Are central bank independence reforms necessary for achieving low and stable inflation?

Using data on the occurence of central bank independence (CBI) reforms in 131 countries during 1980-2005, we test whether they were important in reducing inflation and maintaining price stability. CBI reforms are found to have reduced inflation on average 3.31% when countries with historically high inflation rates are included. But countries with lower inflation have reduced it without institutional reforms granting central banks more independence, undermining the theoretical time-inconsistency case for CBI. There is furthermore no evidence that CBI reforms have helped reduce inflation variability.

Determinants and effects of central bank independence reforms

This thesis consists of four empirically oriented papers on central bank independence (CBI) reforms.    Paper [1] is an investigation of why politicians around the world have chosen to give up power to independent central banks, thereby reducing their ability to control the economy. A new data-set, including the possible occurrence of CBI-reforms in 132 countries during 1980-2005, was collected. Politicians in non-OECD countries were more likely to delegate power to independent central banks if their country had been characterized by high variability in inflation and if they faced a high probability of being replaced. No such effects were found for OECD countries.    Paper [2], using a difference-in-difference approach, studies whether CBI reform matters for inflation performance. The analysis is based on a dataset including the possible occurrence of CBI-reforms in 132 countries during the period of 1980-2005. CBI reform is found to have contributed to bringing down inflation in high-inflation countries, but it seems unrelated to inflation performance in low-inflation countries.    Paper [3] investigates whether CBI-reforms are important in reducing inflation and maintaining price stability, using a random-effects random-coefficients model to account for heterogeneity in the effects of CBI-reforms on inflation. CBI-reforms are found to have reduced inflation on average by 3.31 percent, but the effect is only present when countries with historically high inflation rates are included in the sample. Countries with more modest inflation rates have achieved low inflation without institutional reforms that grant central banks more independence, thus undermining the time-inconsistency theory case for CBI. There is furthermore no evidence that CBI-reforms have contributed to lower inflation variability    Paper [4] studies the relationship between CBI and a suggested trade-off between price variability and output variability using data on CBI-levels, and data the on implementation dates of CBI-reforms. The results question the existence of such a trade-off, but indicate that there may still be potential gains in stabilization policy from CBI-reforms.

Effects of central bank independence reforms on inflation in different parts of the world

The purpose of this study is to analyze the effect of CBI-reforms on inflation in different parts of the world from a theoretical and empirical perspective. Compared to previous studies, this study focuses on whether CBI-reforms have different effects on reducing inflation in different parts of the world. The study is based on a 132 country data-set from 1980 to 2005 compiled by Daunfeldt et al. (2008). The result indicates that the reduction in inflation due to the CBI-reforms varies between 2.2 and 12.32 percentage points in Asia, Europe, South America and Oceania, supporting the claim that implementing CBI-reforms can be successful in reducing inflation in most of the parts of the world.

Contemporary Approaches to Translation in the Classroom : A study of students' Attitudes and Strategies

The purpose of this study is to explore the strategies and attitudes of students towards translation in the context of language learning. The informants come from two different classes at an Upper Secondary vocational program. The study was born from the backdrop of discussions among some English teachers representing different theories on translation and language learning, meeting students endeavoring in language learning beyond the confinement of the classroom and personal experiences of translation in language learning. The curriculum and course plan for English at the vocational program emphasize two things of particular interest to our study; integration of the program outcomes and vocational language into the English course - so called meshed learning – and student awareness of their own learning processes. A background is presented of different contrasting methods in translation and language learning that is relevant to our discussion. However, focus is given to contemporary research on reforms within the Comparative Theory, as expressed in Translation in Language and Teaching (TILT), Contrastive Analysis and “The Third Space”. The results of the students’ reflections are presented as attempts to translate two different texts; one lyric and one technical vocational text. The results show a pragmatic attitude among the students toward tools like dictionaries or Google Translate, but also a critical awareness about their use and limits. They appear to prefer the use of first language to the target language when discussing the correct translation as they sought accuracy over meaning. Translation for them was a natural and problem-solving event worth a rightful place in language teaching.

Los asilados de las embajadas de Europa Occidental en Chile tras el golpe militar y sus consecuencias diplomáticas : El caso de Suecia

Given the expectations that western governments had in the reforms being implemented by the Unidad Popular, the September 1973 coup d’état in Chile caused a great international outcry. The violence and repression that accompanied the military coup produced a worldwide repudiation of the military junta. Sweden stood out most consistently among the countries that declared their opposition to Chile during the period of the dictatorship by continuously denouncing the violations to human rights. In this context, Sweden’s Ambassador to Chile, Harald Edelstam, played a very important role in saving the lives of hundreds of Chilean citizens and foreign nationals who sought refuge from the regime’s bloody repression. Making use of the privileges he enjoyed as a diplomat, Edelstam confronted the military authorities to release people wrongfully sentenced to the death penalty. As a result, he was declared persona non grata and forced to leave Chile. This was the beginning of a long and controversial diplomatic relationship that lasted until the return of democracy in Chile in 1990. This article is a first attempt at understanding how human rights violations affected bilateral relations between Chile and Sweden with respect to the diplomatic efforts of Ambassador Harald Edelstam.

Tid som välfärdsfaktor : förändrade motiv i svensk arbetstidspolicy

Time as a welfare factor This article presents the results of an archive study of working time development in Sweden. It investigates how structural policy change is moving from a social discourse closely related to Swedish welfare reforms, towards an economic discourse motivated by financial arguments. By doing so, the political measures to solve working time related problems in today’s flexible working life appear to be contradictory. On one side we find time-poor people on the labour market mainly supported by tax-reductions and private time saving solutions. On the other side we find time-rich people mainly supported by activation programs and/or welfare benefits. This is a system and a policy strategy that obviously disregards the other side of the coin.

Patriarchal values : girls are more apt to change

Patriarchal values: girls are more apt to change How has the family value system changed between generations, especially when taking into account the gender dimension? This article presents some results from a study carried outin 2007 in one village of the Gourani tribe where the people are followers of Ahle Hagh in Islamabad Gharb (west of Iran). The differences between generations (those born and raised before and after the Islamic Revolution) in patriarchal values in the family are statistically significant. The older generation opts for the man of the family to make most of the decisions; on children’s education, marriage, naming, the families expenditure, the place for residence, the social network of the family and even the number of children. The younger generation has a different value system and it has moved towards a more egalitarian type of family. With the gender variable included in the findings we see that although the values of the younger male population have evolved toward a less patriarchal decision making structure inthe family, the degree of changes among the young women is much higher. Looking into the preferences for male sex for the first child as well as a larger number of boys in the family, the difference between generations is significant. However data on the differences analyzed with the gender variable proves that the changes concerning the equality of sexes are mainly due to drastic changes in the young women’s value system. That is, the male population, young or old, still prefer to have a boy as their first born and to have more sons in the family. But the young female generation in the rural area sees less difference in having boys or girls in the family. It is concluded that reforms in the old value system is an evolving process of everyday life and that the girls are the main social force for change.

Vocational English in policy and practice

The aim of this licentiate thesis is to examine how, and in what ways, vocational English is a part of English language teaching in the Building and Construc­tion Programme in Sweden, and what the influences are for such pedagogy. The main research question is how policy documents relate to the views of teachers and their educational practice regarding vocational English. The study consists of two parts: a textual policy analysis of the three latest upper secondary school reforms in Sweden (Lgy 70, Lpf 94, and Gy 2011), and semi-structured interviews with practicing English teachers in the Building and Construction Programme. The interviews are categorised by using Spradley’s (1979) semantic relationships and taxonomies. Balls’ (Ball, 1993) and Ozga’s (1990; 2000) concept of policy enactment is used in the analysis as well as Bernstein’s (1990; 2000) theoretical framework of classification, framing, and horizontal and vertical discourse. The results show that five of the six teachers in the interviews work with vocational English in some way. The study also shows that there is a distinct gap between policy and practice. Several of the teachers have the notion that they are supposed to work with vocational English and that it must be written down in policy somewhere. The greatest influence on the teaching for these teachers are their students, either indirectly or directly. Further, the study shows that different frame factors such as time poverty hinders the teachers from reading policy texts and cooperating with the vocational teachers in the Building and Construction Programme.

Har den interna demokratin i politiska partier försämrats över tid?

Has intra-party democracy deteriorated over time? A widely held view in contemporary party research is that intra-party democracy, especially in traditional mass parties, has deteriorated in the age of the cartel party. This common assessment, however, relies on insufficient empirical evidence, and is scrutinized in the article. The notion of a gradual progress towards the cartel party implicitly shares common characteristics with the classic theory of Michels. In order to investigate the actual fate of intra-party democracy, central aspects of Michels theory are explored over time in a critical case, namely the Swedish SAP. If intra-party democracy is declining, this tendency should be most likely to be observed in this case. Two internal decision-making processes, surrounding two major pension reforms – one expansion in the 1950’s and one retrenchment in the 1990’s – are compared based on criteria deducted from Michels. Instead of finding a decline in intraparty democracy, the results conclusively demonstrate major improvements.

Det är enklare i teorin… Om skolutveckling i praktiken : En fallstudie av ett skolutvecklingsprojekt i en gymnasieskola

This dissertation is a case study dealing with a school development project that took place in an upper secondary school as a result of a merger of two schools with different cultures. The project used a method called “Frirumsmodellen” and was planned to be conducted in three steps. The first was to carry out a cultural analysis in order to map the preconditions to start a school development project. The second was to carry out concrete actions and finally study eventual effects from such activities by doing a second cultural analysis. My role was to be a supervisor in the school development work, but at the same time study how this work was conducted and its impact in the ordinary school day. The dissertation takes its departure in the fact that schools are political governed. The mission of schools is never neutral; it is always an expression of behind laying social forces, ideologies and ideals of the contemporary society. Of this reason, there is a close connection between the macro political level and the micro political level. Another point of departure is the transition from a modern to a post modern society that gives the character to the changes that take place in schools. Steering of schools has partly been treated as a technical implementation problem. Schools contain on going conflicts between different interest groups that, more or less regularly, end up in educational reforms. These reforms generate school development activities in the single school. Undoubtedly, this makes school development to a complex process. At a rather late stage of the study I decided not to fulfil my task to follow the original plan. I instead let the school development project as a model to be in focus. The over all purpose was formulated: How is it possible to understand what happened in the school development project in the Falkgymnasiet and why was it not possible to carry it out as it was said in the project plan? To interpret what took place during the project I did create an interpretation frame of implementation and complexity theory that also made it possible to critically scrutinise the “Frirumsmodellen”. Already in an early stage of the process it was obvious that the “Frirumsmodellen” did not supply any tools to use and it became disconnected from the project. The project in it selves was marginalised and made invisible. The headmaster used the situation to change things she thought were important to develop. As a result, things happened, but most of the involved people did not at first hand connect this to the project. It is, of course, difficult in detail to say what caused what. The complexity theory successively made the hidden patterns revealed, hidden unofficial potentates visible, as well as unpredictable conditions that generated reactions from the personnel in front of a development work. Together this was rather efficient obstacles for not changing this school. I also discuss school development and implementation problems on a general level, for example, the possibility to transform a top-down initiated project to be bottom-up driven and using project as a tool for school development work. It was obvious that headmasters and teachers must be prepared to handle the ideological dimensions of problems schools have to face. Consequently, development work is about making problems visible and to handle these in the intersection point between the intentions of educational policies, pedagogical researchers, school administrators, headmasters, teachers and pupils. The ideological dimension also contains an existential issue. Do I as a teacher share the intentions for the development work? If not, how must I act?

With an eye to academia or vocation? A draft to a research plan

There is a profound need to increase the quality and status of vocational education and train-ing (VET) and vocational education and training education – Teacher training (VTE-TT). As a consequence of several reforms the requirements of academic achievements in these different education systems are distinctly higher than before. These high ambitions cause problems and the actors in school and teacher education has got new challenges. Furthermore, vocational education teachers are supposed to prepare their pupils both to a pro-fessional career and to future academic studies. Accordingly, Vocational Education Teacher Trainers are supposed to prepare their students both to a career as vocational teachers and for further academic studies. This makes imprints in the field of VET and VTE-TT. The aim of this paper is to present a coming study about how actors in VET and VTE-TT think and act in relation to their changed assignment.

Enhancing Intercultural Communication in Teaching Chinese as a Foreign Language : An Action Research Study

Enhancing Intercultural Communication in Teaching Chinese as a Foreign Language – An Action Research Study Over the past few decades, the rapid development of information communication technology, internationalization and globalization worldwide have required a shift in the focus of Chinese as a foreign language (CFL) towards competence in intercultural communication in which the role of culture in the acquisition of CFL and in the pragmatic use of the language is emphasized and promoted. However, most of the current research in this academic area remains only on a theoretical level. Practical examples, particularly with regard to distance learning/teaching of the Chinese language, are very limited. This motivated the implementation of an action research study which aimed at exploring the possibilities and limitations of integrating Chinese culture and applying intercultural communication theory into a contemporary distance CFL course for beginners. By observing and comparing the performance of subjects in the control and experimental groups, this action research study focuses on exploring three basic areas. Firstly, it discloses the cultural elements which underlie effective daily communication. Secondly, it investigates how students acquire cultural knowledge and develop their ability to competently communicate in the target course. And thirdly, it evaluates how the modified course syllabus could enhance students’ intercultural communicative competence. The findings of the research aim to serve as both a resource and reference for educators and researchers who are interested in carrying out reforms and research in this academic domain.

"En ny musikuppfostran" : Reformpedagogiska anspråk i Siljanskolans bildningsinnehåll

 ”A new form of musical upbringing”: Pretenses of reform pedagogy content in the Siljan school In this article, I describe the Siljan school in Tällberg as a Swedish example of alternative pedagogy. The overall questions relate to the reform pedagogy content of the school and its ability to give Swedish music teaching a new form of musical upbringing. An important issue is how the Siljan school as a model for Swedish reform has been inspired by the reform pedagogy movements in USA and Germany. Te analysis is thus based on the Alm couple’s ability to give the school an international character which shines light on Swedish reforms in the greater context of reform pedagogy. With its basis in discursive education of the 1930s, two main questions are discussed: what perspective on musical education can be identifed in the personal development ethos of the Siljan school? How can the school’s relation to the reform pedagogy music movement during the start of the 1900s be understood? From a hermeneutic perspective, the article contributes by investigating how the Siljan school can have afected decisions in education politics, Swedish schooling, and Swedish musical life. In summary, the article contributes with new knowledge on a chapter in the history of Swedish music pedagogy.