Understanding Policy Change

Corduneanu-Huci, Cristina; Hamilton, Alexander; Ferrer, Issel Masses

doi:10.1596/978-0-8213-9538-7

Cited by 9 publications

(10 citation statements)

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“…Such a pendular movement put head teacher's accountability in a dualistic role of using his authority power proactively or being reactive to the existing culture and social norms. In this context he was using his agency to (re-)create the structure of domination and arbitrariness through symbolic force (Bourdieu, 1977;Dowding, 2008), patronage network and clientelism (Corduneanu-Huci, Mamilton & Ferrer, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…Working in like-minded teams of an informal channel and open sharing created space for transforming politics from curse to cure in the community school. However, in the guise of this open sharing practice, the head teacher was (re)producing the existing structure of domination and arbitrariness through symbolic force (Bourdieu, 1977;Dowding, 2008), patronage network and clientelism under the government agency (Corduneanu-Huci et al, 2013). Teachers' views were acknowledged in the meeting.…”

Section: Paradox 3 Accountability As Getting Synergy Of Diverse Intermentioning

confidence: 99%

“…According to Caldwell and Spinks (1992) resources in school are broadly conceptualized as knowledge, technology, power, material, time, assessment, information and finance. In addition, political and communication strategy of the school can be understood as school resources (Corduneanu-Huci, Mamilton, & Ferrer, 2013). Since resources are scarce, how they should be managed in competing demands is a challenge in delivering public services (Fisher, 1998).…”

Section: Introductionmentioning

confidence: 99%

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Managing Resources in Community Schools: An Accountability Practice in Paradox

Khanal¹

2019

Dhaulagiri

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Scholars have raised two contradictory issues of particular relevance to current debates of accountability in the utilization of resources for service delivery in public schools. First, that inadequate resource resulted in the poor performance; second, that school actors lack accountability in managing the resources at their disposal. Corresponding to these views, empirical evidence suggests that school head's proactive initiatives find ways to fill up the resource gap; and at the same time, in doing so, school head’s agency has created an invisible power structure putting his accountability practice in paradox. Building on these insights, this paper presents evidences from Nepali community schools on how head teacher’s accountability as managing resources manifests in paradoxes. I argue that under the performativity of market-based accountability narrative, the school head’s accountability is fluid and moving between the two paradoxical extremes of providing service or promoting dominance over other school actors.

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Section: Discussionmentioning

confidence: 99%

Section: Paradox 3 Accountability As Getting Synergy Of Diverse Intermentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Managing Resources in Community Schools: An Accountability Practice in Paradox

Khanal¹

2019

Dhaulagiri

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“…Nonetheless, some contend that not all cooperative endeavours are advantageous. According to Corduneanu-Huci et al [32], CA actions may be utilised to counteract shifts in development or advance the interests of one group at the expense of another. A group is maintained by constant negotiation and contestation.…”

Section: Collective Action Theorymentioning

confidence: 99%

Contributions of strategies to self-help groups’ participation in the sustainability of household livelihoods in Nyakach Sub-County, Kisumu County, Keny

Paul Okello Atieno,

George N Mose,

Peter G Oino

et al. 2024

World J. Adv. Res. Rev.

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Self-Help Groups (SHGs) adopt joint liability lending schemes to access the poor financial resources. Among the rural poor households, access to SHG micro-credit enables households acquire assets of social and economic importance. Members build social and economic capital as well benefit group synergy. Notwithstanding, poverty levels in some regions in Kenya, especially the Nyakach Sub-County remains high despite several SHGs. Approximately 800 registered SHGs were in Nyakach Sub-County by 2023 engaging in different social and economic endeavours. Food insecurity, poverty, environmental degradation, poor technology and general insecurity manifest in the sub county. It contrasts evidence of other developed countries across the globe, especially parts of Asia and Europe that self-help groups have positively influenced the overall development of society. The study explored the contributions of strategies to SHGs’ participation influence the livelihoods of households in Nyakach Sub County, Kenya. By using Questionnaires, gathered quantitative data from the respondents was analysed and presented in descriptive statistics while Pearson Correlation Analysis measured the relationship between the variables. The study found that strategies like education and entrepreneurial training, group lending and partnerships, networks and SHG-facilitated bookkeeping and business skills influenced the members’ active participation for enhanced livelihoods. Improving participation in SHGs was found to have a high and significant influence on the sustainability of the livelihood of members’ households. The study recommends to the government for development of legislative regulations on participation and protection of SHGs from operational and performance risks.

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“…Integrity is generally regarded as a cornerstone of good governance in public services (Head, 2012;Heres, 2014). However, it is important to take into consideration that integrity in public service requires high level of professional and political commitment (Brinkerhoff, 2010;Corduneanu-Huci et al, 2013;Huberts et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Interrogating the practice of integrity in Tanzania public service

Ackim,

Rugeiyamu,

Msendo

2023

IJPL

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PurposeDeterioration of integrity is featured in public service across the globe, including Tanzania. Local government authorities (LGAs) are among the areas where such practices have been reported. However, factors compromising integrity in LGAs receives less attention from the literature. Citing 19 LGAs from Tanzania, this study aims to examine contributes to this debate.Design/methodology/approachA sequential explanatory research design was applied. Data were collected from 54 respondents through survey questionnaires, interviews and a documentary review. The study was guided by Hoekstra theoretical framework for assessing integrity practices in LGAs.FindingsThe findings revealed that maintaining integrity in Tanzania's LGAs is still challenging. Poor institutionalization processes, institutional unpreparedness, insufficient integrity policy execution and being less informed of moral development of recruited public servants are said to compromise integrity in Tanzania LGAs. This qualifies to conclude that institutional pathologies and moral history of public servants are the major factors contributing to integrity deterioration in Tanzania LGAs. This has resulted in subpar service delivery and the waste of public funds.Research limitations/implicationsThis study confined itself to Tanzania LGAs. More studies could be conducted to LGAs in other countries struggling with the same problem. On the same ground, moral development should be studied more to ensure that the public service receives ethical public servants in the future.Practical implicationsThe theoretical framework for assessing integrity systems in LGAs as proposed by Hoekstra (2022) could be applied by other countries struggling with the same challenge.Originality/valueLGAs must implement an integrity-based self-reflection technique that will allow them to assess their current condition and come up with solutions. Furthermore, institutional policies must be strengthened to govern ethical behavior in LGAs.

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Understanding Policy Change

Cited by 9 publications

References 0 publications

Managing Resources in Community Schools: An Accountability Practice in Paradox

Managing Resources in Community Schools: An Accountability Practice in Paradox

Contributions of strategies to self-help groups’ participation in the sustainability of household livelihoods in Nyakach Sub-County, Kisumu County, Keny

Interrogating the practice of integrity in Tanzania public service

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