Show Less
Open access

The Governance of Educational Welfare Markets

A Comparative Analysis of the European Social Fund in Five Countries

Edited By Daniel Pop and Cristina Stanus

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.
The book is the result of the Educational selectivity effects of the European Social Fund project (July 2012 and December 2013), developed with the support of the Education Support Program of the Open Society Foundations.
Show Summary Details

 

← 210 | 211 → Annexes

Annex 1. Operational programmes and priority axes analysed in the book

Bulgaria – Human Resources Development Sectoral Operational Programme

Priority axis no. 4. Improving the access to education and training

4.1. Access to education and training for disadvantaged groups

4.2. Children and youth in education and society

Czech Republic – Operational Programme Education for Competitiveness

Priority Axis No. 1: Initial Education

1.2. Equal opportunities for children and pupils, including the children and pupils with special educational needs

Priority Axis No. 4: System Framework of Lifelong Learning

4.1. A system framework of lifelong learning

Czech Republic – Operational Programme Prague Adaptability

Priority Axis No. 3: Modernization of Initial Education

3.3. Support for pupils and students with special educational needs

Hungary – Social Renewal Operational Programme*

Priority Axis No. 3. Providing quality education and ensuring access for all

3.3. Decreasing the segregation of severely disadvantaged and Roma pupils, promoting their equal opportunities in public education

← 211 | 212 → 3.4. Supporting the education of groups with different educational needs, and the integration of pupils with special educational needs, intercultural education

Romania – Sectoral Operational Programme Human Resources Development

Priority axis no. 2. Linking lifelong learning and labour market

2.1. Transition from school to active life

2.2. Preventing and correcting early school leaving

Slovakia – Operational Programme Education

Priority axis no. 3. Support to Education of Persons with Special Education Needs

3.1. Raising the educational level of members of the marginalized Roma communities

3.2. Raising the educational level of persons with special educational needs

* In the case of Hungary, the large number of calls for applications under the two selected key areas of intervention led to the selection of the calls for applications most relevant for the educational inclusion of vulnerable groups. The list of calls analysed in the Hungarian case is included in Annex 2.

← 212 | 213 → Annex 2. Calls for applications analysed, Hungary

Number of call

Label of call

Note

TÁMOP – 3.3.1–07/1

Equal opportunities and integration

strategic programme

TÁMOP – 3.3.1–09/1

Equal opportunities and integration

TÁMOP – 3.3.2./08/1

Supporting the Implementation of Equal Opportunities Programmes

Central Hungarian region and convergence regions

TÁMOP – 3.3.2./08/2

Supporting the Implementation of Equal Opportunities Programmes

TÁMOP – 3.3.3–08/1

Quality assurance of public education reference institutions for integration, supporting their co-operation with professional service-provider networks

convergence regions

TÁMOP – 3.3.5./A/08/1

Providing support to ‘learneries’

convergence regions

TÁMOP – 3.3.7/09/1

Support to quality education, and enhancement of lifelong learning through cultural tools in order to establish equal opportunities in the most disadvantaged small regions.

multiply disadvantaged micro regions, state applicants

TÁMOP – 3.3.7/09/2

Support to quality education, and enhancement of lifelong learning through cultural tools in order to establish equal opportunities in the most disadvantaged small regions.

multiply disadvantaged micro regions, NGO applicants

← 213 | 214 → TÁMOP – 3.4.2/09/1

Inclusive education of children with special educational needs

Central Hungarian region and ­convergence regions

TÁMOP – 3.4.2/09/2

Inclusive education of children with special educational needs

TÁMOP – 3.4.4/B-11/2

Development of National Talent Support Network

convergence regions

TÁMOP – 3.4.1.A-08/1

Support to the education of nationality pupils.

Central Hungarian region and ­convergence regions

TÁMOP – 3.4.1.A-08/2

Support to the education of nationality pupils.

TÁMOP – 3.4.1.A-11/1

Support to the education of nationality pupils 2nd phase

convergence regions

TÁMOP – 3.4.1.B-08/1

Migrant students in Hungarian public education

Central Hungarian region and ­convergence regions

TÁMOP – 3.4.1.B-08/2

Migrant students in Hungarian public education

TÁMOP – 3.4.2.A-11/1

Integration of children with special educational needs

Central Hungarian region and ­convergence regions

TÁMOP – 3.4.2.A-11/2

Integration of children with special educational needs

TÁMOP – 3.4.2.B-12

Integration of children with special educational needs (Improvement of specialized services)

Strategic programme

TÁMOP – 3.4.3–08/1

Talent development in school

Central Hungarian region and ­convergence regions

TÁMOP – 3.4.3–08/2

Talent development in school

← 214 | 215 → TÁMOP – 3.4.3–11/1

Talent development in schools

TÁMOP – 3.4.3–11/2

Talent development in schools

TÁMOP – 3.4.4/A/08/1

Development of case maps of extracurricular talent maintenance for the outstanding talent youth who needs special education

Strategic programme

TÁMOP – 3.4.4/B/08/1

Development of National Talent Support Network – Hungarian Genius Integrated Talent Support Programme

Central Hungarian region and ­convergence regions

TÁMOP – 3.4.4/B/08/2

Development of National Talent Support Network – Hungarian Genius Integrated Talent Support Programme

← 215 | 216 → Annex 3. Governance of ESF funding in the five countries: Synthesis of findings

image

image ← 216 | 217 →

image ← 217 | 218 →

image ← 218 | 219 →

image ← 219 | 220 →

image ← 220 | 221 →

image ← 221 | 222 →

image ← 222 | 223 →

image ← 223 | 224 →

image ← 224 | 225 → ← 225 | 226 →