|
|
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Family policy: concepts, reforms, and effects (JSM791) Course Description This (online) course aims to advance the knowledge of students in the field of family policy. It introduces major family policy paradigms (concepts) prominent in family policy today, discusses reforms and the difficulties of their implementation, and incorporates practical seminars in which students themselves will simulate (through tax-benefit microsimulation model of the European Union EUROMOD and OECD Tax-Benefit model) family policy changes and evaluate their effects.
WINTER SEMESTER 2024-25 COURSE OVERVIEW Learning Outcomes By the end of this course, students should be able to: i. Identify the actors and processes involved in family policy (making). ii. Identify and critique policy and governance frameworks relevant to critical arenas of family policy regulations. iii. Understand the role of social policy in social change. iv. Understand the design of family (social) policies and consequences (poverty/inequality) of reforms that aim at changing such designs.
Assessment Summary
Feedback
Staff Feedback Students will be given feedback in the following forms in this course: · Verbal feedback of a formative nature during seminars; · Written feedback of a formative nature based on individual assignments; and · Written feedback of a summative nature based on final (collective) assignment.
Student Feedback · Continuous and final feedback will be provided in both verbal and written way. Students are free to provide feedback on all aspects of the course: literature, content, organisation as well as study load.
COURSE SCHEDULE
ASSESSMENT REQUIREMENTS
General design: In assessing seminar participation, the following criteria will be taken into consideration: · (I) Discussion of the required literature („individual“ assignments) o Demonstration of preparation (i.e. done the reading and thought about it); o Demonstration of understanding of or engagement with the topic; o Raising relevant questions, points and challenges; and o Listening actively and responding to others in a constructive fashion. § Based on weekly assignments (written, uploaded via Moodle, 0-10%) and compulsory class debate (0-15%) · (II) Active participation in seminars (0-35%) o Fulfilment of tasks o Creativity and analytical skills. · (III) Preparation of the final assignment – group presentation („collective“ assignment) - compulsory o Preparation within the semester, results being presented at the 13th seminar in January (0-40%) o Short report to be handed in the mid-term. · Students need to fulfil at least 75% to pass the course.
Assessment I – individual assignments Students are required to read compulsory literature and prepare answers to set questions. · Discussion of the comprehension questions in several (2-4) subgroups o Need to find the super answer! o What are the answered? Where can answers be found? complete your answers. o Do you have any questions regarding literature? o Are you curious about any specific topic that can be covered later in the course? Continuously: there should be some feedback about the literature: how easy/difficult is to comprehend the literature (= evaluation of academic texts/writing) Contributing to discussions can be difficult for some students, especially those who have English as a Second Language (ESL), but there are different ways of contributing to discussion:
Listening actively is also part of participation. Students can show that they’re participating by looking interested, which means:
Advise to students who are not really talkative (“help for introverts”): to be shared with students
If you are someone who doesn’t find it easy to talk in Seminars, make it a personal goal to say something each week or ask a question. Don’t leave it too long before your voice is heard. The longer you leave it, the harder it will be. If there is something I can do to make it easier for you to contribute please let me know.
Assignment II – active participation
Students are expected to take part in the practical seminars of the course (seminars 4-6 & 8-12). They are expected to download the EUROMOD tool prior to the practical seminars and fulfil tasks related to microsimulation as instructed by the teacher who should demonstrate a clear guide. Students may/should ask questions relating to simulating policies and discuss their effects.
Assignment III – group presentation Group presentation that is based on discussing a particular family policy reform (which policy/reform design/reasoning/effects). Need to satisfy basic assessment criteria: 1. Set time limit, 2. Clear ad relevant research question, 3. Coherence, 4. Structure, 5. Innovation.
Until seminar 8, teams have to prepare short report (600-800 words) where „state of the art“ should be clearly stated. Final results will be presented in the last session in January.
READING GUIDE AND WEEKLY COURSE TOPICS Reading is split into required and additional (more in Moodle). Required reading is that which we expect you have completed prior to the seminar. Additional readings point you in the direction of extra related readings. Weekly reading and course topics
Seminar 1: Introduction This introductory lecture provides students with a strong foundation in the subject, covering: 1. Definition of family policy 2. Why family policy matters 3. Historical evolution of family policy a. Origins and development b. Family policy in different welfare state regimes 4. Key themes in family policy (work-family balance, childcare, poverty and social security, marriage, divorce and family structure) 5. Theoretical approaches a. Feminist theory b. Social Investment perspective c. Neoliberalism and family responsibility
Outline of the course and its requirements will be further described.
Reading for next week: Knijn and Smit (2009) Investing, Facilitating, or Individualizing the Reconciliation of Work and Family Life: Three Paradigms and Ambivalent Policies.
THEORETICAL PART
Seminar 2: Current family policy paradigms: a critical reflection
After decades of promoting work–family reconciliation with the aim of advancing gender equality, European Union (EU) discourses around work and family have been reframed. This article distinguishes three currently paramount discourses: The social investment approach, the transitional labour market model, and the individual life-course model. Respectively, they propose investing in, facilitating, and individualizing the new social risks, including the resolution of tensions in the relationship between work and family life. Each has particular assumptions about risk-sharing, public and private responsibility, and the position of the individual vis-a`-vis the state and the community. These paradigms have been analysed in relation to EU policies on the reconciliation of work and family life.
Reading for next week: Nyby, Nygard, Autto, Kuisma (2017) Freedom of choice, gender equality, or employment promotion?
Seminar 3: Freedom of choice: freedom or trap?
The principle of freedom of choice in childcare matters has been a central element of Finnish family policy since the 1980s and is something that makes the country unique in an international comparison. One the one hand, this principle has been manifested as a legislated right for parents, notably mothers, to choose paid work supported by the use of public childcare. On the other hand, it has also given parents with children under three the right to stay at home with their children and to receive a child home care allowance during this period. This dualism has been widely popular among parents and has also been seen by most leading parties as something that is good for families. However, since the outbreak of the international financial crisis, this system has faced increasing criticism from some experts and politicians, which has made the principle of freedom of choice, and especially the child home care allowance/leave, susceptible to renegotiation. This article investigates how the principle of freedom of choice was politicized by eight leading parties during the Finnish parliamentary election campaign in 2015, through an analysis of election manifestos. The article analyze to what extent this principle was politicized, and by whom. Secondly, we study how the principle was framed. The findings show that the principle of freedom of choice was a rather politicized topic, creating a cleavage between conservative and leftist/liberal parties. Moreover, they indicate a renegotiation of this principle in favor of higher parental employment promotion and gender equality.
Seminar 4: Child benefits (lecture)
The lecture on child benefits will begin by defining what child benefits are and their role in supporting families with children. Child benefits are government-provided cash transfers or tax credits aimed at alleviating the financial burden of raising children. These benefits vary across countries in terms of eligibility, amount, and duration, but they generally seek to address child poverty, promote child well-being, and provide economic security to families. The lecture will discuss the rationale behind child benefits, emphasizing how they reflect societal investments in future generations and help ensure children’s access to basic needs such as education, healthcare, and nutrition. The lecture will also briefly examine the different models of child benefit systems globally, comparing approaches in countries like Sweden, which offers universal benefits, to those like the United States, where child benefits are often means-tested or provided through tax credits. It is essential to discuss the effectiveness of these policies in reducing poverty, promoting gender equality by supporting caregivers, and contributing to broader social and economic outcomes. Furthermore, the lecture will touch on current debates, such as whether child benefits should be unconditional or tied to parental employment, and how they interact with other welfare policies like parental leave and childcare subsidies. Finally, the impact of child benefits on family dynamics, fertility rates, and long-term economic outcomes will be briefly explored.
Seminar 5: Paid parental leave (lecture)
The lecture on parental leave benefits will begin by defining the purpose and scope of parental leave policies, which provide parents with paid or unpaid time off work following the birth or adoption of a child. These policies are designed to support the well-being of both parents and children, allowing parents time to bond with their child, adjust to caregiving responsibilities, and recover from childbirth in the case of mothers. The lecture will introduce the three main types of leave—maternity, paternity, and parental leave—highlighting their differences in duration, eligibility, and benefits. A comparative analysis of parental leave policies across countries, such as Sweden's generous, gender-neutral leave policies versus the more limited leave available in the United States, will be included to illustrate global diversity in approaches. Additionally, the lecture will explore the social, economic, and gender implications of parental leave benefits. A key focus will be on how these policies can promote gender equality by encouraging fathers to take leave and share caregiving responsibilities, which helps balance work and family life for both parents. The lecture will discuss how paid parental leave positively impacts child development, maternal health, and labor market outcomes, including women's return to the workforce and reduced gender pay gaps. The importance of flexibility in parental leave policies—such as allowing leave to be taken part-time or shared between parents—will be emphasized, along with current debates on extending benefits to non-traditional families or those in precarious employment situations.
Seminar 6: Welfare state conditionality (lecture)
The lecture on the conditions imposed by welfare states for receiving social benefits will begin by introducing the concept of conditionality in welfare policies. Conditionality refers to the requirements or criteria that individuals must meet before being eligible to receive various forms of social support, such as unemployment benefits, housing assistance, or child benefits. These conditions are often designed to ensure that resources are directed toward those who are most in need or to encourage certain behaviors, such as seeking employment or participating in training programs. The lecture will outline different types of conditions, including means-testing (income or asset thresholds), work requirements (proof of job search or employment), and behavioral conditions (e.g., ensuring children are attending school for family benefits). The next focus of the lecture will be on rationales and justifications for imposing conditions. Welfare states often justify conditionality on the grounds of preventing welfare dependency, encouraging self-sufficiency, and promoting socially desirable behaviors. For example, some countries require unemployed individuals to regularly report on their job-seeking efforts or accept suitable work to continue receiving unemployment benefits. Conditionality is also tied to the notion of reciprocity, where individuals are expected to contribute to society in exchange for receiving public support. Finally, the lecture will explore criticisms and challenges associated with conditionality. Critics argue that imposing strict conditions can create barriers to accessing needed support, particularly for vulnerable populations such as single parents, people with disabilities, or those in precarious employment. Conditionality can also lead to stigmatization and administrative burdens, as recipients are required to navigate complex systems to prove their eligibility. Additionally, the effectiveness of certain conditions, such as mandatory work programs, in reducing poverty or improving long-term employment outcomes is debated. The lecture will conclude by highlighting current trends, such as the shift toward more tailored or individualized forms of conditionality, and encourage students to critically assess the balance between supporting social welfare and promoting personal responsibility.
Seminar 7: Class debate: Parental leave reform: Free choice or father quota?
In this class debate, students will explore the proposal of implementing father leave quotas as part of parental leave reform, a policy that would reserve a specific portion of parental leave exclusively for fathers. The group supporting the reform will argue that these quotas encourage greater gender equality, reduce the burden of childcare on mothers, and promote active fatherhood. By incentivizing fathers to take parental leave, the policy aims to balance caregiving responsibilities within the family and challenge traditional gender roles. This group may cite examples from countries like Sweden and Norway, where father quotas have been successfully implemented, leading to higher participation of men in caregiving and a narrowing of the gender pay gap. On the other side, the opposing group will critique father leave quotas, arguing that such mandates could infringe upon family autonomy by dictating how parents divide their leave. They may highlight potential challenges, such as the cultural and workplace barriers that fathers may face in taking leave, particularly in countries or industries where caregiving is still seen as primarily a maternal responsibility. Additionally, the opposition may argue that quotas could impose undue financial or organizational strain on employers, particularly small businesses, and question whether government intervention is the best solution to promote gender equality. This debate will be valuable for students in understanding how policy change involves balancing competing interests and societal values. It exposes them to the complexities of designing and implementing family policies that seek to address both individual choice and collective goals like gender equality. Through structured argumentation, students will gain insight into the policy-making process, the role of empirical evidence in shaping reforms, and the political and cultural factors that influence the success or failure of policies. Moreover, engaging in debate fosters critical thinking and the ability to assess the merits and drawbacks of different policy options, preparing students for real-world discussions on social policy.
PRACTICAL PART
Seminar 8: Introduction to microsimulations
In this introductory seminar, we will outline basic terms used in microsimulation research, such as: forms of simulations, poverty and inequality, equivalization, or budget effects.
Seminar 9: Introduction to EUROMOD
This seminar will introduce students the tax-benefit microsimulation tool of the European Union – EUROMOD. Major features of this tool (e.g. Statistics Presenter), as well as functioning will be demonstrated in this seminar.
Seminar 10: Practical – simulating reforms I
Implementing a reform to the model of the Czech Republic; Using the Statistics Presenter to analyze its impact on the income distribution. = The aim of this exercise is to learn how to create (add) a new reform system and how to use the Statistics Presenter – Baseline/Reform option – to analyze the impact on the income distribution of the reform.
Seminar 11: Practical – simulating reforms II
Reforming Child Allowance in Ireland = The aim of this exercise is to introduce functions Elig and ArithOp. It also introduces some basic options such as renaming and deleting systems, search and replace and queries.
Seminar 12: OECD Tax-Benefit model
The lecture on the OECD Tax-Benefit Model will begin by introducing the model as a tool developed by the Organisation for Economic Co-operation and Development (OECD) to analyze the interactions between taxes and benefits in member countries. The model provides a detailed, cross-country comparison of how tax and benefit systems impact household incomes, focusing on various population groups such as low-income families, the unemployed, and the elderly. The lecture will explain how the OECD Tax-Benefit Model simulates the effects of taxes, social security contributions, and different types of social benefits (like unemployment insurance, family benefits, and housing support) on household disposable income. This allows policymakers and researchers to assess the generosity, efficiency, and distributional impact of welfare policies across different welfare states. The lecture will also highlight the significance of the OECD Tax-Benefit Model in evaluating welfare policies and economic inequality. By simulating tax and benefit systems for a range of hypothetical households, the model helps governments understand how well their tax-benefit structures alleviate poverty, promote employment incentives, and reduce inequality. For instance, the model can be used to evaluate whether a country’s tax-benefit system creates work disincentives through high effective marginal tax rates or provides adequate protection for low-income households. Furthermore, it allows for policy simulations, where potential reforms can be tested to estimate their impact before implementation. By engaging with the OECD Tax-Benefit Model, students will gain insight into how tax-benefit interactions shape economic and social outcomes and how international comparisons can inform domestic policy debates.
Seminar 13: Concluding seminar
The last seminar will be devoted to presentations and the overall evaluation of the seminar.
ASSESSMENT PROCEDURE
Collective assignment
Evaluation form: self-evaluation – listening group is about to evaluate the presenter group based on evaluation criteria.
Poslední úprava: Gurín Martin, Mgr. (16.09.2024)
|