice of Policy Analysis.
5. M.Considine. 1994. Public Policy: A Critical Approach.
6. M.S. Grindle & J.W. Thomas. 1991. Public Choices and Policy Change.
7. C.C. Canti (ed.). 2000. The Environment, Sustainable Development
and Public Policies.
8. Almond, gabriel, 2004, Comparative Politic
What is comparative public
policy?
Feldman, 1978:
CPP is a method of studying public policy by
adopting a comparative approach to policy
processes and policy output and outcomes.
Heidenheimer, et al., 1990 :
CPP is the study of how, why, and to what
effect different government pursue a particular
cause of action or inaction.
 why we need CPP ?
W.D. Kendal :

“suatu saat manusia atau negara berada dalam

situasi tak tahu siapa dirinya, dalam keadaan
bagaimana, berada dalam status apa, hilang kontrol
dan hilang pedoman (entirely lost).”

Saat itu manusia atau negara harus melakukan

perbandingan dengan manusia atau negara lain,
sehingga akhirnya mengetahui siapa diri
sebenarnya.
Reasons for Engaging in a Systematic
Comparison of Public Policies
(Heidenheimer, et al., 1990)

1. To look for guidance in designing better policies

2. To gain a deeper understanding of how government
institutions and political processes operate as they deal
with concrete problems
3. For studying policies across national boundaries lies in
the growing interdependence that is a hallmark of our
times.

“Hence, CPP analysis occupies a middle ground between “pre

research” of a theoretical nature and “applied science”
directed toward the nuts and bolts of detailed problem
solving”
“To govern is to choose”
*”These choices are made on behalf of society, not
because politicians and leaders necessarily act in
the public interest, but because the outcomes of
such choices authoritatively sanction certain social
arrangements but not others”
*”Choices as frameworks for CPP:
1. Choices of Scope and tresholds
2. Choices of Policy Instruments
3. Choices of Distribution
4. Choices of Restraints and Innovation
CPP Approaches
 Socio-economic approaches : which look at how public policy is
the outcome of economic and social factors
 Party government approaches : which study how party
competition and partisan control of government ‘matters’ to policy
 Class struggle approaches : which explain public policy in terms
of the political forms of the class struggle in different capitalist
countries.
 Neo-corporatist approaches : which focus on the influence of
organized interests in determining public policy
 Institutionalist approaches : which address the role that state and
social institutions have in defining and shaping public policy
(W. Parsons : 1997 : 40).
Approaches to CPP
(Version J. Doling in J. Clasen, 1999 : 63)

Focus of Study Questions Primary purpose

Context to content Why and how policy Theory testing and

came about? generation

Content What are the policies? Description and

classification

Context to conclusion What are the results of Evaluation and policy

policies? lesson learning
F.G. Castles : Why CPP must be approached
comparatively and interdisciplinary?

 Because the process of policy transformation has

differed from country to country and some factors
implicated in that process can only be studied by
focusing on cross-national variation
 Hugely complex policy processes are most unlikely
to have singular determinants
 There is absolutely no guarantee that the factors
influencing policy will be variant over time
 There is absolutely no reason to suppose that
different kinds of policy outcomes will have the same
determinants
Advantages & Disadvantages of
Comparative Approaches
(R. Hague & M. Harrop, 1991)

Advantages :
 It gives knowledge of foreign governments which
then casts fresh light on our own
 It helps us to formulate, and is essential for testing
hypotheses about policies
 These generalizations are in turn essential for
understanding policies even in a singles country
 These generalisations are also useful in predicting
and hence in being able to control, changes in the
policy process
 Disadvantages :
1. Too many variables, too few countries
2. Same phenomenon, different meaning
3. Bias
C. PEMBAHASAN

NO HASIL KEBIJAKAN RRC INDONESIA

1. APM SD 98 (1995) 95 (1996)

2 APK SD 118 (1995) 113 (1996)
3. Literasi 82 (1996) 84 (2000)
4. APK Pendidikan 66 (1995) 48 (1994)
Menengah
5. Pengeluaran Pendidikan 2,3 (1995) 1,4 (1995)
dihitung dari GNP
6. Pengeluaran Pendidikan 12,8 (1990) 5,2 (1990)
dihitung dari Total
Anggaran
3 Tujuan Membangun kerangka Berkembangnya
Pendidikan
. dasar sistem potensi peserta didik
pendidikan yang dapat agar menjadi manusia
dipakai dan yang beriman dan
disesuaikan dengan bertakwa kepada Tuhan
keperluan gerakan Yang MAha Esa,
modernisasi sosialis berakhlak mulia,
sehat,berilmu, cakap,
kreatif, mandiri, dan
menjadi warga negara
yang demokratis serta
bertanggungjawab.
4 Struktur dan BE (TK, SD, BE (TK, SD,
Jenis Menengah) Menengah)
Pendidikan TAVE (Keterampilan, TAVE (Keterampilan,
Kejuruan, Teknik) Kejuruan, Teknik)
HE(Pendidikan Tinggi) HE (Pendidikan Tinggi)
AE (literasi) AE (literasi)
3 Tujuan Membangun kerangka Berkembangnya
Pendidikan
. dasar sistem potensi peserta didik
pendidikan yang dapat agar menjadi manusia
dipakai dan yang beriman dan
disesuaikan dengan bertakwa kepada Tuhan
keperluan gerakan Yang MAha Esa,
modernisasi sosialis berakhlak mulia,
sehat,berilmu, cakap,
kreatif, mandiri, dan
menjadi warga negara
yang demokratis serta
bertanggungjawab.
4 Struktur dan BE (TK, SD, BE (TK, SD,
Jenis Menengah) Menengah)
Pendidikan TAVE (Keterampilan, TAVE (Keterampilan,
Kejuruan, Teknik) Kejuruan, Teknik)
HE(Pendidikan Tinggi) HE (Pendidikan Tinggi)
AE (literasi) AE (literasi)
 Formulasi Pembuatan Kebijakan Publik di China pasca-Mao

Komite Politbiro
(dan penduduk lanjut 1980an hingga
Politbiro
pertengahan 1990an)
Meratifikasi keputusan kebijakan
memutuskan dan mengkoordinasi keputusan
kebijakan inti

Kelompok kecil yang berpengaruh

Mempertimbangkan hak politik berkoordinasi
pada tahap, merekomendasikan keputusan
kebijakan kepada Komite Politbiro

Departemen Partai dan Kementrian serta Komisi

Pemerintahan
Bertindak sebagai staf bagi kelompok kecil
yang berpengaruh : mengarahkan riset
kebijakan, mensponsori eksperimen kebijakan,
membuat rancangan dokumen kebijakan,
menyalurkan informasi kebijakan ke atas dan
keputusan ke bawah
Please, follow up!
You must take advantages what you have been
learning about CPP.

Good Luck!