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With increasing frequency, U.S. presidents have orchestrated relations between federal and state governments. A defining feature of this "executive federalism" is a pragmatic willingness to both borrow from and reconstitute very different types of past federalisms. A case in point is President Barack Obama's Race to the Top (RttT) initiative, which sought to stimulate the adoption of specific education reforms in state governments around the country through a series of highly prescriptive but entirely voluntary policy competitions. This paper evaluates the results of such efforts. To do so, it draws on four original data sets: a nationally representative survey of state legislators, an analysis of State of the State speeches, another of state applications to the competitions themselves, and finally, an inventory of state policymaking trends in a range of education policies that were awarded under the competition. This paper then relies upon a variety of identification strategies to gauge the influence of RttT on the nation's education policy landscape. Taken as a whole the evidence suggests that RttT, through both direct and indirect means, augmented the production of state policies that were central components of the president's education agenda.
The theory of constitutional pluralism as advanced by MacCormick and Walker witnessed immense success in its attempt to explain the relationship between courts of Member States performing constitutional review and the Court of Justice. Despite its success, the theory has often been criticized for its lack of normative prescriptions and legal certainty in resolving the question of the final arbiter in the EU. It is the aim of this Article to address and move beyond these criticisms by introducing and exploring the auto-correct function necessary for the proper and balanced functioning of the pluralist system.
The auto-correct has the function of preventing an outbreak of conflict between the constitutional jurisdictions involved—in the EU judicial architecture, an awareness on the part of all the actors involved of the benefits of a pluralist setting results in conflict management and control. The auto-correct function operates as follows: in the EU as we know it, issues prone to constitutional conflict arise regularly, and both the Court of Justice and national constitutional jurisdictions are able, through their respective procedural avenues, to control the extent of the conflict. There are also two legal imperatives driving this dynamic in two opposite directions—the principle of primacy of Union law on the one hand, and the obligation to respect the national identity of Member States on the other.
As analyzing judicial behaviour shows, the application of self-restraint and mutual accommodation avoids a clash between parallel sovereignty claims on EU and national levels. In particular, national and EU law interaction demonstrates the existence of in-built conditions for the auto-correct function's application, such as the principle of EU-friendly interpretation in national constitutional law, or the national identity clause in primary EU law. The auto-correct function manifests itself and brings about a balance between the different constitutional orders only through the interaction of parallel claims to sovereignty.
In spite of the many efforts in the pursuit of a European single market, many barriers continue to lie ahead, as the field of public procurement illustrates. In 2015, around 40% of all high-value procurement tenders in a large pool of European countries attracted only 2 bidders or less, and only 3% of all winning companies had their offices outside the procuring country. This paper explores a rather unaccounted dimension behind the competitiveness of tenders: the administrative capacities of contracting authorities. For this, we first build a theoretically-informed multidimensional framework of administrative capacities and subsequently test the effect of these capacities on competitiveness, by using a comprehensive and curated database of more than 120.000 procurement contracts in 32 European countries. The findings show that most administrative measures robustly explain a portion of competitiveness, in particular administrative aspects related to the choice of instruments and procedures to conduct the bidding calls, such as electronic procurement. Findings also show that the behaviour of these relationships is counterintiuitive at times, and highly dependent on the national context, suggesting that organizational path-dependency undermines convergence under EU regulation.
Research evaluation systems in many countries aim to improve the quality of higher education. Among the first of such systems, the UK’s Research Assessment Exercise (RAE) dating from 1986 is now the Research Excellence Framework (REF). Highly institutionalised, it transforms research to be more accountable. While numerous studies describe the system’s effects at different levels, this longitudinal analysis examines the gradual institutionalisation and (un)intended consequences of the system from 1986 to 2014. First, we analyse historically RAE/REF’s rationale, formalisation, standardisation, and transparency, framing it as a strong research evaluation system. Second, we locate the multidisciplinary field of education, analysing the submission behaviour (staff, outputs, funding) of departments of education over time to find decreases in the number of academic staff whose research was submitted for peer review assessment; the research article as the preferred publication format; the rise of quantitative analysis; and a high and stable concentration of funding among a small number of departments. Policy instruments invoke varied responses, with such reactivity demonstrated by (1) the increasing submission selectivity in the number of staff whose publications were submitted for peer review as a form of reverse engineering, and (2) the rise of the research article as the preferred output as a self-fulfilling prophecy. The funding concentration demonstrates a largely intended consequence that exacerbates disparities between departments of education. These findings emphasise how research assessment impacts the structural organisation and cognitive development of educational research in the UK.
Embedded in social worlds, education systems and research reflect distinct national trajectories. We compare two contrasting traditions of educational research (ER). Whereas British ER exhibits a multidisciplinary and pragmatic character, German ER reflects pedagogy and mainly humanities-based traditions. Yet, in both countries, policymakers’ growing demand for evidence in ER resulted in increased funding, specific research programs, and mandatory large-scale assessments. These have reshaped the field, suggesting more similar ER agendas. Based on a comprehensive original dataset of basic ER projects funded by the main grant-making agencies in both countries (2005–2015), we analyze five dimensions: levels, objects, disciplines, methodologies, and themes. We find epistemic drift, with partial convergence characterized by a multi-level focus, multidisciplinary approach, strongly empirical and quantitative methodology, and a premium on teaching and learning themes. The cases remain distinct in exploring systemic questions in a wider contextual frame (UK) or concentrating more narrowly on the individual learner (Germany).
The financial crisis revealed the vulnerability of states with financialized economies, but also the extraordinary measures they had recourse to in order to reign in market forces. This chapter argues that this paradox is based on another contradiction: the ambiguity of government–finance relations. While financial institutions are considered to be the culprits of the recent crisis, they were also necessary to support government action and enable a quick recovery. Undoing the ties between banks and states is thus not only a response to conflicts of interests. Uncoupling banks from states through European financial integration also contains risks for future crisis management.
Hundreds of organizations and analysts use energy projections, such as those contained in the US Energy Information Administration (EIA)’s Annual Energy Outlook (AEO), for investment and policy decisions. Retrospective analyses of past AEO projections have shown that observed values can differ from the projection by several hundred percent, and thus a thorough treatment of uncertainty is essential. We evaluate the out-of-sample forecasting performance of several empirical density forecasting methods, using the continuous ranked probability score (CRPS). The analysis confirms that a Gaussian density, estimated on past forecasting errors, gives comparatively accurate uncertainty estimates over a variety of energy quantities in the AEO, in particular outperforming scenario projections provided in the AEO. We report probabilistic uncertainties for 18 core quantities of the AEO 2016 projections. Our work frames how to produce, evaluate, and rank probabilistic forecasts in this setting. We propose a log transformation of forecast errors for price projections and a modified nonparametric empirical density forecasting method. Our findings give guidance on how to evaluate and communicate uncertainty in future energy outlooks.
Solving complex problems is a challenge faced by many governments. Academic and practical discussions on how to solve said problems look at policy integration as a solution to the negative implications that fragmented government actions have on addressing public problems or providing public services. Notwithstanding important recent contributions, we still lack a precise understanding of what policy integration is, an explanation of how it differs from other “solutions” to complex problems, such as coordination or policy coherence, and a practical operationalization. In this paper, we argue that coordination, coherence, and integration are related but substantively different concepts. We offer a new way of understanding and observing policy integration in a manner that is theoretically distinguishable from policy coordination and coherence and empirically observable. We argue that policy integration is the process of making strategic and administrative decisions aimed at solving a complex problem. Solving this complex problem is a goal that encompasses—but exceeds—the programs’ and agencies’ individual goals. In practical terms, it means that, at every moment of the policy process, there is a decision-making body making decisions based on a new logic—that of addressing a complex problem.
Pflichtlektüre für alle, die über Deutschlands Grenzen hinaus denken
Deutschland soll international mehr Verantwortung übernehmen – an dieser Forderung muss sich die deutsche Politik neu ausrichten. Die neue Agenda heißt: Außen-, Entwicklungs- und Sicherheitspolitik gemeinsam denken. Denn nur nachhaltige Entwicklung schafft die Grundlagen für Stabilität und Sicherheit über nationale Grenzen hinweg. Das zeigt sich seit der Flüchtlingskrise stärker denn je. Die Bekämpfung der Fluchtursachen macht deutlich, wie anspruchsvoll und notwendig die neue außenpolitische Verantwortung Deutschlands ist.
Dieses Buch präsentiert Beiträge der wichtigsten Köpfe aus Politik, Wissenschaft und Praxis, liefert interessante Lesestücke zu brisanten Themen und gibt klare Handlungsempfehlungen an die Politik. Pflichtlektüre für alle, die über Deutschlands Grenzen hinaus denken.
This article explains how after 43 years of unsatisfactory outcomes, the Ministry of Education of Peru (MoE) suddenly ranked at the top of governmental performance tables. To do so, this study relies on implementation and major discussions of policy instrument theories to provide a comprehensive explanation of the reasons underlying the MoE’s improvements. Methodologically, this research employs the mixed research methods paradigm. It combines process-tracing and regression analysis. The analyses show that the MoE underwent three major events in its route to achieve policy success. First, the approval of a long-term policy plan (National Educative Plan to 2021); second, the contentious legitimisation of governmental policies against Peru’s teachers’ union and its eventual defeat; and, third, the recentralisation of historically dispersed control functions in the MoE. The results indicate that upon the occurrence of these reforms, MoE’s bureaucrats could gain teachers’ legitimacy and eventually achieve complementarity of policy tools. In fact, the multiple regression analysis suggests positive and significant interdependence between the set of tools employed by MoE officers: parents’ voluntary monetary contribution to schools (sermon), economic incentives to outperform schools (carrots) and trimestral oversight of schools’ performance (sticks). Results also show that MoE’s tools are positively associated with satisfactory student-learning outcomes.