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Файл:Сравнение социальных моделей Европы. Социальная и трудовая политика в Европе. Учебно-методическое пособие
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Recommended reading:
Martin Artiles, Antonio (2001). “Social Pacts in Europe. New
Dynamics” Transfer: European Review of Labour and Research, Vol. 7
November, pp. 748-752. (See this volume)
8. Labour disputes in Europe.
1. Interpretative theories of conflict: neofunctionalism versus
Marxism.
2. Institutionalization of the conflict.
3. Strikes in Europe: typology of the strike conflict.
4. Externalization of the conflict.
5. Trends and conclusions.
Recommended reading
Bordogna, L.; Cella, G. P. (2002). “Decline or transformation?
Change in industrial conflict and its challenges.” Transfer: European
Review of Labour and Research 4/2002, 585-607.
Complementary reading:
Rigby, M.; Serrano, M.L. (2001) “The worst record in Europe? A
comparative analysis of industrial conflict in Spain.” European Journal
of Industrial Relations, Vol. 7, Num. 3, pp. 287-305.
9. Labour mobility in the EU: the role of immigration.
1. Introduction and objectives: policies of mobility and flexibility.
2. The labour mobility of immigrants.
3. The labour mobility of immigrants in Spain.
4. Working conditions.
Recommended reading:
Martín Artiles, A.; Molina, O. (2011) “Crisis, economic
uncertainty and attitudes of unions’ members.” Transfer: European
Review of Labour and Research, vol, 17, nº 4, pp.453-470. (See this
volume)
Complementary reading:
Morissen, Ann (2008) “Immigrants, unemployment, and
Europesvariying welfare regimes.” In Parsons, Craig A.; Smeeding,
Timothy M. Immigration and the transforming of Europe. Cambridge:
Cambridge University Press.
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Zimmerman, Klaus F. (2009) “Labour mobility and the integration
of European labour markets”. In Nowotny, Edwald et al. The integration
of European Labour Markets.
<http://www.econstor.eu/bitstream/10419/27385/1/595036619.PDF>
10. Labour market reform: criticism of the employment policy.
1. Definition. Orientation.
2. Ideological significance. Procedures.
3. Basic concepts of the EEA.
4. New approaches to unemployment.
5. New aspects.
6. Flexibility principles.
7. Conclusions.
Recommended reading:
Lehndorff, S. (2012). “Introduction. The triumph of failed ideas.”,
pp. 7-26. In S. Lehndorff The triumph of failed ideas. European Models
of Capitalism in the Crisis. Brussels: ETUI.
Complementary reading:
Banyuls, Josep et al. (2009). “The Transformation of the
Employment System in Spain: Towards a Mediterranean
Neoliberalism.” London: PalgraveMacmillan.
Goesty, Janine (2006). “The employment strategy and European
integration.” In Five Years’ Experience of the Luxemburg employment
strategy. Brussels: ETUI.
Serrano, Amparo (2009). “The battle of ideas in the European
field: the combat to defeat unemployment and the struggle to give it a
name.” Transfer: European Review of labour and research, Vol. 15,
Num. 1, pp.53-70.
11. Low-cost social model
1. The crisis of welfare state.
2. Lines of reforms.
3. Two challenges: sustaining welfare state and managing
unemployment
4. Why are local employment policies important today?
5. A recipe: local development policy and sources of employment.
6. Policies of local pacts.
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7. The role of immigration in the sustainability of the European
Social Model.
8. Conclusions.
Recommended reading:
Lind, Jens; Martin Artiles, Antonio (2007) Editorial. Transfer:
European Review of Labour and Research November 2007 13: 541-543.
(See this volume)
Complementary reading:
Diamantopoulou, Anna (2003). “The European Social Model,
myth or reality?” Employment and Social Affair Commission.
Luedke, Adam (2008). “The European Union dimension:
Supranational integration, free movement of persons, and migration
policy.” In Parsons, Craig, op. cit.
4. Themes for reports
1. Specificity of macro analysis of social policy.
2. The main approaches to evaluating the effectiveness of social
policies.
3. The main approaches to the study of the welfare state.
4. Specificity microanalysis of social policy.
5. Social indicators and their political meaning.
6. The relevance of the comparative analysis of social policy
7. Indexes and indicators used for comparisons in the social policy.
8. The gender dimension of social citizenship.
9. Effects of globalization on welfare states.
10. Globalization and social services.
11. Globalization and Education.
12. Globalization and health.
13. Globalization and the labor market.
14. Globalization and Migration.
15. The main provisions of the Social Charter.
16. Social dumping in the EU.
17. The problem of informal employment.
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5. Exam questions
1. The ideology of social protection in Europe in the 19th century
2. The first laws regulating labor in Europe
3. Bismarck model in social insurance
4. Social ideas of William Beveridge
5. Standards of social protection and the International Labour
Organization
6. What is a welfare state
7. Government social programs in Europe of the 20th century
8. The criticism of the welfare state
9. Current demographic problems of the European welfare states
10. Social risks of highly specialized labor
11. The neo-liberal social model
12. Conservative-corporate model
13. Social-democratic model
14. Distribution of the national income
15. Social policy and the European Charter
16. The principle of equality in employment and social rights in the
European Union
17. Freedom of movement for workers
18. Working hours and rest periods in European labor law
19. Safety at work
20. Protection of employees in the enterprise bankruptcy
21. The social consequences of European integration
22. Fundamentals of social regulation in the Treaty of Rome
23. The influence of the European market on social problems
24. Indexes of social statistics in European countries
25. The main directions of criticism of the European social policy
26. The ideas of Marxism and post-modern social policy
27. Gender analysis in social policy
28. Feminist analysis of social policy
29. Microanalysis techniques in social policy
30. The High-Level Group
31. Effect of aging on social models
32. The European debate on pension reform
33. European poverty risks
34. New core competencies of all modern workers
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35. Social protection in the context of globalization
IT
student’s individual work
36. Social cohesion in the context of globalization
37. Social dialogue in the context of globalization
38. The role of the ETUC in social issues
39. The role of UNICE in social issues
40. The problem of increasing employment among young people in
Europe
41. Modern statistics of employment of women in Europe
42. Employment of older people in Europe
43. The modernization of social protection instruments
44. Pension risks in the European Union
45. Public expenditure on labor market policies
46. The task of researchers to study the social problems
47. Human development indices in Europe
48. Anthropology and the study of social policy
6. Educational technologies.
In the process of delivering the discipline "Comparison of social
models in Europe: social and employment policies", the following
educational technologies are used:
Teaching methods and
students’ activities
Types of academic
work
lectures seminars SIW
Discussion X X
-methods X X
Team work X X
Case study X
Advanced
X X X
(SIW)
Individual training X
Training on problems X X
Teaching on the basis of experience X X
To achieve the aims of teaching the discipline the following means,
methods and organizational measures are used:
15
the study of the theoretical material of the discipline at the
lectures using computer technologies;
independent study of theoretical material of the discipline
using Internet- resources, information databases, teaching
materials, special educational and scientific literature;
consolidation of theoretical material at the seminars with the
help of educational equipment, doing problem-oriented,
searching, creative tasks.
Current and advanced SIW, aimed at deepening and consolidation
of knowledge, as well as development of practical skills, are as follows:
the work of students with the lecture material, search and
analysis of literature and electronic sources of information on
the given problem and the chosen theme of the test,
doing home assignments,
the study of the themes given for independent work,
the study of theoretical material for the seminar,
Interactive technologies can be used in practical classes and
students may use PowerPoint slides (or some other application) to
accompany their oral presentation. In addition, students may use Internet
resources to prepare for classes and writing reports.
Creative problem-oriented independent work (CIW) is aimed at
developing intellectual skills, a complex of universal (general cultural)
and professional competences, stimulating students’ creativity and
consists of the following:
searching, analyzing, structuring and presenting of
information, analysis of scientific papers on a definite theme
of research,
analysis of statistical and empirical data on the given theme,
research work, participation in students scientific
conferences, seminars and competitions,
doing tests.
Seminars should help to deepen students’ knowledge on the theory
of social processes management at enterprises, its main categories, and
contribute to the development of professional competences. The
instructor at the seminar encourages learning and cognitive activity,
independence and creative thinking of students, the ability to argue their
point of view. One of the important tasks of the seminars is to impart to
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future master (manager) the skills of project development, of
management, the ability to pick up the literature, to make a plan of the
speech, to speak in a logical order, to give clear and accurate answers to
questions.
7. Using the rating system of knowledge evaluation
For evaluation of the results of students’ activities while studying
the discipline "Comparison of social models in Europe: social and
employment policies" the rating system is used. Rating score is
generated on the basis of current and intermediate tests. The maximum
and minimum number of points for different types of academic work is
given in the regulations on the rating system.
The study of the discipline "Comparison of social models in
Europe: social and employment policies" ends with an examination.
The subject is considered to be known if the student has passed all
the current tests and the amount of points earned for the current work in
the semester is at least 60.
While evaluating the students' knowledge the following is taken
into account:
• individual features of cognitive sphere of students;
• realization of the knowledge;
• the ability to summarize, analyze the studied material;
• the completeness and accuracy of the answer;
• the usage of the knowledge gained independently in practice;
• the logic of presentation;
• the ability to make a detailed plan of the answer, theses,
summaries;
• the ability to work in a team, communicative skills,
communicative culture.
Seminar as a form of educational process includes individual study
of selected questions (problems) on the given by the instructor theme by
students, their joint discussion, preparation for participation in
discussions and colloquiums on the given theme and writing reports.
Seminar is an integral part of the rating system and plays an important
role in the monitoring of the student’s progress.
Thus, the current rating ( Rtek ) of the student's knowledge consists
of the following scores:
• Oral answer - from 5 to 10 points
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• Supplement - 3 points
• Home-task (project) - from 5 to 10 points
• Presentation of a report - from 5 to 10 points
For active participation in seminars student can receive up to 3
points earned in excess.
The student is admitted to the examination if his score is 36 points
for the semester and he fulfilled a project.
Evaluation criteria in points:
Score 10 points is put for the full, detailed answer, when
knowledge has systematic character, additional material is used, the
answer is corroborated with examples, the basic concepts of the studied
section are used widely.
9 points - the score is put according to the criteria stated above, one
or two unimportant errors may be.
8 points - the score is put when knowledge has not enough
systematic character, there is some inaccuracy, examples are given with
difficulty, there is no connection with the surrounding life.
7 points - the score is put when the basic concepts are known not
well enough, with low level of independent work while studying of the
material, there are mistakes in the answer, there is no logic in the
answer.
6 points - the score is put in the absence of logic in the answer,
when there are no examples, and there are bad mistakes.
5 points - only half of the material is presented, there is only mere
verbiage without any logic in the answer.
4 points - a partial presentation of the material with the help of the
teacher while there is a written work.
2 points - refusal to answer with the lack of good reasons while
there is a written work.
There is no mark if the student missed some lesson without good
reason and hadn’t answered the material of the lesson.
Examination score (R ekz) of the student’s knowledge is maximum
40 points. The minimum number of points obtained at the examination
may not be less than 24 points.
Evaluation criteria in points:
Score 40 points is put for the full, detailed answer, when
knowledge has systematic character, additional material is used, the
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answer is corroborated with examples, the basic concepts of the studied
section are used widely.
24 points - only half of the material is presented, there is only mere
verbiage without any logic in the answer.
In the final rating (R dis) if the student haven’t missed a single
lesson he is added 3 points to the final rating. For each missed lesson if
the material of the lesson is not answered one point is taken away from
the final rating.
8. Recommended reading
Alber, Jens (2010) “What the European and American welfare
states have in common and where they differ: facts and fiction in
comparisons of the European Social Model and the United States.”
Journal of European Social Policy, Vol. 20(2): 102-125.
Atkinson, Anthony, B. (2005) “EUROMOD and the Development
of EU Social Policy”. EUROMOD Working Paper No. EM1/05.
Beckfield, Jason (2006) “European integration and income
inequality”. Luxembourg Income Study.Working Paper No. 447.
Bonoli, G. and Palier, B. (2001) “How do welfare states change?
Institutions and their impact on the politics of welfare state reform in
Western Europe” In S. Leibfried (ed.) Welfare State Futures.
Cambridge: Cambridge University Press. Pp. 67-76.
Campbell, J.L. and Pedersen, O.K. (ed.) (2001) The Rise of
Neoliberalism and Institutional Analysis. Princeton: Princeton
University Press.
Esping-Andersen, G., Gallie, D., Hemerijck, A. and Miles, J.
(2002) Why We Need a New Welfare State. Oxford: Oxford University
Press.
Gilbert, Neil (2002) Transformation of the Welfare State. The
Silent Surrender of Public Responsibility. Oxford: Oxford University
Press.
Goodin, Robert E.; Headey, Bruce; Muffels and Dirven, Henk-Jan
(2001) The Real Worlds of Welfare Capitalism. Cambridge: Cambridge
University Press. Pp. 125-236.
Guillén, Ana M. (2010) “Defrosting the Spanish Welfare State:
The Weight of Conservative Components” en B. Palier (ed.): A Long
Goodbye to Bismarck? The Politics of Welfare Reform in Continental
Europe. Amsterdam: Amsterdam University Press. Pp.183-206.
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Guillén, Ana Marta and León, Margarita (ed.) (2011) The Spanish
Welfare State in European Context. Burlington: Ashgate.
Hall, Peter A. (1993) “Policy Paradigms, Social Learning, and the
State. The Case of Economic Policymaking in Britain”. Comparative
Politics. Vol. 25, 3: 275-296
Hemerijck, Anton (2012) “Two or three waves of welfare state
transformation?” en N. Mores, B. Palier and J. Palme: Towards a Social
Investment State. Ideas, Policies and Challenges. Bristol. The Policy
Press.
Huber, Evelyne and Stephens, John (2001) Development and
Crisis of the Welfare State. Parties and Policies in Global Markets.
Chicago: The University of Chicago Press.
Iversen, Torben (2001) “The Dynamics of Welfare State
Expansion: Trade Openness, De-industrialization, and Partisan Politics”
en P. Pierson (ed.): The New Politics of the Welfare State. Oxford:
Oxford University Press. Pp. 45-79.
Jessop, Bob (1994) “The Transition to Post-Fordism and the
Schumpeterian Workfare State” In R. Burrows and B. Loader (eds.).
Towards a Post-Fordist Welfare State? London: Routledge. Pp. 13-37.
Korpi, Walter and Palme, Joakim (2003) “New Politics and Class
Politics in the context of Austerity and Globalization: Welfare State
Regress in 18 Countries, 1975-95”. American Political Science Review.
Vol. 97(3). Pp. 425-446.
Kite, Cyntia (2004) “The Stability of the Globalized Welfare
State” en B. Södersten (ed.) Globalization and the Welfare State.
London: Palgrave. Pp. 213-238.
Martin Artiles, A.; Miguelez, F.; Lope, A. (1998): "Human
Resources Policies, Training and Qualifications". Transfer: European
Review of Labour and Research, vol. 4, Núm. 2: 264-280. (See this
volume)
Martin Artiles, Antonio (1999): “Working for Big Brother Ford:
limits to the effectiveness of the European works councils?” Transfer:
European Review of Labour and Research August 5: 394-399. (See this
volume)
Martin Artiles, Antonio (2001) “Collective agreements on
competitiveness and employment: Editorial. Transfer: European Review
of Labour and Research November 2001 7: 589-592.
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