TY - THES A1 - Scheuermann, Ann-Kathrin T1 - Barriers to Equity in Education: An Exploratory Case Study on Nepal N2 - Education is widely believed to be a key to the development of individuals and society. However, it is also clear that core global political commitments aiming at universality as included in the Millenium Development Goals and the right to education can only be achieved if policy efforts start addressing systematically disadvantaged parts of society. This is the topic of the present paper on sociodemographic barriers to equity in education in Nepal. So far, many policy efforts to enhance educational opportunities are based on a one dimensional assessments of the most disadvantage population groups. They assume, for instance, that girls are generally more disadvantaged than boys or that people living in rural areas are more disadvantaged than those living in urban areas. In her paper, Ann-Kathrin Scheuermann goes further and explore s which combinations of sociodemographic attributes impede equity in education in Nepal in terms of access to education and attainment. She is able to use unique data, the Nepal Living Standards Survey 2010/11 compiled by the World Bank and the Nepalese Central Bureau of Statistics as well as qualitative participatory assessments in the field. She finds that the most influential attributes established in the literature – wealth, geography and gender – do matter, but that culture specific group characteristics are at least as relevant. Poverty remains a major barrier to equity in education. The effect of geography is two dimensional, impeding equity in both rural and urban areas, but for different reasons. In rural areas disadvantages are related to infrastructural aspects, e.g. distance to the nearest school, whereas in urban areas income generation alternatives impede educational opportunities. Gender differences have decreased with regard to access over time, but girls remain disadvantaged when it comes to higher attainment. When looking at inequity regarding geography, gender and wealth jointly, poor boys (not girls!) in urban are among the most disadvantaged. These finding s have great policy -¬‐ relevance. In order to reach the most marginalized population groups policy analysis must go beyond a one dimensional analysis of attributes but look at them in combination. Moreover, socio -¬‐ cultural barriers related to caste, religion and disability can be highly impeding factors which need to be addressed explicitly when designing policies in Nepal. More generally, policies can be tailored more effectively by identifying the most marginalized population groups in order to improve their educational opportunities and achieve universal political commitments and true equity in education. T3 - Hertie School Student Paper Series - 06/2013 Y1 - 2013 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:b1570-opus4-20468 PB - Hertie School of Governance CY - Berlin ER - TY - THES A1 - Stamm, Julia T1 - Towards New Horizons in EU Research Policy : The changing role of the Directorate ‐ General for Research (and Innovation) N2 - My EMPM Master thesis focuses on changing governance structures in European research policy and the role the European Commission is playing in this context. In particular, it aims at investigating whether we currently witness the transition of the European Commission’s Directorate ‐ General for Research (and Innovation) into a European research ministry. In order to lay the ground for finding answers to this question, I first introduce the history of Community activities in the area of research and discuss the development of power relations between the different European players in the area. The concept of ”agencification” and its consequences for the work, status and self ‐ perception of the European Commission is looked at in particular depth. In the following analytical chapter I argue that this paradigm shift is indeed taking place and that, among others elements, the new position of research as ”shared competence” after the Lisbon Treaty, the relatively recent creation of two executive research agencies and strong leadership embodied in the person of the Commissioner for Research and Innovation have contributed decisively to the development. The thesis is based on the analysis of both relevant literature and theory as well as on semi ‐ structured interviews that I carried out with relevant stakeholders in Brussels, both from the European institutions and from concerned institutions, organizations, and associations, hence providing a sound mix of theoretical approaches and practical reflections. T3 - Hertie School Student Paper Series - 07/2013 Y1 - 2013 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:b1570-opus4-20478 PB - Hertie School of Governance CY - Berlin ER - TY - THES A1 - Alfinito Vieira, Ana Carolina T1 - Global forests, local development? An Assessment of REDD Readiness in Latin America N2 - Reducing Emissions from Deforestation and Forest Degradation (REDD) is often portrayed as a policy that will mitigate climate change whilst fostering social and environmental improvements in the most isolated and under-developed regions of the world. Our work sets out to assess this cl aim by evaluating whether REDD is effectively designed as an instrument that is suitable for generating local development in forest regions. After revealing the underlying governance rationale through which REDD is expected to generate positive outcomes on the global and local levels, we develop a framework to assess whether the REDD strategies developed through the FCPF and the UN-REDD Readiness initiatives are putting in place the policy environment that is necessary for REDD to function as a development mechanism. Through the comparative analysis of six national Readiness strategies from the Latin American region, we reveal that policies designed under Readiness systematically pay more attention to the development of baseline emissions scenarios and MRV systems than to the establishment of the policy conditions that must be in place for REDD to generate local development. Our analysis suggests that a number of policy design elements might be resulting in the failure of national REDD strategies to address underlying governance problems. The phased approach to Readiness creates incentives for governments to rush through the institutional reform stages, and REDD’s current design only rewards quantifiable GHG emissions reductions, providing few incentives for countries to invest in social and environmental improvements. Furthermore, the reliance on carbon market finance and the operational structure of the FCPF may also result in overinvestments in MRV systems to the detriment of more complex institutional reforms. We conclude by presenting a set of recommendations for reforming the underlying governance logic of REDD in order to enhance its potential as a local development mechanism. T3 - Hertie School Student Paper Series - 02/2013 Y1 - 2013 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:b1570-opus4-20420 PB - Hertie School of Governance CY - Berlin ER - TY - THES A1 - Kreibich, Lisa-Marie T1 - Improving Inter-Agency Collaboration in International Development Analysis of conditions under which to enter into, develop and sustain successful partnerships N2 - Development aid is underperforming in terms of effectiveness due to donor diversification, proliferation and fragmentation. The re quest for more harmonized and collectively effective actions formulated in the High-Leve l Fora on aid effectiveness have gained sup- port across donor and recipient countries. However, commitment has not been successfully translated into significant changes on the ground. This gap between policy and country level practices needs to be addressed to make development assistance more effective. A first formal partnership of Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ), Agence Française de Développement (AFD) and Lux-Development (LuxDev) has been established in the sector of technical vocational education and training. To assess this partnership and to identify areas for improvement, the study addresses the following research question: Under which conditions do implementing agencies in international development cooperation enter into, develop and sustain inter-organizational collaboration? The dimensions of the collaboration process are at the center of the analysis. The study develops a theoretical framework that consists of criteria to assess collaboration efforts of the agencies in four selected countries nd identifies weaknesses in the structural, the agency, and the social capital dimension. Structural aspects include common visions, shares power arrangements and commitment of the recipient country. Shared personal opinions, alignment of procedures and information exchange helps reconciling individual and collective interests. The analysis of the social capital dimension shows that mutual interaction, reciprocity and trust-building are crucial to successfully build social relationships which form the basis of any collaboration process. A set of nine recommendations are proposed to address the shortcomings in each of the three dimensions of the collaboration process to improve the partnership of the three agencies. To address the structural blocking factors, the agencies should evaluate their collaboration efforts, create a coordinating body and speak to the recipient country’s government with one voice. To manage the tension between individual and collective interests, regular discussions with everyone involved and knowledge about the tools, procedures and implementing mechanisms of the collaboration partners are crucial. To better meet the criteria of the social capital dimension, the agencies should appoint boundary-spanners and create opportunities to learn about their collaboration partners’ culture. T3 - Hertie School Student Paper Series - 03/2013 Y1 - 2013 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:b1570-opus4-20431 PB - Hertie School of Governance CY - Berlin ER - TY - THES A1 - Müller-Badoreck, Karin T1 - Leadership in EU civilian crisis management N2 - With the establishment of the Common Security and Defense Policy (CSDP) in 1999, the EU aimed to tackle challenges in the field of security by deploying various military, police, justice and rule of law missions in troubled crisis areas. The Lisbon Treaty put the instrument of CSDP Missions on a new height, putting it under the umbrella of the European External Action Service with the High Representative of the Union for Foreign Affairs & Security Policy / Vice -President of the European Commission as their highest representative. CSDP Missions - while dealing with civilian crisis management in conflict and post- conflict countries - are operating in a highly political environment with demands and direction coming from the EU Member States, the EU institution s, the Host Nations and other international actors. Common values and norms applying to CSDP Missions are underdeveloped and not well communicated. Mandates are often not clearly defined. The work force is mainly seconded by the Member States and highly di verse in respect to culture, professional background and experience and language. Women are strongly underrepresented. Even though leadership is crucial in such a challenging environment, it has never been addressed within the CSDP structures until very recently. This thesis analysis the complexities of CSDP Missions and demands put on leadership in such an environment. Furthermore, it defines best practices and closes with recommendations on how the leadership culture in CSDP Missions can be improved. Results are generated by using literature analysis, interviews with key stakeholders, online questionnaires and the authors own work experience in a CSDP Mission. For CSDP Missions to become even more successful a stronger emphasis on the development of leadership culture seems appropriate. Starting from creating a leadership development strategy, defining standard guidelines and principals for recruitment and promotion of personnel, addressing the problem of gender imbalance, importance should be also put on defining a favored leadership style and common values. Future leaders should be skilled and experienced in working in a highly politicised environment leading and empowering a multi-cultural, diverse work force. With an effective leadership culture CSDP Missions will succeed in being a strong EU actor in civilian crisis management and helping to foster security and maintain peace in the world. T3 - Hertie School Student Paper Series - 05/2013 Y1 - 2013 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:b1570-opus4-20452 PB - Hertie School of Governance CY - Berlin ER -