TY - THES A1 - Sperfeld, Robert T1 - Decentralisation and establishment of local government in Lesotho N2 - This diploma thesis deals with the process of political and administrative decentralisation in the Kingdom of Lesotho. Although decentralization in itself does not automatically lead to development it became an integral part of reform processes in many developing countries. Governments and international donors consider efficient decentralized political and administrative structures as essential elements of “good governance” and a prerequisite for structural poverty alleviation. This paper seeks to analyse how the given decentralization strategy and its implementation is affecting different features of good governance in the case of Lesotho. The results of the analysis confirm that the decentralisation process significantly improved political participation of the local population. However, the second objective of enhancing efficiency through decentralisation was not achieved. To the contrary, in the institutional design of the newly created local authorities and in the civil service recruitment policy efficiency considerations did not matter. Additionally, the created mechanisms for political participation generate relevant costs. Thus it is impossible to judge unambiguously on the contribution of decentralisation to the achievement of good governance. Different subtargets of good governance are influenced contrarily. Consequently, the adequacy of the concept of good governance as a guiding concept for decentralisation policies can be questioned. The assessment of the success of decentralisation policies requires a normative framework that takes into account the relations between both participation and efficiency. Despite the partly reduced administrative efficiency the author’s overall impression of the decentralisation process in Lesotho is positive. The establishment of democratically legitimised and participatory local governments justifies certain additional expenditure. However, mistakes in the design and the implementation of the decentralisation strategy would have been avoidable. N2 - Die vorliegende Diplomarbeit befasst sich mit dem Prozess der politischen und administrativen Dezentralisierung im Königreich Lesotho, einem Entwicklungsland im Südlichen Afrika. Orientierung für die Dezentralisierungsstrategie bietet das in der internationalen Entwicklungszusammenarbeit anerkannte Leitbild der „Good Governance“. Die Arbeit untersucht, wie die Umsetzung der Dezentralisierung im Falle Lesothos konkret zur Annäherung an das Leitbild der Good Governance beiträgt. Die Ergebnisse bestätigen, dass sich die Beteiligungsmöglichkeiten der Bevölkerung an den lokalen politischen Prozessen durch die Dezentralisierung erheblich verbessert haben. Das gleichzeitig verfolgte Ziel, durch dezentrale Strukturen die Effizienz zu steigern, konnte nicht erreicht werden. Es ist, im Gegenteil, von geringerer Effizienz auszugehen. Grund hierfür sind sowohl die Kosten der Partizipation, als auch ein institutionelles Design und eine Personalpolitik, die Effizienzgesichtspunkte weitgehend vernachlässigen. Ein pauschales Urteil, ob der Dezentralisierungsprozess in Lesotho Good Governance befördert, ist somit nicht möglich. Die Auswirkungen auf verschiedene Unterziele von Good Governance sind sowohl positiv als auch negativ. Damit zeigt sich, dass Good Governance im Falle Lesothos nur bedingt als Leitbild und Zielsystem für Dezentralisierung geeignet ist. Um den Erfolg der Dezentralisierung einzuschätzen ist ein normativer Rahmen erforderlich, der die Beziehung beider Ziele nicht ausblendet. Der Autor plädiert im Falle Lesothos für eine bedingt positive Gesamteinschätzung des Dezentralisierungsprozesses, trotz der verringerten Effizienz. Der Aufbau von demokratisch legitimierten und beteiligungsintensiven kommunalen Strukturen rechtfertigt bestimmte Aufwendungen. Fehler bei Planung und Umsetzung der Dezentralisierungsstrategie wären jedoch vermeidbar gewesen. KW - Dezentralisation KW - Lesotho KW - Staatskunst KW - governance KW - Afrika KW - Partizipation KW - Effizienz KW - Verwaltung KW - governance KW - administration KW - participation KW - decentralisation KW - efficiency Y1 - 2006 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-10867 ER - TY - JOUR A1 - Dirnitrov, Radoslav A1 - Hovi, Jon A1 - Sprinz, Detlef F. A1 - Saelen, Håkon A1 - Underdal, Arild T1 - Institutional and environmental effectiveness BT - will the Paris Agreement work? JF - Wiley interdisciplinary reviews : Climate change N2 - The 2015 Paris Agreement (PA) has been widely hailed as a diplomatic triumph and a breakthrough in global climate cooperation. However, it is commonly accepted that the PA's collective goal—keeping global warming “well below” 2°C above preindustrial levels—remains ambitious. Making matters even more challenging, in 2017, global CO2 emissions resumed growth after 3 years of near standstill. In 2018, this growth accelerated. It is therefore extremely important that the PA's institutional architecture meet expectations concerning its ability to induce member countries to promise and deliver emissions reductions. This study offers a review of the rapidly growing literature on the PA, to assess its strengths and weaknesses, its significance, and its prospects. We focus on evaluations of its institutional structure and its ability to induce member countries to implement policies. We frame the issues as a trilemma: the challenge of simultaneously satisfying all three main conditions for effectiveness—broad participation, deep commitments, and satisfactory compliance rates. Based on our review, we conclude that the key challenge for the PA will likely be to facilitate sufficiently fast ratcheting‐up of nationally determined contributions, while keeping compliance rates high. KW - ambition KW - climate change cooperation KW - compliance KW - Paris Agreement KW - participation Y1 - 2019 U6 - https://doi.org/10.1002/wcc.583 SN - 1757-7780 SN - 1757-7799 VL - 10 IS - 4 PB - Wiley CY - Hoboken ER - TY - JOUR A1 - Han, Sungju A1 - Kuhlicke, Christian T1 - Reducing Hydro-Meteorological Risk by Nature-Based Solutions: What Do We JF - Water N2 - Nature-based solutions (NBS) have recently received attention due to their potential ability to sustainably reduce hydro-meteorological risks, providing co-benefits for both ecosystems and affected people. Therefore, pioneering research has dedicated efforts to optimize the design of NBS, to evaluate their wider co-benefits and to understand promoting and/or hampering governance conditions for the uptake of NBS. In this article, we aim to complement this research by conducting a comprehensive literature review of factors shaping people’s perceptions of NBS as a means to reduce hydro-meteorological risks. Based on 102 studies, we identified six topics shaping the current discussion in this field of research: (1) valuation of the co-benefits (including those related to ecosystems and society); (2) evaluation of risk reduction efficacy; (3) stakeholder participation; (4) socio-economic and location-specific conditions; (5) environmental attitude, and (6) uncertainty. Our analysis reveals that concerned empirical insights are diverse and even contradictory, they vary in the depth of the insights generated and are often not comparable for a lack of a sound theoretical-methodological grounding. We, therefore, propose a conceptual model outlining avenues for future research by indicating potential inter-linkages between constructs underlying perceptions of NBS to hydro-meteorological risks. KW - disaster risk reduction KW - climate change adaptation KW - river restoration KW - green infrastructure KW - ecosystem services KW - acceptability KW - attitudes KW - co-benefits KW - preferences KW - participation Y1 - 2019 U6 - https://doi.org/10.3390/w11122599 SN - 2073-4441 VL - 11 IS - 12 PB - MDPI CY - Basel ER - TY - THES A1 - Schindler, Eva Marie T1 - "What we have done is just to put the people in form of a structure" T1 - "Wir haben die Leute einfach strukturiert" BT - The myth of participation and organisation of civil society BT - Der Mythos Partizipation und die Organisierung von Zivilgesellschaft N2 - Participation has become an orthodoxy in the field of development, an essential element of projects and programmes. This book analyses participation in development interventions as an institutionalised expectation – a rationalized myth – and examines how organisations on different levels of government process it. At least two different objectives of participation are appropriate and legitimate for international organisations in the field: the empowerment of local beneficiaries and the achievement of programme goals. Both integrate participatory forums into the organisational logic of development interventions. Local administrations react to the institutionalised expectation with means-ends decoupling, where participatory forums are implemented superficially but de facto remain marginalised in local administrative processes and activities. The book furthermore provides a thick description of the organisationality of participation in development interventions. Participatory forums are shown to be a form of partial organisation. They establish an order in the relationship between administrations and citizens through the introduction of rules and the creation of a defined membership. At the same time, this order is found to be fragile and subject to criticism and negotiation. N2 - Partizipation ist im Feld der Entwicklungszusammenarbeit eine Orthodoxie, ein unentbehrlicher Bestandteil von Projekten und Programmen. Die Arbeit versteht Partizipation in diesem Rahmen als Rationalitätsmythos und analysiert, wie diese institutionalisierte Erwartung von Verwaltungen auf verschiedenen Ebenen bearbeitet wird. Aus der Perspektive internationaler Organisationen existieren im Feld der Entwicklungszusammenarbeit mit dem Empowerment der lokalen Bevölkerung und der Erreichung von Programmzielen zwei angemessene und legitime Zielsetzungen von Partizipation. Beide ermöglichen eine Integration von Partizipation in die Logik von Projekten und Programmen. Lokale Verwaltungen begegnen der institutionalisierten Erwartung mit einer Zweck-Mittel-Entkopplung, bei der Partizipationsforen oberflächlich implementiert, aber in lokalen Verwaltungsprozessen und -aktivitäten de facto marginalisiert werden. Der Organisationsförmigkeit von Partizipation nähert sich die Arbeit durch dichte Beschreibung ihrer Organisationselemente. Die Partizipationsforen werden als eine Form partieller Organisation verstanden, die dem Verhältnis zwischen lokaler Verwaltung und Bürgern eine Ordnung aus Regeln und Mitgliedschaft auferlegt. Gleichzeitig zeigen die Forschungsergebnisse die Fragilität dieser Ordnung auf und legen dar, wie sie hinterfragt und verhandelt wird. KW - participation KW - development interventions KW - organisationality KW - organizational sociology KW - ethnography KW - interpretive research KW - Partizipation KW - Entwicklungszusammenarbeit KW - Organisationsförmigkeit KW - Organisationssoziologie KW - Ethnographie KW - interpretative Forschung Y1 - 2021 ER - TY - JOUR A1 - Brandenburger, Bonny T1 - A multidimensional and analytical perspective on Open Educational Practices in the 21st century JF - Frontiers in education N2 - Participatory approaches to teaching and learning are experiencing a new lease on life in the 21st century as a result of the rapid technology development. Knowledge, practices, and tools can be shared across spatial and temporal boundaries in higher education by means of Open Educational Resources, Massive Open Online Courses, and open-source technologies. In this context, the Open Education Movement calls for new didactic approaches that encourage greater learner participation in formal higher education. Based on a representative literature review and focus group research, in this study an analytical framework was developed that enables researchers and practitioners to assess the form of participation in formal, collaborative teaching and learning practices. The analytical framework is focused on the micro-level of higher education, in particular on the interaction between students and lecturers when organizing the curriculum. For this purpose, the research reflects anew on the concept of participation, taking into account existing stage models for participation in the educational context. These are then brought together with the dimensions of teaching and learning processes, such as methods, objectives and content, etc. This paper aims to make a valuable contribution to the opening up of learning and teaching, and expands the discourse around possibilities for interpreting Open Educational Practices. KW - open education KW - Open Educational Practices KW - participation KW - focus group research KW - analytical framework for Participatory Educational Practices KW - teaching and learning process Y1 - 2022 U6 - https://doi.org/10.3389/feduc.2022.990675 SN - 2504-284X VL - 7 PB - Frontiers Media CY - Lausanne ER - TY - GEN A1 - Brandenburger, Bonny T1 - A multidimensional and analytical perspective on Open Educational Practices in the 21st century T2 - Zweitveröffentlichungen der Universität Potsdam : Wirtschaft- und Sozialwissenschaftliche Reihe N2 - Participatory approaches to teaching and learning are experiencing a new lease on life in the 21st century as a result of the rapid technology development. Knowledge, practices, and tools can be shared across spatial and temporal boundaries in higher education by means of Open Educational Resources, Massive Open Online Courses, and open-source technologies. In this context, the Open Education Movement calls for new didactic approaches that encourage greater learner participation in formal higher education. Based on a representative literature review and focus group research, in this study an analytical framework was developed that enables researchers and practitioners to assess the form of participation in formal, collaborative teaching and learning practices. The analytical framework is focused on the micro-level of higher education, in particular on the interaction between students and lecturers when organizing the curriculum. For this purpose, the research reflects anew on the concept of participation, taking into account existing stage models for participation in the educational context. These are then brought together with the dimensions of teaching and learning processes, such as methods, objectives and content, etc. This paper aims to make a valuable contribution to the opening up of learning and teaching, and expands the discourse around possibilities for interpreting Open Educational Practices. T3 - Zweitveröffentlichungen der Universität Potsdam : Wirtschafts- und Sozialwissenschaftliche Reihe - 157 KW - open education KW - Open Educational Practices KW - participation KW - focus group research KW - analytical framework for Participatory Educational Practices KW - teaching and learning process Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-587770 SN - 1867-5808 IS - 157 ER -