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Is 'better regulation' possible? Formal and substantive quality in the impact assessments in education and culture of the European Commission


Reference:

Souto-Otero, M., 2013. Is 'better regulation' possible? Formal and substantive quality in the impact assessments in education and culture of the European Commission. Evidence and Policy, 9 (4), pp. 513-529.

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    Official URL:

    http://dx.doi.org/10.1332/174426413X662725

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    Abstract

    This article explores the initial results produced by the European Commission's 'better regulation agenda', which aims to stimulate productivity and employment, on the use of evidence and its potential to enhance democratic governance. The article finds that implausible rational models of policy making dictate the ways in which the Commission is expected to conceive its programmes, and these models are adopted to legitimise rather than inform decisions. This negatively affects the processes by which interventions are designed and their social credibility. These processes are illustrated through an analysis of EU regulatory impact assessments in lifelong learning, culture, youth and citizenship during 2002-07.

    Details

    Item Type Articles
    CreatorsSouto-Otero, M.
    DOI10.1332/174426413X662725
    Related URLs
    URLURL Type
    http://www.scopus.com/inward/record.url?scp=84892586629&partnerID=8YFLogxKUNSPECIFIED
    DepartmentsFaculty of Humanities & Social Sciences > Education
    Publisher StatementEU_IA_February_2013_8000_words_non_anonymised.pdf: This is a post-peer-review, pre-copy edited version of an article published in Evidence & Policy. The definitive publisher-authenticated version: Souto-Otero, M. (2013). Is 'better regulation' possible? Formal and substantive quality in the impact assessments in education and culture of the European Commission. Evidence and Policy, 9(4), 513-529, is available online at: http://dx.doi.org/10.1332/174426413X662725
    RefereedYes
    StatusPublished
    ID Code34843

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