In the face of the complexities of problem-solving , experts are gaining centrality in policymaking (Weiss, 1979). At the same time, they are increasingly challenged in their legitimacy, which is not only technical but also political. Challenges to the legitimacy of experts suggest that other types of legitimacy are important for policymaking. Issues of legitimacy are particularly important for sound policymaking when the authority of experts and the value of evidence are contested and when the debate over policy solutions is particularly conflictual and ideological. In this paper, I use three exploratory cases of the use of expertise in education policy in Italy to show how policymakers design different advisory committees to enhance different types of legitimacy (epistemic, bureaucratic, and political). The findings suggest that while policymakers design advisory committees primarily to meet their legitimacy needs, the legitimacy of a decision requires different types of sources to generate consent and to allow for the impact of expertise.

中文翻译：

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意大利学校改革中的专家合法性和竞争合法性

面对解决问题的复杂性，专家在政策制定中逐渐占据中心地位（Weiss，1979）。与此同时，它们的合法性也日益受到挑战，这不仅是技术上的，而且是政治上的。对专家合法性的挑战表明，其他类型的合法性对于政策制定也很重要。当专家的权威和证据的价值受到质疑，以及当关于政策解决方案的辩论特别具有冲突性和意识形态性时，合法性问题对于健全的政策制定尤为重要。在本文中，我使用意大利教育政策专业知识的三个探索性案例来展示政策制定者如何设计不同的咨询委员会来增强不同类型的合法性（认知、官僚和政治）。