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Vzdělávací politika: rozdílná vymezení, předpoklady a implikace

100%
Veselý A.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2013
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vol. 23
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issue 3
279-297
EN
The aim of this theoretical study is to delimit diff erent approaches to educational policy, analyze assumptions on which they are based and show implications of these approaches. The article starts with distinguishing among educational polity, politics and policy. Then diff erent definitions of educational policy are discussed. The core of the article consists of discussion of five key questions which form basis for diff erent approaches. The article concludes with implications for research and practice. Five dimensions of the term are distinguished: event versus process, explicit artifacts versus policy detection, policy actors involved, big policies versus small policies, intentions versus any actions, structure versus agency. Assumptions behind each of these aspects are discussed. It is argued that the broadening of the scope of educational policy studies is desirable as it will help overcome some unrealistic and too narrow assumptions. On the other hand, in empirical research this inclusion of new topics and aspects must be accompanied by clear specifications of the terms, including the term educational policy itself.
2

The Profile and Work of Officials in Central and Regional Administration Compared: The Case of the Czech Republic

100%
Veselý A.
NISPAcee Journal of Public Administration and Policy
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2014
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vol. 7
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issue 1
107-128
EN
This paper examines the profiles and work tasks of officials in central and regional administration in the Czech Republic. It analyzes data from surveys among the officials of eleven ministries in 2013 (N = 1351) and fourteen regional offices in 2012 (N = 783). First, the profile of ministerial officials (MOs) is compared with that of regional-level officials (ROs). In accordance with our hypotheses, on average it is found that MOs are, when compared to ROs, older, more educated and have spent more time in civil service. Th ere is also a higher proportion of men in ministries than in regional offices. On the other hand, ministerial work seems to be affected by higher levels of fluctuation than jobs in the regional offices. Second, we compare work tasks of MOs and ROs. As expected, MOs are more involved in analytical tasks and research than ROs. In contrast, ROs are more likely to implement policies or programs, direct and monitor programs or lower-level bodies, provide advice for political bodies of the region, negotiate with elected politicians, communicate with citizens and provide methodological guidance, train or lecture. Contrary to our theoretical expectations, we found a strong positive correlation between analytical and brokering tasks (communication and negotiation). We thus reject the hypothesis that analytical tasks are at odds with negotiating and communication. Instead, it is concluded that most officials are multitaskers, and it is especially so in regional offices. It is hypothesized that this might be caused by the fact that regional offices are smaller and have a lower capacity to specialize
3
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Institucionalizace neodpovědnosti, efektivity, nebo konformity? Reformy organizací veřejných služeb v teorii akontability

100%
Veselý A.
Sociologický časopis. Czech Sociological Review
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2012
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vol. 48
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issue 4
757–784
EN
The article examines several aspects of the organisational reform of public services in EU-10 countries based on accountability theory. First, it briefly summarises what reforms have been introduced and describes their internal contradictions. The author argues that these internal tensions stem not just from the introduction of ‘new public management’ ideas into a completely different context, but also from the fact that the conceptual bases of one of the key objectives of these reforms – greater accountability – are internally contradictory. To understand these inconsistencies, the author analyses the various meanings of ‘accountability’ and shows how the term differs from ‘responsibility’. He then examines the understanding of accountability as a type of social relation. The author also distinguishes the different forms that accountability can assume and defines the incompatible objectives and expectations that tie them together. In the second part of the article the author analyses reforms in the EU-10 and formulates three theoretical propositions on the nature of accountability and its potential consequences: (1) too much accountability operating in too many directions can lead to professional disorientation; (2) too much emphasis on the assessment of outcomes at the expense of an assessment of processes, which can result in a phenomenon that the author calls ‘the institutionalisation of conformity’; (3) the asymmetry of accountability, i.e. the uneven distribution among different actors of the responsibility to account for actions, which can generate a reduced sense of fairness and legitimacy.
4

Public Policy Programmes and Policy Analysis Instruction in the Czech Republic

63%
Veselý A., Zelinková A.
Central European Journal of Public Policy
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2015
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vol. 9
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issue 1
50-63
EN
The aim of the paper is to provide the first systematic review of instruction in public policy programmes (PPP) in the Czech Republic and examine the role and nature of policy analysis therein. First, the Czech higher education system is briefly described. Second, an overview of PPP in the Czech Republic is provided. This analysis is based upon a publicly available list of degree programmes accredited by the Ministry of Education, Youth and Sports, an internet search, e-mail correspondence with public policy and policy analysis instructors, and syllabuses. It is shown that while a diverse set approaches is used, the classical “positivist” perspective is clearly dominant. Third, using survey data (N = 192) we analyse the views of Public and Social Policy graduates on the importance of competences in practice and the quality of actually learnt competences. Last, preliminary conclusions on public policy/policy analysis instruction in the Czech Republic are discussed. It is shown that public policy instruction is rather fragmented and is institutionalized under different disciplines. The respondents were most satisfied with gaining skills in the areas of policy analysis, ability to orient oneself and acquire new knowledge, and strategic and analytical thinking. In contrast, they were least satisfied with acquiring organizational skills, practical professional experience and skills, and computer literacy.
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