Embedded within the notably constrained American state, how can regulatory agencies ensure that enforcement goals are met? Some analyses suggest that this is not so easily done; rather, constraints on agencies' formal administrative powers are said to threaten their capacity for effective regulation. But recent scholarship contends that such accounts underestimate the pivotal and oftentimes `hidden' regulatory role played by less formal mechanisms of enforcement, such as private litigation. Building on this revisionist strain, this dissertation project closely examines the ways in which constrained agencies look outside themselves - and their formally granted administrative authority - for enforcement power by developing incentive structures that motivate private actors to engage in litigation that advances regulatory goals. Through an historical analysis of the development of the regulatory capacity of three agencies - the Equal Employment Opportunity Commission, Environmental Protection Agency, and the Office of Equal Opportunity at HUD - this project uses qualitative and quantitative approaches to explore how and when regulatory agencies choose to focus their limited resources on mobilizing private enforcement of public policy. First, using a careful examination of agency and presidential archival materials, I specify the mechanisms by which agency actors promote private litigation and uncover the institutional and political conditions under which this legal enforcement strategy is employed over time. And then, from these archival observations, I construct original quantitative measures capturing the deployment of these legal enforcement strategies, and conduct statistical analyses to confirm the success of agency efforts to encourage private litigation over time. Ultimately, by reconsidering how to integrate informal mechanisms of enforcement, like agency-motivated private litigation, into theories of bureaucratic regulation, this research contributes to our practical understandings of day-to-day agency behavior and to our conceptions and assessments of state capacity, more broadly.

The subject of the thesis is systematic job evaluation for purposes of local wage determination for blue-collar jobs within the Swedish industry. The method is examined from a general wage-determination as well as from a gender equality perspective. The thesis is based on e.g. documents from the parties, on interviews with representatives of employers and unions at the central and local level, and on interviews with persons participating in job evaluation work in some companies. An analysis is made of one of the most common job evaluation systems, including the changes it has undergone since the 1950s. The use of a job evaluation system implies that a linkage is made between /certain/job demands and wages. It also means that this linkage is made in a systematic way. Systematics might, in its turn, imply consistency, rigidity and explicity. The thesis examines the significance of a linkage demands-wages and of consistency, rigidity and explicity for the parties' attitudes towards the method; as a purpose or as a means to achieve other goals. It demonstrates that the employers' problems to recruit labour and a desire for an increased wage differentiation has constituted a major reason for using the systems. The job evaluation system examined does not consider, or gives low weight to, certain demands which are common in female-dominated jobs. Various circumstances in the evaluation work process which provide it with scope for consideration are identified. This scope for consideration may disfavour female-dominated jobs. The thesis claims that the scope for consideration yet is less than in an unsystematic overall assessment of différencies in job demands between various jobs. A completed systematic job evaluation offers a basis for speaking of "work of equal value" in the sense of the Swedish Equal Opportunities Act, and forces the employer to explain possible différencies in the terms of employment when the points allotted are equal. It is unclear whether the court has to accept the application of the system made by the parties, or whether it could make its own evaluation with the same system. So far, no case concerning work of equal value has been settled in court. / <p>Diss. Umeå : Univ., 1991</p> / digitalisering@umu

The study sought to establish the effect of age, gender, job level and race on attitudes towards affirmative action. A research was conducted in a government organisation in the security cluster in one of the provinces in South Africa. Findings indicated that men and women’s disposition towards affirmative action was positive. Employees at different job levels and varying age groups were also positive towards affirmative action in general. There were significantly lower numbers of white participants and those on senior management levels such that this cannot be objectively reported. The generally positive regard employees have towards affirmative action is good for the organisation if it wants to build a cohesive culture that is non sexist and does not discriminate on the basis of job level and age. / Industrial and Organisational Psychology / (M. Com. (Industrial and Organisational Psychology))

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No. of bitstreams: 2 Dissertação - Glaucia Resende Marra Pereira - 2014.pdf: 1604132 bytes, checksum: 506944fef20e94219e7d21817017dc81 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2014-08-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / In this paper, we assessed curricular adaptation for students with hearing impairment in common schools in the state of Goiás. Since the 1988 Federal Constitution, in Brazil began a movement of school democratization, which gained more expressivity with the introduction of especial education. The inclusion of impaired children in common school has provoked debates, both regarding advocates and opponents to this educational modality in regular schools. Several issues arose, such as: How to teach such students? Must the curriculum, the axis of the educational process, be the same for everyone? In the study, we made a documental analysis, based on publications of the Ministry of Education, having as theoretical reference Vigotski (1983) and his studies concerning the learning process of children with impairment. We also carried out a historical analysis of the education of children with hearing impairment in accordance with Goldfeld (2002). We understand that diversity is a reality that school longs for simplify each day. Thus, in order to analyze inclusive school, we looked for writers addressing this theme in literature, such as: Mantoan (2009); Raws (1981); Moreira, (2010); Dubet (2008); Esteve (2004). In a globalized world, it is undeniable the power of whatever is decided by international organizations, namely, the World Bank, UNESCO, UN, for the elaboration of educational public policies directing school actions. Globalization, with its implications in the educational process, is addressed here based on Sacristán (2007), besides the aforementioned authors. Other issues involving this topic were assessed in this paper, such as: teacher’s education, the prescribed curriculum, bilingual education, as well as concepts inherent to plurality constituting society, like difference and equal opportunities. Aiming at investigating how school articulates curriculum in the education of students with hearing impairment in Goiás, we considered necessary to research curriculum in Brazil from its very beginning and development to the understanding of diversity at the present. In this study, we based on Moreira (1990, 2010) and Sacristán’s assumptions (1998). In order to complement documental analysis, we investigated two inclusive schools in Goiânia. We verified whether what is expressed in the Pedagogical Political Project is contemplated in the teachers’ planning, according to governmental guidelines and theoretical foundations of inclusive education. We found out that since the beginning of inclusive education to the present days, curricular proposals have drastically been changed for students with hearing impairment and that the obstacles faced by the common educational systems also affect students with impairment. What is determined by the legislation is not always what happens in fact in common inclusive schools. Educational practice occurs under school material conditions and human resources, which concerning inclusive education, has gaps that hinder the quality of education. We verified that, the prescribed curriculum is often substituted by the hidden curriculum discussed in this paper. / Neste trabalho analisou-se a adaptação curricular para alunos com deficiência auditiva nas escolas comuns de Goiás. A partir da Constituição Federal de 1988, iniciou-se, no Brasil, o movimento de democratização escolar que ganhou expressividade com a introdução da educação especial. A inclusão de crianças com deficiência na escola comum provocou debates, tanto em relação à defesa quanto à oposição dessa modalidade educacional na escola regular. Levantaram-se várias questões, por exemplo: Como ensinar esses alunos? O currículo, eixo norteador do processo educativo, é o mesmo para todos? Neste trabalho, adotou-se uma análise documental, com base em publicações do MEC, tendo como referencial teórico Vigotski (1983) e seus estudos acerca da aprendizagem de crianças com deficiência. Contou-se também com a análise histórica da educação de surdos de acordo com Goldfeld (2002). Entende-se que a diversidade seja uma realidade que a escola procura equacionar no seu dia a dia. Desse modo, para analisar a escola democratizada, buscou-se na literatura sobre a inclusão autores que tratam do tema, tais como: Mantoan (2009); Raws (1981); Moreira, (2010); Dubet (2008); Esteve (2004). Em um mundo globalizado, não há como negar a força do que é decidido nos organismos internacionais, entre os quais o Banco Mundial, a UNESCO, a ONU, para a elaboração das políticas públicas educacionais que direcionam as ações na escola. A globalização, com implicação no processo educativo, é aqui discutida com respaldo em Sacristán (2007), além dos autores mencionados. Analisaram-se, neste trabalho, alguns fatores que envolvem essa temática: formação docente, currículo prescrito, educação bilíngue, entre outros conceitos inerentes à pluralidade que constitui a sociedade, como diferença e igualdade de oportunidades. Objetivou-se investigar como a escola articula o currículo na educação dos alunos com surdez em Goiás. Considerou-se necessário pesquisar o campo do currículo no Brasil, desde sua origem e desenvolvimento, para a compreensão do currículo da diversidade nos dias atuais. Teve-se como fundamento as concepções de Moreira (1990, 2010) e Sacristãn (1998). Para complementar a análise, realizou-se uma investigação em duas escolas inclusivas de Goiânia. Buscou-se verificar se o que está expresso no Projeto Político Pedagógico é contemplado nos planejamentos dos professores, conforme orientam as diretrizes governamentais e a fundamentação teórica da educação inclusiva. Constatou-se que, do início da educação inclusiva aos dias de hoje, as propostas curriculares foram radicalmente mudadas para os alunos, e as dificuldades por que passa o sistema educacional geral afetam também os alunos com deficiência. Nem sempre o que é determinado pela legislação é o que acontece na escola comum inclusiva. A prática educativa se dá de acordo com as condições materiais da escola e seus recursos humanos, o que, no caso da educação inclusiva, apresenta lacunas que comprometem a qualidade da educação. Verificou-se que o currículo prescrito muitas vezes é substituído pelo currículo oculto, discutido neste trabalho.

Background: In Tibet, as well as in their exile community in India, there is a widespread issue of female oppression and gender inequality within healthcare. Few studies explore the progressive work of organizations fighting these issues, which can contribute to a retrogression of discrimination awareness.  Aim: The aim of the study was to describe healthcare workers' perspectives on how and to what extent the Tibetan Women’s Empowerment Policy can be used to create equal opportunities in healthcare.  Method: Ethnographic method consisting of semi-structured interviews and observations has been used for data collecting and qualitative content analysis has been used for data analysis. Result: There are four recurring perspectives amongst the participants: (1) The policy has contributed to a change of attitude regarding female empowerment, female leadership and feminism. (2) The policy has contributed to the development of adequate healthcare services for women. (3) Limitations of support from the community. (4) The policy is not impactful. Conclusion: There are indications which show that the Tibetan women’s empowerment policy can create equal opportunities within healthcare in terms of attitude changes and accessibility to adequate healthcare. However, there are also practical complications in regard to its theoretical outlines as well as limitations of support from the community. It is concluded that the policy is part of a female progression within the community, yet there are still improvements regarding sufficiency and awareness needed to be made.

"Education For All" is the goal which the Ministry of Education and Human Resources, in Mauritius, wishes to attain, based on the recommendations of UNESCO. Mauritius urges for quality education, that is, a world-class education in which each Mauritian child should be given the opportunity to reach high educational success. Education must be the privilege of all and not the sole right of a few elites. This study analyses, from an educator‘s point of view, the extent to which Mauritius is proficient in reaching quality education at secondary level. It is mainly based on hypothesis-testing. The research process also includes a case study of the Zone 2, for which a selfadministered questionnaire was distributed to a sample of 90 educators. The study reveals that Mauritius is heading towards a quantified education rather than a quality education. Mass education can be seen as a better rhetoric for its current educational plan. / Sociology / M.A. (Sociology)

L’éducation et la formation sont des institutions centrales de notre société. Garantes de l’intégration sociale et professionnelle des individus, elles ont aussi été érigées en piliers stratégiques du dynamisme économique dans la « société de la connaissance » (CE, 2000). Pour autant, bien que porteuses des valeurs démocratiques, elles sont le lieu d’observation de nombreuses inégalités, tant en formation initiale que professionnelle. Dans un contexte de précarisation du marché du travail, où le diplôme est nécessaire mais ne semble plus suffire pour assurer une intégration professionnelle stable, l’essor des Massive Open Online Course (MOOC) questionne. À partir d’une enquête mixte longitudinale, cette recherche s’est attachée à répondre à la problématique générale suivante : dans quelle mesure l’égalité formelle d’accès aux MOOC se traduit-elle par une égalité des chances pour les individus de les utiliser, d’y réussir et d’en tirer des bénéfices (objectifs et subjectifs) ? Cette étude des usages sociaux des MOOC et de leurs effets dans les trajectoires individuelles a été réalisée à partir de l’analyse de 5709 réponses d’inscrits au sein de 12 MOOC de France Université Numérique (FUN), réinterrogés un an plus tard (n=1778), et de 32 entretiens. Arguant en faveur d’une reproduction sociale des inégalités d’accès, les résultats montrent que l’égalité formelle d’accès ne suffit pas à une appropriation par tous de ces ressources. Ces usages restent principalement le fait d’individus détenant un capital humain élevé, bénéficiant d’une « insertion professionnelle assurée » (Paugam, 2007[2000]), coutumiers de la formation professionnelle et ayant d’intenses pratiques culturelles. Plus qu’une nouvelle voie d’accès à la formation, les MOOC semblent constituer un moyen supplémentaire, nécessitant des prérequis implicites. Pour autant, la construction d’une typologie d’usage a permis de mettre au jour que les MOOC peuvent constituer, même pour ces derniers, une réelle opportunité de formation. Majoritairement saisis dans un rapport a priori désintéressé de loisirs culturels, ils sont aussi utilisés pour satisfaire des objectifs formatifs variés. Ces six registres d’usage sont par ailleurs plus faiblement déterminés. L’évaluation de la réussite, lorsque les critères de l’achèvement et de la certification sont pertinents, met en évidence, pour ces individus favorisés, une égalité des chances d’y parvenir. Bien que ces usages sociaux n’aient, à court terme, aucun effet objectivable sur les trajectoires socio-professionnelles, ils sont porteurs de bénéfices plus subjectifs. Selon les particularités et la temporalité des « parcours biographiques » (Bourdon, 2010), ils participent au développement des identités personnelles et professionnelles ainsi qu’à une amélioration du vécu de certaines transitions. Loin de concurrencer en France le rôle des diplômes dans les parcours sociaux, les MOOC semblent plutôt en constituer un nouveau halo et participer à l’avènement d’une ère du signalement tout au long de la vie. / Education and vocational training are central institutions in today’s society. They play an important role in guaranteeing people’s social and professional integration. They are also considered strategic pillars of economic growth in “the knowledge society” (CE, 2000). However, despite their basis in democratic values and principles, there are still many inequalities in access and outcomes in both compulsory academic and vocational education. Moreover, because of the increasing flexibility and insecurity of work in the current labor market, a diploma is a necessary, but not sufficient, condition for stable employment. In this context, the rise of Massive Open Online Courses (MOOC) raises questions about their contribution to the educational aims of equality and efficacy. Based on a mixed-methods approach, this thesis addresses the following research problem: To what extent does the formal equality of MOOC give people equal opportunities to use them, succeed in them, and earn tangible and subjective benefits? The analyses are carried out on data collected from 5709 people enrolled in 12 MOOC on the FUN platform, interviewed again one year later (n=1778), and on 32 interviews. Results show that the use of MOOC seems to reproduce social inequalities in educational access. Indeed, the people who enroll already have high levels of human capital and highly stable and qualified employment; furthermore, they are accustomed to professional training and have intense cultural practices. Rather than acting as a new way to access education and training for underserved people, MOOC seem to be a new resource for privileged individuals, and access to them appears to require implicit prerequisites. However, the typology of MOOC uses shows that even for these people, MOOC can be an additional training opportunity. Mainly used for disinterested purposes, such as “edutainment” or cultural interest, they are also real training and educational supports. Nevertheless, these types of uses are not strongly determined. When achievement and certification are used as indicators to assess the success of these social uses, results show no social inequalities in outcomes. However, at least in the short term, participating in a MOOC does not have any tangible impact on professional careers: Rather, their effects are subjective. Considering the “biographical path” of these people (Bourdon, 2010), I find that they use MOOC both to sustain individual and professional identities and to facilitate social transitions. Instead of competing with the role played by diplomas in France, MOOC seem to be a new “halo” of these educational credentials, participating in the development of the need to acquire skills throughout one’s career and reinforcing the trend towards life-long learning.

Achieving economic equality between men and women is a challenge to every country. The approach taken politically and legally in Sweden is to encourage a greater economic independence of women from the family through paid work, as well encouraging men to assume a greater share of unpaid work, particularly parental leave, resulting in a lessening of the double burden of work for women. These efforts have made within the context of the parameters of the Swedish model with respect to labor, in which the preferred mechanism of resolution is agreement between the social partners and not legislation. To this end, the Swedish collective agreements have been analyzed specifically with respect to taking parental leave. The other parameters in the area of sex equality applicable to the Swedish system are those as defined by Community law, specifically the equal treatment and equal pay directives, against which the Swedish regulations as well as case law applying such are assessed. This work takes the Swedish approach to the problem of economic equality and compares it to the approaches as found in EU, UK and US law. In the UK, there has been a recent emphasis on a family friendly workplace, which is to be achieved at least in part through flexible working. The American approach has focused on discriminatory behavior as a societal phenomena. Comparisons to these two national systems are interesting also from an industrial relations aspect, as Sweden is the most unionized at 80 %, followed by the UK and then by the US at only 15 %. The findings of this thesis suggest that Sweden may need to reassess its approach to equality between the sexes, as well as issues of discrimination in general, incorporating aspects of access to justice into the legal system, as well as reassessing the role of the labor unions, and the Swedish model, with respect to such questions in general...

En 1985, la Charte des droits et libertés de la personne (L.R.Q., ch. C-12) du Québec était amendée afin d’inclure une nouvelle section consacrée aux programmes d’accès à l’égalité (PAE). Cet ajout résulte du constat d’une situation d’inégalité sur le marché du travail québécois pour les membres de certains groupes, en raison de motifs illicites de discrimination. Concrètement, on observe une certaine ségrégation professionnelle, de faibles revenus moyens et des conditions précaires d’emploi. L’objectif des PAE est de redresser la situation de groupes victimes de discrimination; pour réaliser cet objectif, ils autorisent la mise en œuvre de mesures spécifiques à l’intention de ces derniers. Plusieurs types de PAE ont été mis en place par les gouvernements québécois successifs afin d’élargir leur champ d’application. Parmi ces différents types de PAE, cette étude se concentre sur ceux associés à l’obligation contractuelle qui obligent toutes les organisations qui emploient 100 employés ou plus et qui obtiennent un contrat ou une subvention du gouvernement du Québec d’une valeur de 100 000 $ et plus, à développer et à mettre en œuvre un PAE. Il s’agit de la principale forme de PAE touchant les organisations privées. Quatre groupes cibles sont identifiés dans ces PAE : les femmes, les membres des minorités visibles, les Autochtones et les personnes handicapées. Parmi ceux-ci, compte tenu de la croissance importante de ce groupe et des situations souvent aiguës de discrimination qu’ils vivent sur le marché du travail québécois, l’attention sera portée sur le groupe des minorités visibles. Très peu de recherches ont été réalisées sur ces PAE en raison d’une obligation de confidentialité de résultats complète. Les rares études effectuées jusqu’à présent ont constaté des progrès très inégaux entre les employeurs : alors qu’un petit nombre d’organisations semblaient progresser rapidement dans l’atteinte de leurs objectifs, la vaste majorité stagnait ou encore progressait très lentement. Ce constat menait à s’interroger sur les facteurs, autres que le cadre juridique, qui peuvent expliquer le niveau de conformité aux objectifs. En se basant sur une analyse de contenu d’entrevues semi-dirigées menées auprès de gestionnaires responsables des PAE dans 31 organisations privées de la région de Montréal, plusieurs facteurs des environnements externes et internes des organisations, ont été identifiés pour expliquer les niveaux de conformité aux objectifs qualitatifs. Parmi les facteurs positivement reliés, on remarque l’engagement des membres de la haute direction en faveur des PAE, la mise en place d’un système d’imputabilité et la perception de certains bénéfices liés à la diversification des effectifs. Au contraire, la confusion entre l’égalité et l’équité, le fait de privilégier les mouvements internes de personnel et les biais des gestionnaires de première ligne semblent être négativement reliés à l’atteinte des objectifs qualitatifs. Ces résultats démontrent l’importance que prennent les facteurs liés à l’environnement interne, surtout lorsque le cadre juridique est peu contraignant et que les gestionnaires croient que les probabilités de sanctions sont faibles. En se basant sur ces résultats, une série de recommandations est proposée, afin d’améliorer les PAE, mais aussi afin d’améliorer la compréhension des gestionnaires des ressources humaines sur ce qu’est la discrimination en emploi et les moyens les plus appropriés pour la combattre. / In 1985, the Charter of Human Rights and Freedoms (R.S.Q., ch. C-12) of Québec was amended to include a new section dedicated to Programme d’accès à l’égalité (PAE). This addition was the result of the recognition of a situation of durable inequality in the Quebec job market for members of certain groups, based on prohibited grounds of discrimination. This inequality manifests itself by a phenomenon of occupational segregation, low average incomes and precarious conditions of employment. The goal of the PAE is to correct the situation of discriminated groups. In order to achieve this objective, they allow for the implementation of specific measures for the latter. Several types of PAEs have been set up by successive Québec governments to broaden their scope. Among these different types of PAE, this study focuses on those related to the contractual obligation that require all organizations that employ 100 employees or more that obtain a contract or a grant from the Québec government with a value of $ 100 000 and more, to develop and implement an PAE. This is the main form of PAE affecting private sector organizations. Four target groups are identified in the PAE: women, visible minorities, aboriginal people and persons with disabilities. Of these groups, given its significant growth and the often acute situations of discrimination they face in the Québec labor market, the focus will be on the visible minorities. Very little research has been conducted on the PAE mainly because of a strict obligation of confidentiality of results. The few known studies to date have found very uneven progress among employers: while a few organizations seem to make rapid progress in achieving their goals, the vast majority of them are stagnating or progressing very slowly. This observation led to question the factors other than the legal framework that could explain the level of compliance with the objectives of PAE. Based on a content analysis of semi-structured interviews conducted with the managers responsible for implementing PAE in 31 private organizations in the Montreal region, several factors from the external and internal environments of these organizations have been identified to explain the level of compliance with the qualitative objectives. Among the factors positively associated, we note the commitment of senior management toward the PAE, the establishment of a system of accountability, and the perception of certain benefits associated with the diversification of the workforce. On the other hand, the confusion between equality and equity, a commitment to internal mobility of employees and strong biases of the front-line managers all seem to be negatively related to the achievement of the qualitative objectives. These results demonstrate the importance of taking into account the factors related to the internal environment of organizations in order to understand the process of compliance. This should especially be the case when the legal framework is not very restrictive and when the managers tend to believe that the probability of being sanctioned is low. Based on these results, a series of recommendations are proposed to improve the PAEs but also to improve the understanding of human resource managers on what constitutes discrimination in employment and the most appropriate way to address the issue.

"Education For All" is the goal which the Ministry of Education and Human Resources, in Mauritius, wishes to attain, based on the recommendations of UNESCO. Mauritius urges for quality education, that is, a world-class education in which each Mauritian child should be given the opportunity to reach high educational success. Education must be the privilege of all and not the sole right of a few elites. This study analyses, from an educator‘s point of view, the extent to which Mauritius is proficient in reaching quality education at secondary level. It is mainly based on hypothesis-testing. The research process also includes a case study of the Zone 2, for which a selfadministered questionnaire was distributed to a sample of 90 educators. The study reveals that Mauritius is heading towards a quantified education rather than a quality education. Mass education can be seen as a better rhetoric for its current educational plan. / Sociology / M.A. (Sociology)