Deutschland wurde bereits zweimal, 1966–1969 und 2005–2009, von einer großen Koalition regiert. Deskriptive Zeitreihenanalysen wirtschaftspolitischer Kennzahlen zeigen nicht auf, dass es unter diesen großen Koalitionen signifikante Kurswechsel in der Wirtschaftspolitik gab. Qualitative Analysen zeigen jedoch, dass die erste große Koalition 1966–1969 die Staatstätigkeit ausgeweitet hat. Mit der im Dezember 2013 ins Amt gewählten Koalition scheint es ähnlich zu sein: Der Wechsel des Koalitionspartners der CDU/CSU von der FDP zur SPD lässt deutlich expansivere Wirtschaftspolitiken und eine Ausweitung der Staatstätigkeit erwarten.

This thesis builds on the fields of Participatory Design and Service Design to develop an inquiry into future repair practices: what they could be, how they might be encouraged and what would be their relations with public policies. It presents the concept of a municipal scheme promoting a better use of old electrical and electronic items through the creation of dedicated spaces where items can be repaired, sold or recycled and the granting of credit to be spent on repair services. Through this concept, this thesis presents a reflection on how technological infrastructures, policy instruments and local actors could be combined to encourage new practices. It therefore contributes to the research on Interaction Design and sustainability by arguing that the field can embrace a transdisciplinary perspective to design both infrastructure changes and their technological mediations.

Background Despite strong recognition of the role of local authorities for purposeful and targeted interventions for sustainable development and social cohesion in Sweden, municipalities’ steering and policy making within public health is limited researched. Purpose To explore the content and the priorities of public health policy documents of municipalities in Sweden. Method A qualitative design. Public health policy documents were collected during Winter of 2022 from nine municipalities in Sweden. With a focus on priorities, the documents were with a content analysis examined which revealed two overarching themes emerging from six categories. Results The six categories consisted of; a high degree of political ownership and engagement; a broad awareness of the most-at-risk groups; a strong emphasis on early measures and prevention; a long-term perspective regardless timebound political mandates; a strong coherence between global and national commitments into local contexts but timelines and mechanisms for follow-up were left unspecified or allowed for interpretation. The accountability aspects were weak for the majority: goals and commitments were expressed in vague terms. It was also disclosed that some of the municipalities did not make references to the specificizes of their own local context nor unique advantages/disadvantages, and instead maintained and applied a generic approach. Conclusions Public health policies of Swedish local authorities aimed clearly to strengthen social sustainability and equity, but a more systematic follow-up and evaluation of the measures and interventions would allow for further development towards the realisation of overall health, social and development goals. / <p>Betyg i Ladok 220601.</p>

No description available.

No description available.

In this dissertation the construction of two coastal railways, the East Coast Line and the Bothnia Line, in the Norrland region of northern Sweden is used as a case study of how regionally based interest groups are formed, and how they gain access to decision-making processes on a national level. In periods when a number of preconditions were in place, a window of opportunity opened for the coastal railway that the regional elites could exploit. Among these was the ability to form a coherent regional interest group, through institutions that created platforms and power-bases that enable regional elites to co-operate and act on regional and national levels.The existence of an institutional framework that was adapitve towards regional railway promotion was also important. The study shows that the coastal railway had a very flexible role on the agenda, as it provided a fixed solution against which actors could pin a multitude of different problems. An important factor for explaining the development of the coastal railway question in Norrland was the ideological notion of the region itself. Being a vast, resource-rich and sparsely populated region, Norrland had almost always received special consideration in both public opinion and national policy making. It also created a remarkable stubbornness among the regional actors in working for the coastal railway. Regional interest groups had also learnt that linking their claims to Norrland's peripheral position had high legitimacy on the national arena, by claiming the need for regional fairness and/or the national importance of the regional export-intensive industries. This was instrumental in justifying the repeated exemptions from the national railway policy regimes that ultimately were decissive in making the regional elites successful.

The phenomenon of the public policy process, which encapsulates the public policy implementation, has been in existence long before the political transformation that took place in South Africa in 1994. However, the ushering in of the new dispensation saw the integration of the existing public policies. In addition, it inevitably heralded the introduction of the new public policies and national guidelines across all sectors of the South African public institutions. Public policy implementation, as an integral stage of the public policy process, emerged as indispensable towards effective and efficient public service. The basic education, as a public institution, could also not be exempted from such inevitability of heightened public policy implementation. The introduction of the new education related public policies included the developmental appraisal system (DAS), the whole school evaluation (WSE), the integrated quality management systems (IQMS) and the discipline and safety national guidelines (DSNG). This, consequently, bears testament to what became an inevitable transformation process in South African basic education. Using the DAS, the WSE, the IQMS and the DSNG as points of departure and Empangeni education district as a reference area, the focus of this study has been the public policy process, the internal organisational arrangements and structures for public policy implementation, the public policy implementation process together with its inherent challenges and an improved model aimed at alleviating or even eradicating such public policy implementation challenges. The theoretical models, both descriptive and prescriptive, suggest that the public policy process, which entails namely: public policy agenda, public policy formulation, public policy adoption, public policy implementation and public policy evaluation, is premised on the public policy models. Of all the above-listed public policy process stages, public policy implementation stands out as the pinnacle around which the public policy process revolves. The public policy implementation stage, therefore, suggests a point where the influence, the impact and the successes or failures of the public policy process unfold. In light of this inextricable link of the public policy implementation stage to the general public policy process that is influenced by models, the effective public policy implementation is, subsequently, embracive of attributes and lessons derived from the public policy models. Some of these attributes and lessons, inter alia, include; the mutual participation by all actors involved, rather than dominance by an elite group (derived from the elite/mass model), the identification of institutional structures responsible for the public policy implementation (derived from the institutional model) and the accommodation of the implementation review as well as feedback (all indicative of the systems model). The literature review and the empirical data analyses show convergent views that suggest that the effective public policy implementation is directly proportional to the extent of internal organisational arrangements and structures as well as to the basic functionality of schools as centres for the implementation process. This implies that where internal institutional arrangements and structures are evident and functional, the implementation of public policies is bound to be effective and efficient, while the contrary also holds. Given Empangeni education district being the focal point of the study, it has emerged that the use of personnel from other units and the absence of a district unit designated to solely oversee the coordination, the implementation and the evaluation of the education related public policies, inhibit the potential of adequately achieving the intended objectives of the education related public policies implemented. In case of schools as the institutional centres for public policy implementation, empirical data analyses have established an inter-connection between the public policy implementation and the schools‟ basic functionality. Consequently, it is in functional schools (i.e. schools where the school management teams and school governing bodies are visible, effective and work collaboratively), where public policy implementation thrives and is effective. The contextualisation of the empirical research analyses to the study focus area, Empangeni Education District (EED), established that its current implementation model faces public policy implementation challenges. The most evident challenges, inter alia, include: * the inadequate advocacy of the education related public policies to be implemented; * the two or three days, currently accepted as a capacity building period by those expected to implement education related public policies, are not proportional to the volume of work to be covered and it suggests an inadequate time-frame for capacity development in the EED's current model; * the material and mechanisms used to perform functional work do not accommodate all role-players (also called actors in this study) according to their demographical needs, like language, which renders them inept to perform to their optimum level; * the primary structure of the current EED's public policy implementation model is a top-down directional structure which underscores the top-down cascading model; * current communication technology employed, do not take advantage of the 21 century‟s information computer technology in order to make the work environment more user-friendly, efficient and effective; * the simultaneous implementation of education related public policies poses a challenge to internal organisational arrangements, such as public policy implementation (PPI) structures and personnel, for effective implementation of such policies; and * the evident inadequate continuous and deliberate monitoring of implemented education related public policies. Conclusions and inferences drawn from this study suggest that the EED's current public policy implementation model is inadequate to deal with the identified challenges. Finally, this study proposes a strengthened EED public policy model, which accommodates recommendations to EED's public policy implementation challenges. Inherently, the proposed strengthened public policy implementation model is not limited to dealing with the identified challenges only, but it radically embraces the introduction of systems and internal organisational structures that promote inclusive, collaborative and traceable implementation of education related public policies. / PhD (Public Management and Governance), North-West University, Potchefstroom Campus, 2014

After coming into government in 1994, the African National Congress (ANC) committed and became a signatory to some of the international, regional and national instruments for human rights and social security such as the International Covenant on Economic, Social and Cultural Rights (ICESCR). The Constitution of the Republic of South Africa, 1996 (Section 27(1) (c)), makes specific provision for the promotion and recognition of human rights such as social and economic rights, provision of health, water, shelter and social security. This includes provision for appropriate social assistance to people who are unable to support themselves and their dependants. For human rights to be effectively realised, policies governing the administration of social grants needed to be updated to address all the inequalities of the past and poverty. Before 1994, the formulation and operationalisation of policy in South Africa was characterised by a lack of transparency, while participation and the inclusion of all affected stakeholders was limited. To address this situation, the primary objective of this study was to develop a policymaking framework for the effective implementation of social assistance by the Department of Social Development (DSD) and the South African Social Security Agency (SASSA). The study included an assessment of the extent to which the existing policy-making framework for social assistance in South Africa has affected policy implementation within and between SASSA and DSD. To achieve this primary objective, a number of secondary objectives had to be achieved. These included: • To explore and conduct a literature survey on the prevailing theories and models of the existing theoretical framework and principles of the public policy-making process and policy implementation; • To analyse statutory, regulatory requirements and guidelines defining the functionality and relationship between DSD and SASSA in the implementation of the social assistance programme; and • To develop guidelines and propose key recommendations on how DSD and SASSA can improve on policy-making processes to achieve a more effective implementation of the social assistance programme. A case study design was followed for data collection, with SASSA Gauteng region as case study. Data was collected by means of interviews using an interview schedule, and was conducted with both regional and local office staff as units of analysis. The empirical findings emanating from the interviews indicated that, although there is some collaboration between DSD and SASSA during the policy-making processes, there are strong indications that this is not cascaded down to the operational levels for implementation. All of the interview participants agreed that the nature of current policy processes is reactionary to problems facing the South African Government. Participants maintained that there is limited or no consultation between DSD and SASSA before any agenda-setting process to determine the level of commitment and buy-in from stakeholders. Within the policy-making context public participation as defined by the UNDP (1981:5) in Cloete and De Coning (2011:91) entails the creation of opportunities that enable all members of a community and the larger society to actively contribute to and influence the development process and to share in the fruits of development. According to the findings, policy formulation and implementation between DSD and SASSA require people with specific policy formulation, policy analysis and general research skills. Monitoring and effective evaluation of impact and analysis of the policy should also be considered as one of the key areas requiring urgent improvement. The recommendations provided are aimed at assisting both DSD and SASSA, in terms of social assistance, and to add value to the current policy-making, implementation, and service delivery processes. / M Public Administration, North-West University, Potchefstroom Campus, 2015

The phenomenon of the public policy process, which encapsulates the public policy implementation, has been in existence long before the political transformation that took place in South Africa in 1994. However, the ushering in of the new dispensation saw the integration of the existing public policies. In addition, it inevitably heralded the introduction of the new public policies and national guidelines across all sectors of the South African public institutions. Public policy implementation, as an integral stage of the public policy process, emerged as indispensable towards effective and efficient public service. The basic education, as a public institution, could also not be exempted from such inevitability of heightened public policy implementation. The introduction of the new education related public policies included the developmental appraisal system (DAS), the whole school evaluation (WSE), the integrated quality management systems (IQMS) and the discipline and safety national guidelines (DSNG). This, consequently, bears testament to what became an inevitable transformation process in South African basic education. Using the DAS, the WSE, the IQMS and the DSNG as points of departure and Empangeni education district as a reference area, the focus of this study has been the public policy process, the internal organisational arrangements and structures for public policy implementation, the public policy implementation process together with its inherent challenges and an improved model aimed at alleviating or even eradicating such public policy implementation challenges. The theoretical models, both descriptive and prescriptive, suggest that the public policy process, which entails namely: public policy agenda, public policy formulation, public policy adoption, public policy implementation and public policy evaluation, is premised on the public policy models. Of all the above-listed public policy process stages, public policy implementation stands out as the pinnacle around which the public policy process revolves. The public policy implementation stage, therefore, suggests a point where the influence, the impact and the successes or failures of the public policy process unfold. In light of this inextricable link of the public policy implementation stage to the general public policy process that is influenced by models, the effective public policy implementation is, subsequently, embracive of attributes and lessons derived from the public policy models. Some of these attributes and lessons, inter alia, include; the mutual participation by all actors involved, rather than dominance by an elite group (derived from the elite/mass model), the identification of institutional structures responsible for the public policy implementation (derived from the institutional model) and the accommodation of the implementation review as well as feedback (all indicative of the systems model). The literature review and the empirical data analyses show convergent views that suggest that the effective public policy implementation is directly proportional to the extent of internal organisational arrangements and structures as well as to the basic functionality of schools as centres for the implementation process. This implies that where internal institutional arrangements and structures are evident and functional, the implementation of public policies is bound to be effective and efficient, while the contrary also holds. Given Empangeni education district being the focal point of the study, it has emerged that the use of personnel from other units and the absence of a district unit designated to solely oversee the coordination, the implementation and the evaluation of the education related public policies, inhibit the potential of adequately achieving the intended objectives of the education related public policies implemented. In case of schools as the institutional centres for public policy implementation, empirical data analyses have established an inter-connection between the public policy implementation and the schools‟ basic functionality. Consequently, it is in functional schools (i.e. schools where the school management teams and school governing bodies are visible, effective and work collaboratively), where public policy implementation thrives and is effective. The contextualisation of the empirical research analyses to the study focus area, Empangeni Education District (EED), established that its current implementation model faces public policy implementation challenges. The most evident challenges, inter alia, include: * the inadequate advocacy of the education related public policies to be implemented; * the two or three days, currently accepted as a capacity building period by those expected to implement education related public policies, are not proportional to the volume of work to be covered and it suggests an inadequate time-frame for capacity development in the EED's current model; * the material and mechanisms used to perform functional work do not accommodate all role-players (also called actors in this study) according to their demographical needs, like language, which renders them inept to perform to their optimum level; * the primary structure of the current EED's public policy implementation model is a top-down directional structure which underscores the top-down cascading model; * current communication technology employed, do not take advantage of the 21 century‟s information computer technology in order to make the work environment more user-friendly, efficient and effective; * the simultaneous implementation of education related public policies poses a challenge to internal organisational arrangements, such as public policy implementation (PPI) structures and personnel, for effective implementation of such policies; and * the evident inadequate continuous and deliberate monitoring of implemented education related public policies. Conclusions and inferences drawn from this study suggest that the EED's current public policy implementation model is inadequate to deal with the identified challenges. Finally, this study proposes a strengthened EED public policy model, which accommodates recommendations to EED's public policy implementation challenges. Inherently, the proposed strengthened public policy implementation model is not limited to dealing with the identified challenges only, but it radically embraces the introduction of systems and internal organisational structures that promote inclusive, collaborative and traceable implementation of education related public policies. / PhD (Public Management and Governance), North-West University, Potchefstroom Campus, 2014

After coming into government in 1994, the African National Congress (ANC) committed and became a signatory to some of the international, regional and national instruments for human rights and social security such as the International Covenant on Economic, Social and Cultural Rights (ICESCR). The Constitution of the Republic of South Africa, 1996 (Section 27(1) (c)), makes specific provision for the promotion and recognition of human rights such as social and economic rights, provision of health, water, shelter and social security. This includes provision for appropriate social assistance to people who are unable to support themselves and their dependants. For human rights to be effectively realised, policies governing the administration of social grants needed to be updated to address all the inequalities of the past and poverty. Before 1994, the formulation and operationalisation of policy in South Africa was characterised by a lack of transparency, while participation and the inclusion of all affected stakeholders was limited. To address this situation, the primary objective of this study was to develop a policymaking framework for the effective implementation of social assistance by the Department of Social Development (DSD) and the South African Social Security Agency (SASSA). The study included an assessment of the extent to which the existing policy-making framework for social assistance in South Africa has affected policy implementation within and between SASSA and DSD. To achieve this primary objective, a number of secondary objectives had to be achieved. These included: • To explore and conduct a literature survey on the prevailing theories and models of the existing theoretical framework and principles of the public policy-making process and policy implementation; • To analyse statutory, regulatory requirements and guidelines defining the functionality and relationship between DSD and SASSA in the implementation of the social assistance programme; and • To develop guidelines and propose key recommendations on how DSD and SASSA can improve on policy-making processes to achieve a more effective implementation of the social assistance programme. A case study design was followed for data collection, with SASSA Gauteng region as case study. Data was collected by means of interviews using an interview schedule, and was conducted with both regional and local office staff as units of analysis. The empirical findings emanating from the interviews indicated that, although there is some collaboration between DSD and SASSA during the policy-making processes, there are strong indications that this is not cascaded down to the operational levels for implementation. All of the interview participants agreed that the nature of current policy processes is reactionary to problems facing the South African Government. Participants maintained that there is limited or no consultation between DSD and SASSA before any agenda-setting process to determine the level of commitment and buy-in from stakeholders. Within the policy-making context public participation as defined by the UNDP (1981:5) in Cloete and De Coning (2011:91) entails the creation of opportunities that enable all members of a community and the larger society to actively contribute to and influence the development process and to share in the fruits of development. According to the findings, policy formulation and implementation between DSD and SASSA require people with specific policy formulation, policy analysis and general research skills. Monitoring and effective evaluation of impact and analysis of the policy should also be considered as one of the key areas requiring urgent improvement. The recommendations provided are aimed at assisting both DSD and SASSA, in terms of social assistance, and to add value to the current policy-making, implementation, and service delivery processes. / M Public Administration, North-West University, Potchefstroom Campus, 2015