Programme full

Friday 17 April 2015 15:15 - 16:45
PAPER SESSION 8
The proposed paper focuses on another factor that has not found much consideration so far: an individual's ability to
transform income into living standard. This ability is assumed to be closely related to an individual's financial literacy,
since an individual's aptitude to coordinate financial matters would enable him or her to make the most of each Pound
or Euro.
The moderating effect of financial literacy on the transformation process is therefore the central topic of the empirical
analyses. These are based on data from the 8th wave of the German panel study 'Labour Market and Social Security'
(PASS) which includes an eight item scale on financial literacy.
Childcare and ECEC in the Public European Discourse
Trifiletti, R., Casalini, B.
(University of Florence)
Among the most crucial themes of the Social Investment Approach (Esping Andersen et al. 2002, Esping Andersen
2005; Vanderbroucke et al. 2011; Morel et al 2012), the importance of investing in childcare services stands out as a
very successful one. Indeed it seems
one of the less controversial field in recent international debate about welfare policies. And still, it is noteworthy that
the important sociological contribution of the new childhood studies has till now not really influenced the debate about
welfare modelling (Kränzl-Nagl et al.2003). Our paper tries to bring together such a sociological
insight with the political philosophy approach focusing theories of justice into a policy analysis discourse.
The main turning points in European Union policy recommendations are analysed in the last 20 years until EU 2020
strategy. The paper aims to throw light on several main shifts in the interpretive frames involved, deriving from the
international debate and based on research results. In particular the shifts are highlighted in the relative weight of
themes such as female work activity rate, Work-Life balance, minors poverty, ECEC and early compensatory
education.
EU seems still to hesitate between two different views. The first one involves a frankly instrumental approach deriving
from the social investment paradigm. The second one endorses an image of children as citizenship rights holders,
who should be involved in any
decision-making process concerning themselves (Mahon 2010; 2011; Jenson 2008; 2009; Lister 2008; Lansdown
2005; Moss 2011; 2012).
309 BSA Annual Conference 2015
Glasgow Caledonian University