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Labour market training 209 reflect both (1) levels of client disadvantage and (2) successful outcome. While riskadjusting adds complexity and increases costs, it also provides a strong incentive to avoid cream-skimming and may, given the Australian experience, be justified. We anticipate that these reforms will increase the effectiveness of active measures directed at the unemployed as well as increase the efficiency with which such programs are delivered. Under a voucher system, society can more fully realize both the private and social returns of labour market training.
11 Conclusion Introduction We commenced this book with a challenge: what would the state look like if governments were to rely almost exclusively on vouchers to deliver public goods and services across the broad spectrum of activities that comprise the modern welfare state? We sought to address this issue by considering how governments actually deliver public goods and services in a range of different policy areas, being particularly attentive to the normative rationales for intervention in each of these areas, to the instrument mix currently being used by government to realize public goals, and to their performance. It is against this backdrop that we considered the prospects for the voucher. In case after case, we argued that, providing that sponsoring governments are steadfastly attentive to demonstrating fidelity to public goals and values through their design, implementation and monitoring of voucher programs, the voucher possesses considerable promise as an instrument of public policy. Vouchers can, we believe, achieve a more satisfactory optimization of efficiency and equity goals than many competing instruments. Nevertheless, despite the demonstrated promise of the voucher in a number of different policy contexts, the various challenges for government in creating publicly accountable and normatively robust voucher programs ought not to be underestimated. We have seen that the design, implementation and monitoring responsibilities that governments must vindicate in the creation and support of these programs are not trivial either in normative or political terms. In terms of the former, it is inconceivable that normatively defensible voucher programs can be created without confronting a series of difficult and often contentious issues relating to the scope, scale and operation of the proposed program. In terms of the latter, vouchers, particularly where they displace existing modes of public delivery, cannot help but elicit strong stakeholder antipathy. It is here that ideas and interests are intimately linked. To the extent that vouchers force a wrenching and normatively contentious consideration of core public interests and goals in a discrete policy area, this is likely to serve as fodder for the innate stakeholder opposition to the proposed policy reforms. After all, stakeholders having vested interests in the perpetuation of the status quo will enjoy much greater political traction when they appeal to public goals and values that are congruent with their personal interests, rather than simply relying on strenuous and naked assertions of their narrowly defined selfinterest. The intensity of this combination of entrenched and salient interests and normatively vexing design, implementation and monitoring issues explains why government by voucher on the scale we have envisaged has yet to arrive. Put simply, governments have only a limited amount of political capital to invest in any major policy reform initiative, and the normative and political challenges of vouchers dictates that these initiatives can only be done in an incremental, piecemeal fashion. Thus, in
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Rethinking the Welfare State This b
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First published 2005 by Routledge 2
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Preface This book is the by-product
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1 Introduction This book is in part
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Introduction 3 often done so only a
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Introduction 5 Housing vouchers In
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Introduction 7 The promise of vouch
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Introduction 9 The Poor Law treated
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Introduction 11 Promoting economic
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2 The case for vouchers Introductio
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The case for vouchers 15 Figure 2.1
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The case for vouchers 17 government
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supply determined by state 5. Publi
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The case for vouchers 21 Some comme
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The case for vouchers 23 In the sec
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The case for vouchers 25 investment
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The case for vouchers 27 private ac
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The case for vouchers 29 manipulate
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The case for vouchers 31 opportunit
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The case for vouchers 33 savings de
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The case for vouchers 35 goods and
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The case for vouchers 37 Advocates
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The case for vouchers 39 this way,
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3 Food stamps Introduction The US F
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Food stamps 43 features of what has
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Food stamps 45 A policy history of
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Food stamps 47 in turn could be uti
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Food stamps 49 as assistance would
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Food stamps 51 than they would with
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Food stamps 53 Specifically, the pr
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Food stamps 55 seems to discriminat
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4 Low-income housing Introduction A
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Low-income housing 59 bachelor apar
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Low-income housing 61 policies can
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Low-income housing 63 It can thus b
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Low-income housing 65 towns and com
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Low-income housing 67 part of low-i
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Low-income housing 69 The principal
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Low-income housing 71 operating cos
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Low-income housing 73 Ensuring a de
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5 Legal aid Introduction Essential
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Legal aid 77 distribution. When loo
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Legal aid 79 redistribute social ad
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Legal aid 81 • It limits the use
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Legal aid 83 abide by a series of r
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Legal aid 85 significant start-up c
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Legal aid 87 agent? The problem of
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Legal aid 89 jail. Additionally, by
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Legal aid 91 themselves whether the
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Legal aid 93 First, clear standards
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Legal aid 95 corresponding voucher,
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6 Health care Introduction Health c
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Health care 99 1975-39 percent of t
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Health care 101 service basis. That
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Health care 103 A second limitation
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Health care 105 general practitione
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Health care 107 Managed competition
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Health care 109 While these feature
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Health care 111 Qualified consumers
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Health care 113 pay for is an entir
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Health care 115 risk patients or so
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Health care 117 and unpredictable.
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Health care 119 redeem the governme
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Health care 121 Conclusion We belie
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Early childhood education 123 There
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Early childhood education 125 1989
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Early childhood education 127 limit
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Early childhood education 129 Desig
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Early childhood education 131 nomin
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Early childhood education 133 manif
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Early childhood education 135 opted
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Early childhood education 137 Despi
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Primary and secondary education 139
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Page 168 and 169: Primary and secondary education 159
Page 176 and 177: 9 Post-secondary education Introduc
Page 178 and 179: Post-secondary education 169 and am
Page 180 and 181: Post-secondary education 171 consid
Page 182 and 183: Post-secondary education 173 Qualit
Page 184 and 185: Post-secondary education 175 United
Page 186 and 187: Post-secondary education 177 system
Page 188 and 189: Post-secondary education 179 Qualif
Page 190 and 191: Post-secondary education 181 whethe
Page 192 and 193: Post-secondary education 183 univer
Page 194 and 195: Post-secondary education 185 will a
Page 196 and 197: 10 Labour market training Introduct
Page 198 and 199: Labour market training 189 conflict
Page 200 and 201: Labour market training 191 some ben
Page 202 and 203: Labour market training 193 extent t
Page 204 and 205: Labour market training 195 ineffici
Page 206 and 207: Labour market training 197 provider
Page 208 and 209: Labour market training 199 through
Page 210 and 211: Labour market training 201 criteria
Page 212 and 213: Labour market training 203 labour m
Page 214 and 215: Labour market training 205 costs or
Page 216 and 217: Labour market training 207 able to
Page 220 and 221: Conclusion 211 considering the prom
Page 222 and 223: Conclusion 213 major puzzles. The t
Page 224 and 225: Conclusion 215 them in their variou
Page 226 and 227: Conclusion 217 whether justified or
Page 228 and 229: Conclusion 219 such complexity or c
Page 230 and 231: Conclusion 221 require political re
Page 232 and 233: Notes 223 22 William Raspberry, “
Page 234 and 235: Notes 225 Psychology, 3(5) (1984),
Page 236 and 237: Notes 227 85; see also Harvey Rosen
Page 238 and 239: Notes 229 recognition built into co
Page 240 and 241: Notes 231 49 Tuttle, supra note 4,
Page 242 and 243: Notes 233 24 Gautreaux v.Chicago Ho
Page 244 and 245: Notes 235 92 William S.Strange, The
Page 246 and 247: Notes 237 52 Blankenberg, E., “Co
Page 248 and 249: Notes 239 16 See Colleen Flood and
Page 250 and 251: Notes 241 69 Martin Pfaff and Dietm
Page 252 and 253: Notes 243 116 Johan Hjertqvist, “
Page 254 and 255: Notes 245 27 Gordon Cleveland and D
Page 256 and 257: Notes 247 68 Fuller et al, supra no
Page 258 and 259: Notes 249 6 See, for example, Cass
Page 260 and 261: Notes 251 attention to the quality
Page 262 and 263: Notes 253 81 Ibid. 82 Ibid., p. 4.
Page 264 and 265: Notes 255 147 In the Alberta charte
Page 266 and 267: Notes 257 170 Michael Fullan, The N
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Notes 259 19 This lack of flexibili
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Notes 261 73 Riddell, supra note 3,
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Notes 263 may have general human ca
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Notes 265 69 Eduardo Martinez Espin
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Notes 267 3 Steven Kelman, Making P
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Index 269 costs of 141; designing n
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Index 271 background 128; designing
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Index 273 Hart, O. et al. 19, 25, 2
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Index 275 effect of globalization 2
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voucher system 71-4, 75-7 Luban, D.
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as credence good 172, 268(n169); de
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Index 281 and legal aid 85-90; obje
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Index 283 and insuring individual r
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