Relevant bibliographies by topics / Social welfare education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Social welfare education'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Social welfare education"

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Garibović, Emina. "Children, social welfare, education." Psihijatrija danas 50, no. 1 (2018): 73–83. http://dx.doi.org/10.5937/psihdan1801073g.

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Crook, David. "Education, Health and Social Welfare." History of Education 36, no. 6 (November 2007): 651–57. http://dx.doi.org/10.1080/00467600701619630.

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Blyth, Eric, and Judith Milner. "Is education welfare social work?" Practice 1, no. 4 (December 1987): 339–54. http://dx.doi.org/10.1080/09503158708416966.

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Durst, Douglas. "Social Welfare and Social Work Education In Canada." Journal of Comparative Social Work 2, no. 1 (April 1, 2007): 3–16. http://dx.doi.org/10.31265/jcsw.v2i1.28.

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Internationally, Canadians struggle with their national identity. Canadians proclaim that they are not Americans and like to boast that they have more in common with Sweden with its snowy winters and extensive social programmes. This article outlines some of the historical developments of social welfare in Canada and examines some of the recent trends at dismantling the programmes. In the neo-conservative state, efforts towards “globalization” and “free trade” with the United States have attacked Canada’s social safety net, marginalizing and suppressing the poor. However, in spite of the current trends, Canadians have maintained its humanitarian philosophy and resisted the “Americanization” of its social programmes. Some of this resistance has been successful but as in many other countries much of it has failed.
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Shapiro, Valerie B., Kimberly D. Hudson, Carrie A. Moylan, and Amelia S. Derr. "Changing organisational routines in doctoral education: an intervention to infuse social justice into a social welfare curriculum." Arbor 191, no. 771 (February 28, 2015): a202. http://dx.doi.org/10.3989/arbor.2015.771n1004.

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Thomas, George. "Chapter IV: Child Welfare Education:." Child & Youth Services 17, no. 1-2 (August 8, 1994): 131–61. http://dx.doi.org/10.1300/j024v17n01_04.

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Udaltsova, Mariy V., and Elena A. Abramova. "Culture and education technology as social welfare." Vestnik Tomskogo gosudarstvennogo universiteta. Filosofiya. Sotsiologiya. Politologiya, no. 1(33) (March 1, 2016): 182–87. http://dx.doi.org/10.17223/1998863x/33/19.

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Moon, Sung Seek, and Kevin L. Deweaver. "Electronic Advocacy and Social Welfare Policy Education." Journal of Teaching in Social Work 25, no. 1-2 (August 2005): 57–68. http://dx.doi.org/10.1300/j067v25n01_04.

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Reisch, Michael, and Karen M. Staller. "Teaching Social Welfare History and Social Welfare Policy From a Conflict Perspective." Journal of Teaching in Social Work 31, no. 2 (April 29, 2011): 131–44. http://dx.doi.org/10.1080/08841233.2011.562134.

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Powell, Jason L. "Risk, Welfare, Education and Youth." International Letters of Social and Humanistic Sciences 18 (December 2013): 22–30. http://dx.doi.org/10.18052/www.scipress.com/ilshs.18.22.

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This paper the concept of risk as applied to an understanding of the nature and changing relationship between social welfare and youth in the United Kingdom. The paper begins by drawing on the sociological work of Ulrich Beck (1992) in order to examine how changes in modern society have led to what has been coined the ‘risk society’. The paper then assesses historical narratives of social welfare which positioned younger individuals in society. The paper moves attention to examining neo-liberalism in contemporary times as a key feature of the ‘risk society’ and the recasting of the state, welfare agents and younger people. In particular, the paper observes the rise of managerialism and consumer narratives that are central to neo-liberalism and management of social welfare yet are indicative of risk. The paper concludes by arguing for an interface between risk and a critical sociology of youth.
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Dissertations / Theses on the topic "Social welfare education"

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Poitiers, Niclas Frederic. "Essays in Education, Fertility, and the Welfare State." Doctoral thesis, Universitat de Barcelona, 2019. http://hdl.handle.net/10803/667315.

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In countries in the developed world, income inequality is increasing, while technological and societal changes open labour market opportunities for women. At the same time they are undergoing an important demographical transition with decreasing fertility and increasing population ageing. All these trends affect the decisions that different generations make over the life-cycle. In this thesis, I investigate the role that these trends play for education, fertility, and pensions. In the second chapter of this thesis, I investigate how income inequality is affecting education attainment. An important difference between countries with low and high levels of social mobility is the extent of upward mobility of children from low income families. This is mainly explained by the probability of high school dropout. I develop a model with three levels of education in which children facing a credit constraint choose which level of education to attain. I find in an empirical exercise that in the U. S. the opportunity cost of education is more important in explaining the high school dropout rate of men than the return on education. The model and the empirical results imply that a policy that reduces the opportunity cost of education and is paid by higher taxation on graduates, reducing the return on education, could decrease dropout rates. In the third chapter, I analyse the decline in fertility in Germany. Decomposing the decline in completed fertility in Germany of the cohorts of women born between 1930 and 1965, I observe two distinct stages: In the first stage the decline in fertility is due to a decrease in intensive fertility (number of children per women with at least one child), whereas in the second stage the decline is due to a decrease in extensive fertility (increase in childlessness). Based on an event study approach, I argue that there are high opportunity cost of having children for women in terms of working time independent of their education level. Based on these findings, I develop an overlapping generations model with childlessness and quantity/quality trade-off driven by the time cost of children. In a calibration exercise, this model is able to generate the decline in intensive fertility as well as the increase in childlessness that I observe in the data with an decrease in the gender wage gap. The forth chapter of my thesis is a joint work with Gianko Michailidis on the effect of population ageing and income inequality on public education and pensions. We developed an overlapping generations model with public and private education, a pay-as-you-go pension system, endogenous fertility, and probabilistic voting on pensions and education spending. In this model, an increase in income inequality increases public education and pensions spending per enrolled student and retiree, respectively, and decreases the participation in public education and fertility. An increase in the share of retirees in the economy decreases the per student spending on public education and pensions, while decreasing the participation in public education and the fertility rate. Empirical evidences from OECD countries confirm our theoretical predictions regarding education spending.
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Cameron, Helen, and n/a. "The universities and social welfare education in a post-industrial society." University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20060623.152738.

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How we think about universities, their purposes and about the place of postcompulsory education in our society is the exemplification of a number of attitudes about humanity and life in general. Perceptions about the place of tertiary or postcompulsory education in the life of the ordinary person have changed along with a broader sweep of changes in the way people view themselves in relations to the world. The meaning of education in general and in particular, that of tertiary or postcompulsory education in the life of people today occupies a very different one to that of as little as forty or thirty years ago. The recent movements in the policies and processes surrounding the structure, form and purpose of higher education in Australia signifies to some extent at least the depth of these shifts in perceptions. In the field of social welfare education changes in political and social attitudes have led to calls for increased accountability in standards of practice in both service delivery and professional education, yet this call has come at a time of change in the cultural climate where there is decreasing clarity about what is expected of social welfare as a service, and of education for professional practice in the area. This thesis contends that the practice of and education for social work and social welfare stand in an invidious position in the current society in that practitioners and teachers, agencies and universities are being called on to be more accountable both philosophically and pragmatically, but that at the same time as this call for accountability presses upon the profession, questions are also being asked about the value basis of professional practice. Criticisms are being levied at the profession some suggesting that it is ideologically bound and ineffective in dealing with social problems seen to be within its scope of contribution to society. With justification these same criticism are being aimed at social work and welfare training programs with suggestions that contend that the education of people to work in the social welfare sector is at a cross-roads. Unless a reassessment of the goals and purposes of education for this field takes place it may lose all social status and relevance, yet there are those who suggest that change is long overdue and that there has been little change in the philosophy and practice of social welfare education The thesis has a primary contention that training people to work as social workers and other professional providers of social welfare in the current society is being placed under the microscope as a consequence of a number of movements in educational and political thought that have had their culmination in the competency movement that has impacted on both tertiary education, the professions and the industries. The institutions in which this training or education takes place have been changed in form and function particularly since 1989, following the Dawkins restructuring of the tertiary education sector and the account of these changes provides a backdrop for the story about social welfare education in Australia. These changes have included the construction of a national training platform with the espoused intention of formulating a seamless web of credentialling linking schools, the workplace, industry based training, DeTAFE and universities. The introduction of Competency Based Education, where training is asked to demonstrate a higher level of accountability and transparency than has been the case in the past, and the introduction of higher, sharper demands for effectiveness and relevance have shaken the universities out of comfortable complacency. In particular the competency movement has placed demands on the professions to demonstrate that they are able to describe their skills, roles and functions in accessible and assessable terms. This demand has also been placed on the social welfare profession. The requirement for the social welfare profession to formulate competencies has thrown into sharp relief an ideologically bound framework of practice that is seen to be out of touch with the needs of the current society, and this has had direct relevance for the education programs preparing people to practice in these areas. Chapter One focuses on views of knowledge and education and goes on to critique the changes in higher education that have occurred over the last half-century in Australia in general and in South Australia in particular, specifically in reference to the programs for educating social welfare workers. This chapter is largely historical, but this history is told with more of an appreciation of the spectacle of history's passing or recycling parade rather than of social progress. Chapter Two addresses the impact and significance of the structural and policy changes within the higher education sector with a particular focus on the competency movement as a demonstration of one of the currently perceived purposes of education. Chapter Three explores responses to the competency movement as further indicators of the views about the purposes of higher education in general and their relevance to those teaching with the social work and social welfare programs. Chapter Four locates voices in the discourse about the social welfare field, the type of work involved in the area, the sort of training needed, and the dilemmas inherent in the profession in the current society. This chapter highlights the need for a consensus position to support the formulation of standards for practice as implied in the design of competencies, and the ramifications of the lack of such consensus. Chapter Five displays the state of disarray in the profession through the analysis of the draft competencies produced so far, where lack of vision and consensus are seen, in the final reckoning, as the stumbling blocks to future clarity of purpose. Of any profession, social welfare work is one of the most difficult to put into competency based form due to both the nature of the work and the lack of a consensus view of its primary goals and purposes, yet it is essential that this can be achieved given the impactful and intrusive nature of the work, and the push for accountability implicit in the competency movement. The thesis concludes with a statement of hope that clearer standards for practice can be formulated and that social welfare education and practice can re-configure to contribute relevantly to the current society.
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Mink, Tarin L. "Using Service Learning to Teach Social Welfare Policy." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243281610.

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Twitchell, Sarah Jo. "Welfare Reform and Higher Education: The Impact of Postsecondary Education on Self-sufficiency." University of Toledo / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1127816883.

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Connors, Niall. "Education and the humanitarian space : is there a dissonance between military education and military practice in the Irish Defence Forces?" Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/55390/.

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This thesis is centred on education and the humanitarian space, specifically, an analysis of whether there a dissonance between military education and military practice in the Irish Defence Forces. In this context, the research audience is considered to be constituted of two distinct cohorts; military personnel within the Irish Defence Forces and individuals within the development sector, in particular those with responsibility for the education and 'pre-deployment' training of those within the humanitarian space. Broadly speaking, the research is framed to examine education and the humanitarian space through the lens of the human security paradigm using qualitative research methods. To achieve this, a multi-layered strategy was employed focussed on the Strategic and Operational Practice levels using a thematic framework centred on the human security paradigm informed by both the gender and cultural perspectives. At the strategic level a number of published and unpublished documentary resources were analysed in order to explore how Irish identity and concepts of self are presented, while at the operational practice level a number of semi-structured interviews were conducted with an elite group of thinkers and decision makers within the Irish Defence Forces in order to get their unique perspective on policy interpretation, policy implementation and operational practice. The research process identified that there are dissonances between military education and military practice in an Irish Defence Forces context, specifically in respect of military operations within the humanitarian space. The research also indicated that this has contributed to tension within the community of practice and suggests possibilities for further research, which may mitigate the risk of dysfunction within the humanitarian space.
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Corrie, Elizabeth M. "Social development and social policy in Guinea : health and education 1958-1984." Thesis, University of Nottingham, 1988. http://eprints.nottingham.ac.uk/13702/.

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Guinea, a former French colony, experienced an abrupt severing of relationships with the colonial power when President Sékou Touré rejected De Gaulle’s offer of becoming part of a French commonwealth of nations and opted for total independence instead. France withdrew all support, trade and personnel within a matter of days, and Sékou Touré attempted to develop this new nation along strongly independent and ideological lines. He made a verbal commitment to social development and evolved an ambitious programme to develop the health and education services. This thesis uses dependency theory as a tool of analysis to ascertain whether independent, autonomous development indeed took place, particularly in the fields of health and education, once the break with the metropolis was made. The period under review, 1958 - 1984, was the period of Sékou Touré’s presidency. The four criteria used to assess the measure of development achieved are: a) The successful rejection of Western models of development. b) Equal development and an equal distribution of resources between the regions. c) No urban/rural imbalance. d) Services available for all rather than limited to an elite. In the light of these criteria, Guinea was indeed able to experience some measure of independent, autonomous development, more particularly in education. The health sector had been less developed as only 2.1% of the national budget was devoted to it in 1981, compared to 17.6% spent on education in 1980. The inequalities in the health service were particularly noticeable in the urban/rural imbalance, Conakry in particular enjoying a larger share of available resources, but this was not the case in education where no such imbalance appeared to exist. The area of Labé emerged as the least developed area of the country but the discrepancies in provision were not too marked. Guinea also achieved much in the promotion of women and the eradication of elites, especially among the different ethnic groups. With the death of President Sékou Touré in 1984, Guinea's experimenting with a revolutionary form of development came to an end. The nation's future, now in the hands of the military, is uncertain.
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Blaney, Elizabeth. "Tracing classed and gendered relations in education and social welfare policy discourses in New Brunswick." View this thesis online, 2006. http://libraries.maine.edu/gateway/oroauth.asp?file=orono/etheses/37803141.pdf.

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Thesis (Ph.D.) -- University of New Brunswick, Faculty of Education, 2006.
Title from PDF title page (viewed on May 24, 2010) Available through UMI ProQuest Digital Dissertations. Includes bibliographical references (leaves 334-379). Also issued in print.
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Prince, Anita H. "PATTERNS OF CONTINUING PROFESSIONAL DEVELOPMENT (CPD) ACTIVITIES OF SOCIAL WORKERS IN LOCAL DEPARTMENTS OF SOCIAL SERVICES OR WELFARE IN VIRGINIA." VCU Scholars Compass, 1998. https://scholarscompass.vcu.edu/etd/5249.

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Individuals employed as social workers in local public welfare agencies in Virginia are not required to have a social work degree or mandated to participate in continuing professional development activities as a condition of their employment. The study employed survey research to investigate Continuing Professional Development (CPD) activities of Social Workers employed in local Departments of Social Services or Welfare in Virginia. Two social work-related focus groups and an expert panel of adult educators helped identify CPD activities used to construct the survey. The resulting twenty (20) CPD activities, used as the dependent variables for the study, were: formal education, mandatory training, voluntary training, supervision, mentoring, coaching, shadowing, formal peer interaction, informal peer interaction, instructing others, instructional development, computer-based learning, work-related teams, professional meetings, professional memberships, professional licensure/certification, testing/ inventories, professional reading, professional writing and critique, and reflective practice. The independent variables, employee characteristics of job class, program/practice area, total years of employment in a local agency, highest level of education, major, and agency class, were also surveyed. A proportionate, stratified random sample, N=330, of social work staff in Virginia's local public welfare agencies was surveyed. The overall response rate was 62.7% (N = 207). For each of the twenty CPD activities, survey respondents were asked whether they had participated in the activity "ever", "within the last 3 years", and , if so, their assessment of the "impact" of the activity on their practice, Significant difi‘erences were found for impact on practice between those who had participated within the last three years in an activity and those who had not. There was statistically significant evidence that there is some association of certain CPD activities with time in the job and with area of practice. Two activities which had some of the highest levels of participation and were identified as contributing to professional development were professional reading and shadowing. Professional writing had the least participation, but a high level of impact for those who do participate. Further study of the relationship of the length of time employed and program/practice area hold some promise for identifying CPD patterns.
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Brannon, Theresa Rebecca. "The relationship between caseworker education and client outcomes." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3368.

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The purpose of this study was to measure whether or not a child welfare worker's education has an effect on their client's outcomes. It compares master's degree in social work caseworkers' rates of family reunification and the length of time children on their caseload spend in foster care to those of child welfare workers who do not have an MSW. This study sought to address this gap in the current literature by analyzing available case data from a public child welfare agency in a Southern California county.
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Tsang, Kwok-wah, and 曾國華. "A study of bishop R.O. Hall's contribution (1895-1975) toHong Kong education and social welfare." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31950449.

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Books on the topic "Social welfare education"

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Oduaran, Akpovire B. Social welfare and social work education for Africa. Benin City: Benin Social Science Series for Africa, 1996.

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Social welfare in Pakistan. Karachi: Oxford University Press, 2002.

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Ireland. Social Welfare (Full-time education) Regulations, 1991. Dublin: Stationery Office, 1992.

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Nepal. Ministry of Education, Culture, and Social Welfare. Ministry of Education, Culture, and Social Welfare: Nepal. Kathmandu: The Ministry, 1994.

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UNISON. Social workers in education / Education Welfare Officers: National guidelines for branches. London: UNISON, 1996.

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United States. General Accounting Office. Health, Education, and Human Services Division. Health, education, employment, social security, welfare, and veterans reports. [Washington, D.C.]: The Office, 1995.

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United States. General Accounting Office. Health, Education, and Human Services Division. Health, education, employment, social security, welfare, and veterans reports. [Washington, D.C.]: The Office, 1994.

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Education, welfare and the capabilities approach: A European perspective. Opladen: Barbara Budrich, 2010.

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D, Mulvey Janet, ed. Intersections of children's health, education, and welfare. New York: Palgrave Macmillan, 2012.

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United States. General Accounting Office. Health, Education, and Human Services Division. Health, Education, and Human Services Division reports: Health, education, employment, social security, welfare, veterans. Washington, D.C: The Office, 1994.

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Book chapters on the topic "Social welfare education"

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Mendoza-Cavazos, Yolanda. "Social Welfare and Sustainability." In Encyclopedia of Sustainability in Higher Education, 1–7. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-63951-2_300-1.

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Mendoza-Cavazos, Yolanda. "Social Welfare and Sustainability." In Encyclopedia of Sustainability in Higher Education, 1502–8. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11352-0_300.

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Caputo, Richard K. "Employment, Education, and Training Programs." In U.S. Social Welfare Reform, 145–79. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-7674-1_7.

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Simmons, Robin, Ron Thompson, and Lisa Russell. "Family, Community and Welfare." In Education, Work and Social Change, 155–80. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137335944_9.

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Sanderson, Michael. "Education." In British Social Welfare in the Twentieth Century, 133–58. London: Macmillan Education UK, 1999. http://dx.doi.org/10.1007/978-1-349-27398-0_7.

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Jones, Howard. "Ends and Means in Education." In Social Welfare in Third World Development, 167–88. London: Macmillan Education UK, 1990. http://dx.doi.org/10.1007/978-1-349-20525-7_9.

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Chhibber, Bharti. "Social welfare initiatives in the education sector." In Social Welfare Policies and Programmes in South Asia, 238–51. Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge India, 2019. http://dx.doi.org/10.4324/9780429323041-16.

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Dar, Firdous Ahmad. "Higher Education in India: Trends and Challenges." In Social Welfare in India and China, 329–37. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5648-7_17.

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Lähteinen, Sanna, and Aila-Leena Matthies. "Research-Based Social Work Profession in the Finnish Welfare State." In Social Work Education in Europe, 43–63. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69701-3_3.

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Presley, John R., and A. J. Westaway. "Education, Health, Youth Welfare, Social Services and Justice." In A Guide to the Saudi Arabian Economy, 144–60. London: Palgrave Macmillan UK, 1989. http://dx.doi.org/10.1007/978-1-349-08827-0_6.

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Conference papers on the topic "Social welfare education"

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Bednarikova, Marie. "SOCIAL WELFARE ASPECTS OF A COMPANY." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b12/s2.108.

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Shcolyar, Mariana, and Maria Andriushchenko. "The Topical Aspects of Foreign Student Sociocultural Adaption in Ukrainian Higher Education Institutions." In SOCIOLOGY – SOCIAL WORK AND SOCIAL WELFARE – REGULATION OF SOCIAL PROBLEMS. NDSAN (MFC - coordinator of the NDSAN), 2020. http://dx.doi.org/10.32437/sswswproceedings-2020.mams.

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Ripka, Irina, and Larysa Klymanska. "Formation of the Child's Perceptions of his Own Family in the Process of Family Education." In SOCIOLOGY – SOCIAL WORK AND SOCIAL WELFARE – REGULATION OF SOCIAL PROBLEMS. NDSAN (MFC - coordinator of the NDSAN), 2020. http://dx.doi.org/10.32437/sswswproceedings-2020.irlk.

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Mao, Mao. "Humanistic Care in the Design of Social Welfare Institutes." In International Conference on Education, Management and Information Technology. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icemit-15.2015.25.

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Muhasim, Ahmad, M. Muhaimim, and Tuti Harwati. "Anatomy of Zakat Regulation for Community Welfare." In 2nd Annual Conference on Education and Social Science (ACCESS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210525.153.

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Durusoy Öztepe, Nagihan, and Çağla Ünlütürk Ulutaş. "Exclusion from Welfare Services in Turkey as a Social Exclusion Form." In International Conference on Eurasian Economies. Eurasian Economists Association, 2013. http://dx.doi.org/10.36880/c04.00762.

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The welfare regime of Turkey is classified in South European Welfare Modal. One of the main characteristics of this regime is lack of the inclusion of entire population. The aim of this presentation is analysing the exclusion of citizens from four main welfare services: health care, education, social security and social assistance. Datas of Turkey Staistics Institution’s (TURKSTAT) 2010 Household Budget Survey are used to examine the population excluded from basic welfare services. This study has found that %13,5 of the population is excluded from health insurance. %8,6 of the population are not completed any school. Furtheremore, %49,8 of theemployees are not under the covereage of social security system. % 3,3 of the population can access to social assistance.
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Azkia, Laila, Nasrullah, and Alfisyah. "Local Perspective of Housewife Women on Subjective Family Welfare." In 2nd International Conference on Social Sciences Education (ICSSE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210222.050.

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Rahayu, Sri, Ika Fitriyani, and A. Asmini. "“Basangero” Culture and Technology Progress: Empowering Women Concerning Family Welfare." In 2nd Annual Conference on Education and Social Science (ACCESS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210525.039.

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Tashevska, Biljana, Marija Trpkova – Nestorovska, and Suzana Makreshanska – Mladenovska. "IS THERE A DOMINANCE OF SOCIAL PROTECTION EXPENDITURE IN THE EUROPEAN UNION?" In Economic and Business Trends Shaping the Future. Ss Cyril and Methodius University, Faculty of Economics-Skopje, 2020. http://dx.doi.org/10.47063/ebtsf.2020.0003.

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European welfare states, with their comprehensive and generous welfare model, create the largest part of general government expenditures in the European Union member countries. Given the rising trend of social expenditure and the long-run challenges coming from population ageing, this paper addresses the issue of social dominance, a situation in which, particularly when facing limited fiscal space, social expenditure could crowd-out other productive public expenditures, thus undermining growth potentials and possibly threatening fiscal sustainability. Using a panel regression analysis, the aim of the paper is to test whether social protection expenditure has crowded-out expenditures on other purposes in the European Union in the period 1995-2018. The results provide some evidence of crowding-out of infrastructure spending and education spending. Additionally, deficit financing and rising government debt have a significant adverse effect on spending on infrastructure, education and core public services, confirming that they are more prone to cutbacks in times of deteriorating public finance. These findings, along with the long-run fiscal pressure from the ‘greying population’ and the high political costs of welfare reforms suggest significant future risks of social dominance.
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Yasnita, Karim Suryadi, Dasim Budimansyah, and Udin S. Winataputra. "Being Happy at an Old Age: How Does the Social Welfare Assurance Work?" In 2nd Annual Civic Education Conference (ACEC 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200320.083.

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Reports on the topic "Social welfare education"

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Belfield, Chris, Luke Sibieta, and David Goll. Socio-economic differences in total education spending in England: middle-class welfare no more. Institute for Fiscal Studies, October 2018. http://dx.doi.org/10.1920/bn.ifs.2019.bn0242.

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Cedergren, Elin, Diana Huynh, Michael Kull, John Moodie, Hjördís Rut Sigurjónsdóttir, and Mari Wøien Meijer. Public service delivery in the Nordic Region: An exercise in collaborative governance. Nordregio, February 2021. http://dx.doi.org/10.6027/r2021:4.1403-2503.

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Nordic welfare states are world renowned for providing high quality public services. Nordic municipal and regional authorities, in particular, play a central role in the delivery of key public services in areas, such as, health, education, and social care. However, in recent years, public authorities have faced several challenges which have reduced capacity and resources, including long periods of austerity following the 2008 financial crash, rapid demographic changes caused by an ageing population, and the COVID-19 health crisis. In response to these challenges many public authorities have looked to inter-regional, inter-municipal and cross-border collaborations to improve the quality and effectiveness of public service delivery (OECD 2017; ESPON 2019). Indeed, collaborative public service delivery is becoming increasingly prominent in the Nordic Region due to a highly decentralized systems of governance (Nordregio 20015; Eythorsson 2018).
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