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By Helmut K. Anheier
''Civil society — voters' teams pursuing their universal pursuits — has emerged because the significant new participant within the public realm, and politics and public coverage at the moment are decided greater than ever ahead of by means of 'non-State actors'. This e-book introduces a robust and cutting edge method of measuring, analysing and analyzing civil society.'' — the 'Civil Society Diamond'.The objective is to advertise a dependent and fruitful discussion inside civil society enterprises and among them and people in govt, company and learn institutes who paintings on them or with them. The method makes use of a number of symptoms and information to gauge the strengths, weaknesses and effectiveness of civil society with the intention to demonstrate its strategic and coverage thoughts.
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Example text
Perhaps staff members have not noticed that a performance problem exists, but once it is brought to light through measurement, they will be able to address it. Or perhaps they are shirking their responsibilities and choosing not to address a performance problem they already know about, in which case the threat of being sanctioned for poor performance will shock them out of their complacency. In either case, no additional resources or adjustments in workload will be needed. There is theoretically no reason why ambitious performance targets could not be combined with increased resources; as we will see later in the book, performance-based accountability in education often does accompany increased funding for at least some school districts.
Chapter 3 begins the story of how that idea evolved, and how it shaped educational accountability policy. C H A P T E R - T H R E E The Evolution of Educational Accountability T he forms that accountability policies take—who is accountable to whom for what—depend on the larger political context in which the policies are situated. This context generates the “institutional conditions” and “expectations” identified by Romzek and Dubnick as the forces that shape accountability (1987). To get a sense of the institutional conditions and expectations that shape educational accountability, consider Ms.
The design of GPRA assumes agencies with stable histories and “manageable” levels of conflict among external actors, but state agencies involved in intergovernmental programs “do not have agreement on data categories or indeed on the legitimacy of the federal government’s requests for information” (Radin 1998, 310). When state and local officials perceive accountability mandates from “above” as efforts to limit their autonomy, they are generally perceiving the situation accurately. Electorally independent state and local officials are often “reluctant partners,” as Robert Stoker titled his book on federal policy implementation (Stoker 1991).