There is growing international evidence that the effectiveness of health services stems primarily from the extent to which the incentives facing providers and consumers are aligned with ""better health"" objectives. Efficiency in health service provision requires that providers and consumers have incentives to use healthcare resources in ways that generate the maximum health gains. Equity in at least one sense requires that consumers requiring the same care are treated equally, irrespective of their ability to pay. Efficiency in the use of health services requires that consumers are knowledgeable about the services on offer and which are most appropriate to their needs. The papers in this volume are selected from an international conference organised by the CDRI, Cambodia, that tried to deal with some of these issues. With participation of international and local experts, it aimed at collecting major experiences and innovative solutions from inside and outside the country to improve health sector performance, with particular focus on institutions, motivations and incentives.

This book uses a multi-dimensional conceptual framework to demonstrate how neoliberal forces have been manifested through changes to K–12 public education finance policy in British Columbia, Canada between 2001 and 2015. The text offers in-depth critical policy analysis to illustrate how the public education system has been impacted by the emergence of a hybrid model of public-private funding. By examining the impacts of this neoliberalized model, in which school districts must compete for public funding and engage in for-profit activities, the book highlights emerging financial inequalities; exacerbated inequities for students; increased entrepreneurialism; closer alignment of administrators’ subjectivities with a managerial approach to educational leadership; and an illusion of local autonomy. Ultimately, the text makes powerful contributions by calling attention to detrimental processes of neoliberalization, marketization, and privatization within public education, as well as the managerialization of educational leadership. This text will benefit researchers, academics, educators, and educational leaders with an interest in the politics of education policy and finance, school district leadership, international and comparative education, and the sociology of education.

This book uses a multi-dimensional conceptual framework to demonstrate how neoliberal forces have been manifested through changes to K-12 public education finance policy in British Columbia, Canada between 2001 and 2015. The text offers in-depth critical policy analysis to illustrate how the public education system has been impacted by the emergence of a hybrid model of public-private funding. By examining the impacts of this neoliberalized model, in which school districts must compete for public funding and engage in for-profit activities, the book highlights emerging financial inequalities; exacerbated inequities for students; increased entrepreneurialism; closer alignment of administrators' subjectivities with a managerial approach to educational leadership; and an illusion of local autonomy. Ultimately, the text makes powerful contributions by calling attention to detrimental processes of neoliberalization, marketization, and privatization within public education, as well as the managerialization of educational leadership. This text will benefit researchers, academics, educators, and educational leaders with an interest in the politics of education policy and finance, school district leadership, international and comparative education, and the sociology of education.

Master's Thesis from the year 2008 in the subject Pedagogy - Miscellaneous Topics, grade: A, Simon Fraser University, language: English, abstract: In a democratic country, in particular a country in the process of being democratized, high levels of civic engagement from the public are seen as necessary factors to sustain the principles and livelihood of democracy. In the meantime, education, especially higher education, plays a very significant role in promoting citizenship and civic activism. This study tries to identify the levels of civic engagement among students at the Royal University of Phnom Penh and to investigate whether higher education has any significant part in fostering civic engagement among the students. To this end, 200 senior students at the Royal University of Phnom Penh, Cambodia's oldest and largest public university, were surveyed. In the questionnaire, three main categories of civic engagement were used: (a) civic activities, (b) electoral activities and (c) activities for political voice. Results indicate that the students were engaged in only a few activities, but not many others. However, based on the results, the students showed high perceptions about civic activities and high attentiveness to politics and government. What is interesting, however, is that (higher) education and family-two fundamental social institutions-seem to have no significant roles to play in building civically engaged citizens. The findings appear to reflect the current socio-political developments in Cambodia. The study concludes that Cambodia's historical context and current social, economic and political situations provide a strong basis for the results of the study.

Master's Thesis from the year 2009 in the subject Politics - International Politics - Topic: Peace and Conflict Studies, Security, grade: B, University for Peace, language: English, abstract: This paper sets out to understand the role of trust in conflict transformation and to find out whether and how trust can be built in the framework of conflict transformation. A bibliographic research using case study design, this is a qualitative analysis of the Baku Bae Peace Movement in the Maluku Island in Indonesia by employing Lederach's Pyramid Model of Peacebuilding and Allport's Contact Hypothesis as theoretical/conceptual frameworks. The results based on the analysis indicate that trust plays a significant role in both the short- and long-term goals of conflict transformation. In the short term, trust plays a role in re-bridging the communication and dialogue between the conflict parties, contributing to the lessening and ending of violence and paving the way for a negotiation toward peace and reconciliation. In the long run, trust fosters mutual understanding, cooperation, tolerance, acceptance and respect, which are the basis for a collaborative effort toward constructive social change to achieve a desired future-the ultimate goal of conflict transformation. The analysis also shows that trust can be built in the conflict transformation framework by integrating different approaches deemed to promote trust, such as the framework of the Institute for Multi-Track Diplomacy, the conflict resolution skills trainings, the interactive problem-solving workshops, the establishment of neutral zones, and the educational and youth programs, into the framework as a foundation and a component of the conflict intervention. The study, however, concludes that although trust plays a key role in conflict transformation, it is only a component. Therefore, a comprehensive understanding of a conflict prior to any intervention is essential for identifying and prioritizing key components in