The literature's on federalism, integration, and political development all tend to present the progressive centralization of popular allegiance and political power over time as the normal and expected pattern of the history,experience of federations and other states. Canada is an on going federation which does not conform to this model. Canada's Internternal fragmentation's seem at least as compelling as ever, even after more than a century of federal union. Yet the federation has managed to endure while maintaining its divisions. In recent years certain Canadian provinces have become increasingly assertive and persuasive advocates of full autonomy in fields of provincial jurisdiction. They have also sought the fiscal capacity to implement this authority. For a number of reasons some provinces have induced the federal government to abandon its practice of unilaterally making policy in fields of provincial jurisdiction. Because the federal government retains an interest in these services (which include health, welfare, and education), and because some other fields of mutual concern (notably natural resources) are under joint supervision, direct negotiation between executives of federal and provincial governments has become a familiar characteristic of the federal system since the middle 1960's. This new development in federal-provincial relations is often called executive federalism. The study comprises a case study analysis of the evolution of the federal-provincial relationship in one jurisdiction, between the federal government and one province, over a specified time period. Federal and Ontario government files, and interviews with civil servants, supply most of the research material. The immediate objective is a preliminary assessment of how and how well the two sets of government executives have accommodated their conflicting interests in the university field. Ultimately, such a finding suggests some generalizations about how the Canadian federal system is evolving and is being perpetuated in a period when disagreement between federal and provincial governments is the most intense in Canada's history. A set of terms is introduced as analytic tools to assist in a discussion of the dynamic social environment in which federal systems operate. Such an exercise facilitates the attainment of a new perspective on the re lative status of the two levels of government in Canada at this time, and helps to promote an appreciation of the proper strategy for managing intergovernmental conflict. These tools may prove useful in future comparative studies of intergovernmental public policy making in federal states. It is concluded that executive federalism is inevitable and workable in the present federal-provincial climate. In any case, no practical alternative now exists or is likely to appear soon. Although both federal and provincial governments have sacrificed their interests to some degree in executive federalism, only the federal government has surrendered fiscal and jurisdictional manoeuvrability. It is suggested that the federal government consider bringing the provinces into the making of policy in federal fields of provincial concern. Such an alteration of executive federalism might weaken provincial government resistance to continued federal involvement in provincial jurisdictions, and thereby lessen conflict in federal-provincial relations and safeguard the federal government's remaining leverage in provincial fields. / Thesis / Doctor of Philosophy (PhD)

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This essay sets out to compare democratic legitimacy in three federal systems: United States of America (USA), European Union (EU) and Germany. The main question of the essay concerns the institutional design of the USA, EU and Germany's federal systems and how it is likely to affect democratic legitimacy. This main question is divided into four subqueries that lead the empirical analysis. These are: 1) What does the federal system's electoral process look like?, 2) How many voters do the federal systems have per mandate?, 3) In what ways do laws, rules and decisions create restrictions on the democratic process of the different systems?, and 4) Are there any changes and trends in development that may lead to weaker / stronger democratic legitimacy in the three federal systems? The essay is based on the assumption on legitimacy as a political concept and that it refers to whether people accept the political system's authority. The method for this essay is a comparative study using ‘most similar system design’. The empirical section includes collected material related to democratic legitimacy and the democratic process of the three federal systems, in relation to Robert Dahl's traditional democratic theory demonstrating five criteria a democratic process should achieve. It is difficult to measure to what extent the criteria in the traditional democratic theory are achieved, thus the empirical outcome is not comprehensive. However, it is possible to discuss the outcome and draw conclusions by studying the extent of legitimacy in the systems, in relation to each other. The empirical study thus shows that the German democratic process is more likely to fulfill a democratic process according to Robert Dahl’s democracy theory than the other two systems. USA tend to show more extensive restrictions for fulfilling the requirements of a democratic process than the other two systems. EU:s results is similar to USA, but does not have the same extensive restrictions. Therefore, Germany demonstrates a higher degree of democratic legitimacy than USA and EU do. USA demonstrates a lower degree of democratic legitimacy and EU:s democratic legitimacy is similar to USA. Our hypothesis, that the institutional structure of the system affects the outcome of democratic legitimacy, is thus confirmed in the study results.

Submitted by Fernando Souza (fernandoafsou@gmail.com) on 2017-08-29T11:30:45Z No. of bitstreams: 1 arquivototal.pdf: 1613120 bytes, checksum: d588a3f6186922e93941be2655a167ce (MD5) / Approved for entry into archive by Viviane Lima da Cunha (viviane@biblioteca.ufpb.br) on 2017-08-29T12:21:31Z (GMT) No. of bitstreams: 1 arquivototal.pdf: 1613120 bytes, checksum: d588a3f6186922e93941be2655a167ce (MD5) / Made available in DSpace on 2017-08-29T12:21:31Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1613120 bytes, checksum: d588a3f6186922e93941be2655a167ce (MD5) Previous issue date: 2017-02-14 / Professional education in Brazil registers, in the current historical juncture, a new scenario, based on a policy of expansion and reordering of this mode of teaching. The reordering policy of the federal network of professional education was given by the Organization of Federal Institutes of education, science and technology or, simply, Federal Institutes (IF). The Federal Institutes are several Campi institutions of higher education, professional, basic, intended to offer professional and technical education in the different methods of teaching. Were organized from the integration of two or more federal institutions professional education of a State, and the transformation of Federal Centers of technological education, Agro-technical schools and Federal technical schools linked to Federal universities. Federal Institutes fit the responsibility to promote the vertical integration of basic education to graduate; to promote the expansion of the number of campuses and the offer of courses considering the needs of the regions served. Highlights the completion of expansion management, staff and faculty, as well as the adequacy of facilities, in order to ensure the quality of education offered, all of this without losing sight of your own identity. The present study aimed to analyze the process of organization of the identity of this "new" institutionalism. We analyze the effects of institutional changes, which occurred between the period 2003 to 2010, the IFPB, whereas the vision and discourse of institutional actors. The scarcity of studies on the subject and the importance given to education by the Brazilian education policies for the current importance of this study. The research process was structured into three levels, namely: theoretical review, document analysis and field research. Field research, held at the Federal Institute of education, science and technology of Paraíba, semi-structured interviews with six institutional actors who have lived the process of transformation. The study indicates that the policy of the Organization of the Federal Institutes in Brazil, in addition to the proposal to extend the tender offer of the middle-level vocational education, represented the consolidation of a network of education intended, specifically, to the professional education and required an effort of adaptation by the same. / A educação profissional no Brasil registra, na atual conjuntura histórica, um novo cenário, fundamentado em uma política de expansão e de reordenamento dessa modalidade de ensino. A política de reordenamento da rede federal de educação profissional se deu mediante a organização de Institutos Federais de Educação, Ciência e Tecnologia ou, simplesmente, Institutos Federais (IF). Os Institutos Federais são instituições multicampi de educação superior, básica e profissional, destinados a ofertar educação profissional e tecnológica nas diferentes modalidades de ensino. Foram organizados a partir da integração de duas ou mais instituições federais de educação profissional de um mesmo estado, e da transformação de Centros Federais de Educação Tecnológica, de Escolas Agrotécnicas e de Escolas Técnicas Federais vinculadas a Universidades Federais. Aos Institutos Federais coube a responsabilidade de promoverem a verticalização da educação básica à pós-graduação; de promoverem a expansão do número de campi e a oferta de cursos considerando a necessidade das regiões atendidas. Destaca-se ainda a realização da gestão da expansão, do corpo técnico e docente, como também a adequação das instalações físicas, para poderem garantir a qualidade da educação ofertada, isso tudo sem perderem de vista sua própria identidade. O presente estudo objetivou analisar o processo de organização da identidade dessa “nova” institucionalidade. Propusemo-nos analisar as repercussões das mudanças institucionais, ocorridas entre o período 2003 a 2010, no IFPB, considerando a visão e o discurso dos atores institucionais. A escassez de estudos sobre o tema e a relevância dada à educação profissional pelas atuais políticas educativas brasileiras justificam a importância deste estudo. O processo de pesquisa foi estruturado em três níveis, a saber: revisão teórica, análise documental e pesquisa de campo. A pesquisa de campo, realizada no Instituto Federal de Educação, Ciência e Tecnologia da Paraíba, contou com a realização de entrevistas semiestruturadas com seis atores institucionais que viveram todo o processo da transformação. O estudo indica que a política de organização dos Institutos Federais no Brasil, para além da proposta de ampliar a oferta pública do ensino profissional de nível médio, representou a consolidação de uma rede de ensino destinada, especificamente, à educação profissional e requereu um esforço de adequação por parte dos mesmos.