The Governance of Educational Welfare Markets
Free

The Governance of Educational Welfare Markets

By Daniel Pop
Free
Book Description

This book is a first exploratory inquiry into possible educational selectivity effects of the European Social Fund (ESF). It assesses the extent of the gap between the social policy objectives set through regulatory competences in multi-level governance and the structure of incentives it breeds in practice, with a broad range of implications for the capacity of the government to control for an equitable distribution of services at the community level. The chapters emphasize the educational selectivity involved in national policy decisions concerning ESF implementation in the five countries, the role of informal mechanisms in fine-tuning implementation, the negative effects of formalization and failures in accommodating the complexity of goals which characterizes the ESF, as well as the overall fairness of ESF implementation towards the most disadvantaged groups in society. The empirical analysis suggests that social-service delivery contracting as an instrument of governance is no longer regulating against risks for beneficiaries, but fuels increased social division in access to public services.

Table of Contents
  • Cover
  • Contents
  • Tables
  • Preface
  • Abbreviations
  • 1 Introduction: Conceptualizing educational service delivery markets created through the ESF (Cristina Stănuș and Daniel Pop)
    • The context: ESF, education and social inclusion in the five countries
    • The governance of service delivery markets and the impact of EU structural funds
    • Analytical framework
    • Methods and data
    • The structure of the book
    • References
  • 2 Linking ESF implementation with low administrative capacity: The case of Bulgaria (Sashka Dimova)
    • The Operational Programme Human Resources Development in Bulgaria
    • The institutional set-up of ESF in Bulgaria
      • Formal decision-making
      • The role of intermediate bodies in implementation
      • The representation of stakeholders
      • The availability of information
    • Shaping the market for educational service delivery using calls for applications under BG-OPHRD
      • Who are the potential contractors?
      • Partnership structures
      • Who are the potential beneficiaries?
      • Designing educational services
      • Call design
      • Other aspects of the commissioning cycle
    • Conclusion: Ups and downs in the commissioning cycle
    • References
  • 3 Balancing ESF goals with established national policy on special education: The case of the Czech Republic (Dana Pražáková)
    • The context: Roma children in the Czech education system
    • ESF-funded programmes in the Czech Republic
    • Progress in CZ-ECOP implementation by 2012
    • The institutional set-up of ESF in the Czech Republic
      • Formal decision-making
      • The representation of stakeholders
      • Promotion of partnership
    • Shaping the educational welfare market in the Czech Republic
      • Who are the potential contractors?
      • Partnership structures
      • Who are the potential beneficiaries?
      • Designing services
      • Adjustments made during the comissioning cycle
    • Conclusion
    • References
  • 4 ESF-funded education delivery under arbitrary rule-making: The case of Hungary (Anna Csongor)
    • The Social Renewal Operational Programme
    • Progress in HU-SROP implementation
    • The institutional set-up of ESF implementation in Hungary
      • Formal decision-making and institutional role-orientations
      • The representation of stakeholders
      • The availability of information
      • The assessment of applications
      • Risks and adjustments in the commissioning cycle
    • Market-shaping decisions in the calls for applications
      • Who are the potential contractors?
      • Partnership structures
      • Who are the potential beneficiaries?
      • Designing services
      • Call design
      • Adjustments in the commissioning cycle
      • Other relevant aspects
    • Conclusion
    • References
  • 5 Rule rigidity in face of public pressure: The case of Romania (Cristina Stănuș)
    • The Sectoral Operational Programme Human Resources Development
    • The institutional set-up of ESF in Romania
      • Formal decision-making
      • Representation of stakeholders
      • Promotion of partnership
      • Availability of information
      • Adjustments during the commissioning cycle
    • Shaping the market for educational service delivery: Calls for applications under RO-SOPHRD
      • Who are the potential contractors?
      • Partnership structures
      • Who are the potential beneficiaries?
      • Designing services
      • Call design
    • Improving the situation of the Roma as horizontal objective
    • Conclusion
    • References
  • 6 ESF as a substitute for national education funding: The case of Slovakia (Marek Hojsik)
    • The Operational Programme Education
    • Progress in SK-OPE implementation
    • The SK-OPE and national education policy
    • The institutional set-up of ESF implementation in the Slovak Republic
      • Formal decision-making and institutional role-orientation
      • Promotion of partnership
      • Key aspects of the commissioning cycle
      • Availability of information
      • Other relevant aspects of the institutional settings
    • Calls for applications and their educational selectivity impact
      • Who are the potential contractors?
      • Partnership structures
      • Who are the potential beneficiaries?
      • Designing services
      • Stumbling blocks in the commissioning cycle
    • Conclusion
    • References
  • 7 The educational selectivity effects of bureaucratic discretion: Conclusion and policy recommendations (Cristina Stănuș)
    • The institutional dimension: Complexity and over-formalization
      • Balancing complex public goals
      • Over-formalization
      • Partnership as governance mechanism
      • Programme failures
      • Ensuring co-ordination with national education policy
    • Bureaucratic decisions shaping the markets for educational service delivery
      • Resource allocation
      • Defining the issues at stake
      • Defining services and their users
      • Market competition and the empowerment of actors
      • Partnership as project methodology
    • Some policy recommendations
    • References
  • Annexes
    • Annex 1. Operational programmes and priority axes analysed in the book
      • Bulgaria – Human Resources Development Sectoral Operational Programme
      • Czech Republic – Operational Programme Education for Competitiveness
      • Czech Republic – Operational Programme Prague Adaptability
      • Hungary – Social Renewal Operational Programme
      • Romania – Sectoral Operational Programme Human Resources Development
      • Slovakia – Operational Programme Education
    • Annex 2. Calls for applications analysed, Hungary
    • Annex 3. Governance of ESF funding in the five countries: Synthesis of findings
  • Notes on contributors
  • Index
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