Understanding and enhancing research-policy linkages in Australian housing: A discussion paper

This project aimed to develop a systematic framework for understanding the relationship between social science research and public policy, and to build more effective linkages between social researchers and policy practitioners in the Australian housing system, particularly through AHURI. The project is explicitly applied and solution-focused. It was undertaken in close collaboration with AHURI and has contributed to AHURI's overall mission and strategy to enhancing research-based housing policy. It provided an opportunity for the AHURI policy community to engage in a process of action-oriented, self-reflection around its core business of applied housing policy research.

Public choice of species for the ark: Phylogenetic similarity and preferred wildlife species for survival

Humans play a role in deciding the fate of species in the current extinction wave. Because of the previous Similarity Principle, physical attractiveness and likeability, it has been argued that public choice favours the survival of species that satisfy these criteria at the expense of other species. This paper empirically tests this argument by considering a hypothetical ‘Ark’ situation. Surveys of 204 members of the Australian public inquired whether they are in favour of the survival of each of 24 native mammal, bird and reptile species (prior to and after information provision about each species). The species were ranked by percentage of ‘yes’ votes received. Species composition by taxon in various fractions of the ranking was determined. If the previous Similarity Principle holds, mammals should rank highly and dominate the top fractions of animals saved in the hierarchical list. We find that although mammals would be over-represented in the ‘Ark’, birds and reptiles are unlikely to be excluded when social choice is based on numbers ‘voting’ for the survival of each species. Support for the previous Similarity Principle is apparent particularly after information provision. Public policy implications of this are noted and recommendations are given.

Performance measurement in child protection

The increasing use of performance measurement by government means that child protection services are under pressure to demonstrate effectiveness in protecting children from harm and efficiency in the use of public funds to help children and families. From a policy perspective, the way performance measurement is conceptualised and implemented can have major consequences for service delivery. This paper examines key issues raised in the literature about performance measurement, the context for its introduction in child protection, how the concepts of effectiveness and efficiency are dealt with, how client outcomes are defined, and assumptions about 'good performance'. An overview of performance measurement in child protection in Australia is provided. The paper argues that a critical approach to performance measurement in child protection can contribute to improved service delivery to clients.

Bringing people back in: Grassroots approach to peace in Bosnia-Nerzegovina

Peacemaking in Bosnia-Herzegovina is a controversial subject that engaged the political energies of the international community for several years without resolution. While international efforts at peacemaking warrant a critique in their own right, the assumptions that lie behind popular perceptions of peacemaking must also be examined. This article explores the proposition that the promotion of multi-ethnic contact between Bosnian people is at least as important as elections or the reconstruction of political institutions. Indeed, the restoration and development of inter-ethnic relationships, especially at grassroots level, is essential for the establishment of sustainable peace. This article thus focuses on the roles of NGOs (Non-governmental organisations) active at the grassroots level in Bosnia, such as the Centre for Drama Education in Mostar, Project Firefly in Brcko, and the CARE Welcome Project in Sarajevo, which represent a grassroots form of peacemaking that incorporates local knowledge and understandings of the conflict within peace projects.

Issues in Australian Foreign Policy: January to June 2002

No abstract

Interfaces : educação especial & seguridade social

Com a Constituição da República Federativa do Brasil (1988), a intersetorialidade imprimiu nas políticas públicas de educação e seguridade social uma construção e uma operacionalidade mais articuladas e interdependentes. Entre as leis e portarias interministeriais, destaca-se o Programa Benefício de Prestação Continuada na Escola, que atende pessoas com deficiência de zero a dezoito anos de idade. Nesta pesquisa, questionam-se as interfaces entre as políticas públicas da educação especial e da seguridade social. São objetivos da pesquisa: analisar as interfaces das políticas públicas sociais – educação especial e seguridade social – no que se refere à garantia de direitos à educação de crianças com deficiência ou Transtornos Globais do Desenvolvimento, entre zero e cinco anos, no município de Vitória, Estado do Espírito Santo; identificar como se configuram as interdependências entre profissionais da educação especial e da seguridade social e os familiares (pais ou responsáveis) dessas crianças perante seus processos educacionais; compreender os diferentes movimentos entre as instituições de educação e da seguridade social e suas implicações para a inclusão escolar das crianças com deficiência ou Transtorno Global do Desenvolvimento; analisar como os profissionais da educação e da seguridade social lançam perspectivas para os processos de inclusão escolar e estabelecem diálogo com a família acerca da educação dessas crianças. Esta é uma pesquisa de natureza qualitativa, estudo de caso com coleta de dados empíricos e bibliográficos, na qual foram sujeitos: mães de três crianças de três Centros Municipais de Educação Infantil de Vitória; professoras da sala de atividades e de educação especial, pedagogas e diretoras; técnicos das Secretarias Municipais de Vitória: Educação, Saúde e Assistência Social e do Instituto Nacional do Seguro Social. As técnicas empregadas para coleta de dados foram a entrevista o grupo focal e o diário de itinerância. Foram procedimentos adotados para o registro dos dados a audiogravação de entrevistas e de grupos focais e anotações em diário de itinerância. Os dados foram organizados em cinco categorias de análise, produzidas por meio das narrativas dos familiares e dos profissionais participantes da pesquisa. Os conceitos de Norbert Elias, interdependência e configuração, relação de poder – estabelecidos e outsiders –, processos sociais e relação entre sociedade e Estado (balança do poder) contribuíram para compreender os dados, por serem observados nas categorias produzidas. Os resultados apontam para a fragilidade de Global do Desenvolvimento, no município de Vitória. Revelam, ainda, uma inconsistência de fluxos de referência e contrarreferência e lacunas na dimensão técnica e operativa para as interfaces das políticas públicas intersetoriais com práticas profissionais que cumpram o papel político conforme outorga a legislação federal e municipal. As considerações se ampliam para discussões entre o instituído e o instituinte – políticas públicas e práticas profissionais – que priorizem a efetivação da intersetorialidade diante das demandas do público investigado com vista à garantia dos direitos de acesso a uma educação de qualidade.

O novo paradigma do saber e os dispositivos urbanos para uma cidade educadora

Discusses the formation of urban apparatus that have characterized promote interaction, connection, inclusion and learning within the new paradigm of knowledge, which corresponds to the process of involvement/ knowledge propagation between space and urban space, caused by various combinations. Rescues the importance of physical space in the contemporary city before the increasing spread of cyberspace as one that many theorists seem to be the future of humanity. It also discusses the importance of knowledge in various fields such as Philosophy, Sociology, Education, and especially the Architecture and Urbanism, highlighting the need to think about the city according to this status of knowledge. Shows how the apparatus are found in urban public policy agenda. In this context, used as a model the polygonal 1 of the city of Vitória, consisting of eight communities that call themselves Território do Bem, focusing on how ownership and endogenous production of spaces contribute to the formation of urban apparatus. Also shows the performance of the city of Vitória through the Multiyear Plan 2010/2013, pointing out the actions and the programs that contribute to the formation of urban apparatus. The results show that the apparatus are tools of participatory urban management and city planning, contributing to the process of autonomy and social emancipation

O 1.º ciclo do ensino básico como problema de política educativa: definição de uma problemática em torno do conceito de “escola a tempo inteiro”

No centro desta reflexão teórica situa-se a conjuntura sociopolítica que fez (re)emergir o 1.º ciclo do ensino básico como “problema” de política educativa, ou seja, como terreno prioritário para o Estado, através do Governo, formular e executar um “modelo” de operacionalização da política de “Escola a Tempo Inteiro” (ETI). Analisamos esta política reportando-a a referenciais de representação de um “novo modelo educativo” (dimensão educativa), de um “novo paradigma de escola pública” (dimensão política) e de uma “nova conceção de administração da educação” (dimensão administrativa). O recurso ao quadro heurístico da “análise das políticas públicas” permite pôr em evidência as representações e a ação governativas. At the centre of this theoretical reflection is the socio-political conjuncture that (re)emerged the 1st. cycle of basic education as an education policy “problem”, that is to say, a priority ground to the State, through the Government, create and implement an operational “model” for “full-time school” policy. We analyse this policy by referring to the referential representation of a “new educational model” (educational dimension), a “new paradigm of public school” (political dimension) and a “new conception of educational administration” (administrative dimension). The use of the heuristic framework of “public policy analysis” allows us to highlight the representations and governmental action.

O “Programa de Generalização das Actividades de Enriquecimento Curricular” como instrumento de regulação da política educativa

A partir de uma abordagem pela “análise das políticas públicas”problema público, tendo como fonte os textos e os discursos oficiais do Governo e de outros actores, pretende-se ensaiar um quadro explicativo para a génese das medidas de generalização do alargamento do horário das escolas do 1.º ciclo e das actividades de enriquecimento curricular (AEC), procurando desocultar as situações problemáticas que lhes estão subjacentes e justificar a sua “entrada” na “agenda política”. Neste processo releva-se o papel dos actores enquanto “empreendedores”, na definição das políticas públicas de educação. Focusing on the public policy analysis, a framework to explain the genesis of the generalization of the extension of school day and curriculum enrichment activities (CEA) in primary schools (1st Cycle) is provided, trying to make clear the problems underneath, as well as to justify their ‘entry’ in the ‘policy agenda’. The inquiry is based on the texts and discourse of government and other stakeholders. In this process the actors’ role is emphasized as "entrepreneurs" in the definition of the public policies for education

O 1º ciclo do ensino básico como "problema" de política educativa: definição de uma problemática em torno do conceito de "escola a tempo inteiro"

No centro desta reflexão teórica situa-se a conjuntura sociopolítica que fez (re)emergir o 1.º ciclo do ensino básico como “problema” de política educativa, ou seja, como terreno prioritário para o Estado, através do Governo, formular e executar um “modelo” de operacionalização da política de “Escola a Tempo Inteiro” (ETI). Analisamos esta política reportando-a a referenciais de representação de um “novo modelo educativo” (dimensão educativa), de um “novo paradigma de escola pública” (dimensão política) e de uma “nova conceção de administração da educação” (dimensão administrativa). O recurso ao quadro heurístico da “análise das políticas públicas” permite pôr em evidência as representações e a ação governativas.

Corporate brand identity in higher education: a relational perspective

Identity is traditionally defined as an emission concept (Kapferer, 2008). Yet, some research points out that there are external factors that that can influence it (Kennedy, 1975; Markwick e Fill, 1997; Balmer e Gray, 2000). This subject is even more interesting if one considers corporate brands. According to Aaker (2004) the number, the power and the credibility of corporate associations are bigger in the case corporate brands. Literature recognizes the influence of relationships between companies in identity management (Hakansson and Snehota, 1989, 1995; Hakansson and Ford, 2002). Yet, given the increasingly important role of corporate brands, it is surprising that to date no attempt to evaluate that influence has been made in corporate brand´s identity management and reputation. Also Keller and Lehman (2006) highlight relationships and costumer experience as two areas requiring more investigation. The authors argue that corporate brand´s identity can be developed under a relational perspective using relationships with other recognised brands in order to generate positive reputations in stakeholders. Based in relationship and corporate brand identity management, a framework is developed to identify how corporate brands select, develop and invest in relationships with other brands. The context of the proposed relationship concept is the services area (Dwyer et al, 1987; Moorman et al, 1992; Rauyruen et al, 2005 and Hennig-Thurau and Klee, 1997). An empirical qualitative research is designed using two reputational technological higher education institutions (two corporate brands) acting in Portuguese public higher education market.

Main features of the labour policy in Portugal

In this working paper is presented information on the Portuguese labour market developed with the support of the European project WORKS-“Work organisation and restructuring in the knowledge society”. Is still a on the process article and thus commentaries are welcome. The structure is based on the following topics: a) The employment policy (Time regimes - time use, flexibility, part-time work, work-life balance -, and the work contracts regimes – wages, contract types, diversity); b) Education and training (skilling outcomes, rules on retraining and further training, employability schemes, transferability of skills); c) Equal opportunities (relevance of equal opportunity regulation for restructuring outcomes, the role of gender and age regulation); d) Restructuring effects (policy on transfer of personnel, policy on redundancies, and participation or voice in restructuring).