The article analyzes the main national models of university policy in the world's leading democracies, identifies differences in the mechanisms and styles of educational policy, the reasons for different approaches to policy-making in a democratic system.It was found that in a democratic regime, the state retains the role of administrator of the education system, but through increased publicity and pluralism, governments seek to involve stakeholders in the policy-making process by forming coalitions with them. Educational coalitions allow the government to articulate the interests of some internal and external groups in the higher education system, to attract resources and support from these groups to implement its own concept of reforming.However, the composition of educational coalitions, the mechanisms of their formation vary from country to country, due to differences in administrative systems, ideological orientations, political culture and historical traditions. It is determined that the system of higher education is characterized by a stable configuration of external and internal groups, from which certain coalitions are formed. Internal groups consist of the academic community (teachers), academic management, students; external groups – the state, local authorities and the market (employers).The article analyzes the specifics and differences of the French, British, German, American and Asian (Japan, South Korea) models of educational policy. The British and American models are based on market mechanisms under the general coordination of the state. In the United States, university policy is also marked by the existence of two political courses in the educational sphere - the regional authorities and the federal center.The French model is based on the centralized administration of the education system by the government and the polarization of internal groups. The German model relies on close cooperation and coordination of federal and regional educational policies while limiting market mechanisms. The Asian model is characterized by corporate principles of educational policy formation and co-optation of group interests
Notes Towards a New Agenda for Policy-Making in Aotearoa/New Zealand