Suchergebnisse

Medical knowledge used as a model in the search for "less rationalistic models for policy science." A socioeconomic approach to economic policy making incorporating variables such as political, social, cultural, psychic, and environmental factors.

Provides a view how policy is usually developed with the input of those most affected. Analyzes the shortcomings of programs that do not give youth a central place at the policy-making table, while proposing criteria to evaluate how successfully policy-development efforts include new voices.

As Latin American economies and cultures become increasingly tied to a global political, economic, and social order, indigenous and other marginalized people find themselves at a crossroads where their cultural survival is challenged. Tourism is one important aspect of this new economic order and it is often one of the few resources remaining in countries such as Mexico whose economy has been tied more directly to interests of dominating leaders contributing to this new world order. And while many observers note that tourism often has an exploitative impact on indigenous and marginalized people, this article examines the contradictions in tourism, identifying those economic spaces where the indigenous people have been successful in renegotiating their position with the dominant mestizo group in their community. This article offers provocative insights about the impact of tourism on indigenous people in a community in the northern mountains (Sierra Norte) in Puebla, México. It examines the potential contradictions in tourism under the economic conditions of neoliberalism.

The context in which public policy-making on forests take place has changed considerably in the last decades. The number of interests directed towards forests has gradually increased, particularly since the 1990s and the quest for sustainable development. The thesis is concerned with what has happened with global public policy on forests in a sustainable development policy-making context. It investigates the content of United Nations (UN) policy on forests from the first UN conference on environment and development held in Stockholm in 1972 to the year 2007, when a non-legally binding instrument on forests was adopted. In the case of forests, sustainable development has translated into the concept of Sustainable Forest Management (SFM). Achieving SFM is often described as being about balancing interests of economic, ecological and socio-cultural character. The thesis's central argument is that UN policy-making on forests since the 1990s, has not resulted in differing perspectives on the use of forests being 'balanced' in the policy subjected to analysis. Instead, some perspectives have been 'institutionalised' and others down-played. Theoretically, the thesis draws on literature on public policy studies. Based on documentary material, interviews, and observation, the thesis explores: the context in which global public policy-making on forests takes place; different framings of the policy problem to be addressed, and; substantive policy content. A central concept is that of a policy frame, understood as a social construction of a policy issue that comprises a problem definition, a solution, and a justification for action. Four different policy frames are constructed and used to interrogate the development of the content of UN forest policy. Factors that account for the way in which UN policy on forests has been framed are discussed. The results are used to critically examine the concept of SFM as global policy framework.

This article employs the concept of Innovative Leadership to challenge the literature on policy change, particularly its skepticism about executive‐led policy innovation. It examines evidence of innovative leadership under the Thatcher governments in the face of the social, governmental, and economic and secular factors normally believed to structure policy choice in democracies. On the basis of this it considers the opportunities/resources available to executives wishing to pursue innovative leadership. The conclusions are qualified by reference to system‐specific and environmental factors which may circumscribe Innovative Leadership.

Upon request of the FEMM committee, this in-depth analysis updates a previous note published in October 2011 and describes Danish policies, practices and legislation within the area of women's rights and gender equality, covering the period from October 2011, when the Social Democrat-led government took office, to April 2015. During this period, the focus has been put on gender-based violence, leave policies, pay statistics, gender segregation in the labour market and in education, as well as sexual and reproductive health and rights. Earmarked leave for fathers and gender quota on company boards have been on the agenda but not adopted.

Tämä tutkimus erittelee yhteisöjen osallistumisen ominaispiirteitä Kambod an maaseutu kouluissa. Tutkimus tarkastelee hallinnon hajauttamisen, joka koulutuksen osalta on toteutettu pääasiassa kahden ohjelman; koulujen klusterionnin ja Priority Action Program ohjelman kautta, luomia osallistumisen mahdollisuuksia. Vaikka institutionaaliset puitteet yhteisöjen osallistumiselle ovat verrattain uusia, kambod alaiset yhteisöt, kahdestakymmenestäviidestä poliittisen sekasorron vuodesta huolimatta, ovat tarjonneet tukea kouluille perinteisten kouluyhdistysten kautta. Määrittäessään yhteisöjen jäsenten välisiä horisontaalisia suhteita ja kollektiivisen toimiman muotoja, sekä vertikaalisia suhteita yhteisöjen, koulujen ja hallinnollisten toimielinten välillä tutkimus tukeutuu sosiaaliseen pääoman teorioihin. Tutkimus on toteutettu kahdella tasolla. Poliittisten ohjelmien analyysi sisältää kirjallisuuskatsauksen sosiaalisen pääoman teoriaan, hallinnon hajauttamisen periaatteisiin, Kambo an historiaan, Kambo an hallituksen toteuttamiin hallinnon hajauttamisohjelmiin, ja Kambo an inhimillisen kehityksen profiiliin. Toinen paikallisen tason analyysi kuvaa yhteisön osallistumisen tapoja, normeja ja arvoja pakalliskehityksessä ja kouluissa Kampong Thomin läänissä. Tutkimuksen empiirinen kvalitatiivinen ja kvantitatiivinen aineisto on kerätty; observoimalla, kyselylomakkeiden ja tarkistuslistojen avulla, kehityshankkeiden seuranta-aineistoista, sekä haastattelemalla yhteisön jäseniä, paikallisvirkamiehiä ja kehitysyhteistyöntekijöitä. Tulokset Kampong Thomin läänistä osoittavat paikallisten yhdistysten, ja erityisesti pagodojen (Buddhalainen luostari) yhteydessä toimivien yhdistysten, edustavan ensimmäisiä siviilisodan ja Punaisten Khmerien aikakauden päätyttyä 1970 elpyneitä yhteisöllisen toiminnan muotoja. Jäsenten väliset suhteet näissä perinteisissä yhdistyksissä ovat vankat ja perustuvat keskinäiseen luottamukseen. Jäsenten keskinäisten siteiden muodostama sosiaalinen pääoma onkin tukemassa yhteisöjen osallistumista mukaan lukien avunantoa kouluille. Samaan aikaan yhteydet perinteisten kouluyhdistysten ja muiden yhteisön sisällä toimivien ryhmien välillä ovat kuitenkin yhä heikot. Tämän lisäksi epäluottamus kouluviranomaisia kohtaan ja vanhempien haluttomuus osallistua koulutuksen kehittämiseen haittaa institutionaalisen sosiaalisen pääoman kehittämistä koulujen ja perinteisten kouluyhdistysten välillä. Tämän tutkimuksen päätelmänä perinteisten yhdistysten osallistuminen koulujen sisäiseen päätöksentekoon ja koulutuksen sisältöön on vähäistä, vaikka ne tarjoavatkin merkittävää aineellista tukea ja lahjoituksia kouluille. Sodan aiheuttama trauma ja Kambo an yhteiskunnalliset ja kulttuuriin luomat normit selittävät osaltaan demokraattisten osallistumisen muotojen puuttumisen. Lisäksi hallinnon hajauttaminen koulutussektorilla on tähän asti toteutettu ohjelmien kautta, jotka luovat uusia komiteoita ja neuvostoja tukemaan yhteisön osallistumista kouluissa. Nämä uudet rakenteet eivät ole saaneet samanlaista asemaa ja luottamusta yleisöissä kuin paikalliset perinteiset kylä- ja kuntatason yhdistykset. ; This study analyses the characteristics of community participation in Cambodian rural schools. It looks at the spaces for participation created by the decentralisation reforms that the government of Cambodia has undertaken in the education sector through two main policies: school clustering and Priority Action Programme. While institutionalised spaces of participation created by these policies are relatively new, Cambodian communities, despite twenty five years of political turmoil, have traditionally provided support to schools through school associations. The study refers to bonding, bridging, and institutional social capital to explore, respectively, the characteristics of the horizontal links between community members as well as different forms of collective action, and the vertical links between community, schools and local government institutions. Research activities have been conducted at two levels. The first, policy level analysis , concerned the review of relevant literature on social capital theory, the principles of democratic decentralisation, Cambodian modern history, national decentralisation reforms, and the human development profile of Cambodia. The second level, local level analysis , focused on the province of Kampong Thom to investigate traditions, norms and values that characterise community participation in schools and local social development. Qualitative as well as quantitative empirical data have been obtained through participant observations, questionnaires and checklists, project monitoring data, and semi structured interviews with community members, local government authorities, development workers, and project staff. The analysis from Kampong Thom demonstrates that traditional associations, particularly under the umbrella of the local pagoda (Buddhist temple), represent forms of community actions that were among the first institutions to re-activate after the end of the civil war and Khmer Rouge period in 1979. The linkages between members of these traditional associations are strong and based on trust. This shows that bonding social capital is the driving force behind community mobilization and community support to schools. At the same time, bridging social capital between school association and other types of community based groups is still weak. Likewise, institutional social capital between school associations and schools is hampered by mistrust towards school officials and parents reluctance to become more involved in educational matters. The conclusion of the study is that, while traditional associations provide material contributions and support to schools, their participation in internal decision making process as well as educational matters is still limited. The trauma caused by years of conflicts and the Cambodian socio cultural norms are factors that explain the difficulty in establishing more democratic spaces for participation. In addition, decentralisation policies in education have so far promoted community participation in schools through the creation of ad hoc committees and councils that have failed to gain the same legitimacy enjoyed by traditional associations at village and community level.