The OMC: An Opaque Method of Consideration or Deliberative Governance in Action?

Radulova, Elissaveta

doi:10.1080/07036330701442372

Cited by 19 publications

(17 citation statements)

References 21 publications

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“…Civil servants involved in international policy work are not engaged in day-to-day policy making that pertains to the reception of the OMC in the UK. This has been recognized by Commission policy officers who expect such functional separation of roles (EAC Interviews 5, 6, see also Radulova 2007), and it raises the issue of the significance of administrative traditions in member states in processes of europeanisation (Fink-Hafner 2007).…”

Section: Protecting the Domestic Policy Teams From 'Inappropriate Inimentioning

confidence: 99%

Deflecting European Union Influence on National Education Policy-Making: The Case of the United Kingdom

Alexiadou

Lange

2013

Journal of European Integration

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This article examines how education policies developed in the European Union(EU) through the open method of co-ordination (OMC) are received at the member state level of the United Kingdom (UK). We argue that the UK's response to the education OMC can be understood mainly in terms of deflecting EU influence on the process and in particular content of national education policy-making. We focus on three manifestations of deflecting EU influence on national education policies. On a level of institutional structures, first, few organizational resources are made available for responding to the education OMC. Second, there is limited communication between domestic policy teams and UK civil servants involved in international work. Third, on a level of discourse UK education policy makers have retained a commitment to the continued sovereignty of the UK over education policy and its role as a potential leader of education policy agendas in the EU. Deflecting the education OMC involves here constructing images of 'fit' between UK and EU OMC education policies.KEY WORDS: European Integration, education policy making, Open Method of Co-Ordination, peer learning, discursive institutionalism Education Policy-Making in Europeanisation StudiesEducation policy making is an important but still neglected field in the study of policy and politics (Jakobi et al. 2010). It combines questions about the relationship between the state, institutions, and citizens, in a way that very few other fields of public policy do, given that education is central to both social and economic governance. Within the field of europeanisation studies, an analysis of education policy-making offers a very interesting example of the integration project with its dual emphasis on widening and deepening the functions of the EU.

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Section: Protecting the Domestic Policy Teams From 'Inappropriate Inimentioning

confidence: 99%

Deflecting European Union Influence on National Education Policy-Making: The Case of the United Kingdom

Alexiadou

Lange

2013

Journal of European Integration

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“…For example, there are different degrees to which the various forms of the OMC rely on stakeholder dialogues including private actors or can be considered more as examples of state-dominated bureaucratic politics (Borrás and Greve 2004, pp. 333-334;Radulova 2007). In a similar vein, 'complementary' SMGs such as agencies and PPPs differ in the extent to which they are controlled mainly by state executives or by private actors.…”

Section: Democracy Legitimacy and Soft Modes Of Governance In The Eumentioning

confidence: 99%

Democracy, Legitimacy and Soft Modes of Governance in the EU: The Empirical Turn

Borrás

Conzelmann

2007

Journal of European Integration

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During the past few years, the European Union (EU) has made increasing use of the so-called soft modes of governance (SMG), modes based on voluntary and non-sanctioning forms of public action, where state and non-state actors interact in extensive networks to solve complex social problems. This article deals with the issue of the democratic credentials of soft modes of governance at the EU level. Starting by recognizing that they entail an authoritative allocation of values that have a wide societal reach, the article argues that a careful examination of the democratic legitimacy of these soft modes of governance needs to take into account their diverse nature. By pointing out different theoretical concepts of democracy, the article elaborates an analytical framework based on a series of yardsticks for the assessment of the democratic legitimacy of SMGs in the EU, thus providing a much-needed conceptual clarification for a research agenda that is ultimately an empirical one.

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“…Deliberative quality (Kröger 2007) social inclusion policy (Radulova 2007) employment policy (Büchs 2008) employment policy (Natali 2009) following from the arguments before, the three usages of the OMC are not mutually excluding, as they might coexist partly in reality -indeed we said they are ideal-types. Their distinction responds to the analytical purpose of identifying the predominant usage of the OMC.…”

Section: ) European Semestermentioning

confidence: 83%

“…Societal input (Brandsen et al 2005) social inclusion policy (Dawson 2009) social inclusion policy (Michalski 2012) social inclusion policy (Kröger 2007) social inclusion policy (Borrás and Ejrnaes 2011) R&D policy and employment policy (Natali 2009) pensions (Harcourt 2013) information society (Hodson 2011) BEPGs in the EMU Transparency and accountability (Kröger 2007) social inclusion policy (Michalski 2012) social inclusion policy (Radulova 2007) employment policy (Harcourt 2013) information society…”

Section: ) European Semestermentioning

confidence: 99%

“…The democratic standards of the OMC employment have also been appraised from the perspective of deliberative democracy (Radulova 2007), focusing on the deliberative quality of the interactions inside the EMCO (Employment Committee), the EU-level, treaty-based committee for the European Employment Strategy, formed by national representatives. There was no argumentative style of interaction or openness among these national representatives in terms of the publicity of decision-making in EMCO (Radulova 2007).…”

Section: ) European Semestermentioning

confidence: 99%

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Open method of co-ordination fordemoi-cracy? Standards and purposes

Borrás¹,

Radaelli²

2014

Journal of European Public Policy

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Under which conditions does the open method of co-ordination match the standards for demoi-cracy? To answer this question, we need some explicit standards about demoi-cracy. In fact, open co-ordination serves three different but interrelated purposes in European Union policy: to facilitate convergence; to support learning processes; and to encourage exploration of policy innovation. By intersecting standards and purposes, we find open co-ordination is neither inherently 'good' nor 'bad' for demoi-cracy, as it depends on how it has been put into practice. Therefore, we qualify the answer considering the empirical evidence on how normative principles hit the road of implementation. In the final part of this paper, we look into the demoi-cratic effects of the Eurozone's economic and financial crisis on our findings.

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The OMC: An Opaque Method of Consideration or Deliberative Governance in Action?

Cited by 19 publications

References 21 publications

Deflecting European Union Influence on National Education Policy-Making: The Case of the United Kingdom

Deflecting European Union Influence on National Education Policy-Making: The Case of the United Kingdom

Democracy, Legitimacy and Soft Modes of Governance in the EU: The Empirical Turn

Open method of co-ordination fordemoi-cracy? Standards and purposes

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