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The National Health Service is key to Britain’s welfare state, and has been subject to repeated reform initiatives. Such reforms rarely “fix” the problems for which they are introduced, but evaluations have neglected the significance of local action. Reform implementation involves local translation of politically contextualized ideas into workable practice. I focus on implementation processes and the role of professions. Ethnographic data reveal local actors engaging with policy objectives to protect existing structures within the boundaries of official reform rhetoric. Actors employ multiple strategies to maintain existing systems. Rather than “failing,” policy is made through localized collaboration.

Thailand continuously has had administrative reforms in spite of periods of military regime and democratic government. This chapter describes the leadership of administration reforms coming from issue experts and senior civil service officers described as a ‘jazz-banded’ leadership model of different actors. Political parties pick up reform packages consistent with their policy platforms, while the military looks for ready-to-deliver policy packages. The author discusses the example of education and health care reforms and the role of the Office of Public Sector Development Commission (OPDC). In Thailand, resistance usually occurred during the implantation stage rather than at the formulation stage. The chapter discusses that OPDC initiatives were implemented with bonuses of up to 12-month salary for some senior officers and department heads. In health care, success came from concerted efforts of health care experts who transcend their ideas from one generation to another and who kept convincing politicians running the Ministry of Public Health. However, in other instances, budget allocations may bump up against financial procedures that are detailed and tight due to anti-corruption practices. In education reforms, teachers were placed at different school districts that lacked commitment. In the decentralization of reforms, resistance comes from line ministries wanting to secure their authority, although local authorities are very active. Resistance often requires negotiation of many parties; rarely do politicians step in to overcome and assist.

This chapter looks at the experiments of the Aam Aadmi Party led government’s initiatives in building teacher quality for its government schools in the capital city. Outlining the contours of neoliberal influence on Indian education policy and its consequences on teacher quality, the chapter explores the political rationality that governs the case of Delhi. It does this by understanding the changing subjectivities of the school teachers within the educational reforms. The government schools in Delhi have been blamed for worsening school performance especially in student learning outcomes through basic educational tests conducted by various assessment and evaluation surveys. Among other reasons, poor teacher quality has been identified as one of the major causes of this poor performance of government school children. Therefore, gaps were identified in the teacher support system and efforts were made to revamp the system. The chapter brings out in detail how the state’s initiatives in educational reforms have produced paradoxical situations and unintended effects in practice as the state has retained a controlling role even though the reform strategies show a shift toward increasing autonomy and deregulation.

In December 1999, the UK Civil Service Management Board in Whitehall agreed upon a reform program focusing on six themes, all connected with improved managerial processes internal to the civil service and intended to complement the more externally oriented Modernising Government agenda set out in a white paper earlier that year. The purpose was to achieve major changes in the way in which the civil service was run – “step change” rather than continuous improvement. In May 2002, the Cabinet Office commissioned a research project to provide an evaluation of the Civil Service Reform program through four case studies. This chapter draws upon the findings of that study to discuss the extent to which cultural differences affected the outcomes of this ambitious reform program. In addition, it draws upon a set of interviews in 2005 which updated the findings of the research. The chapter suggests that four very different types of culture had important impacts on the way in which the case study organizations went about the process of addressing the Cabinet Office reform program, namely national cultures which differed greatly between the case studies, although they were all UK-based organizations; organizational cultures which differed greatly within each of the case study organizations; occupational cultures which crossed the four case studies, but usually with significant differences in each context; and sectoral cultures which in several cases provided particular barriers to change. The chapter shows how these different dimensions of culture were interwoven in the change programs of the four cases and explores the extent to which their progress on the reform agenda was affected by their particular cultural mix. It suggests that some “cultural stances” within these overall cultures were more difficult to change than others, so that reforms had to be re-activated on several occasions and through a variety of mechanisms. Finally, the chapter illustrates how, in the case study organizations which were most successful, a deliberate strategy was adopted by top management of highlighting the clashing internal cultures, in order to challenge the traditional positions of internal and external stakeholders, in spite of the risks involved.

Leadership for public sector reforms in Indonesia involves both national level efforts and leadership from local levels that have been empowered by prior decentralization. This chapter focuses on reforms made by the national government, which has been guided by the values of serving public, increasing efficiency and becoming corruption-free. Although the National Development Agency and the Ministry for Administrative Reform provided central impetus and coordination, reforms were seen as quite fragmented across ministries with uneven results. The authors are concerned about reform effectiveness and sustainability. Reform leadership is challenged by human capital and legally mandated but inefficient bureaucratic processes and structures as well as challenges of public distrust and disobedient civil servants. The latter is sometimes dealt with by using patronage to insert allies for reform, and they take note of leaders gaining leverage from working across boundaries and jurisdictions, and by improving their authorizing environment. The chapter describes a strategy of leaders-led efforts that are cascaded through ministries through institutionalization (e.g., of policies) and obtaining support from successive reform champions at different levels and locations. The authors argue for increasing the number of ‘champion leaders’ who pragmatically, transactionally and successfully get subordinates to commit to reform efforts.

The purpose of this paper is to analyse the reasons why Sri Lanka adopted International Public Sector Accounting Standards (IPSAS) recently. Many less developed countries (LDCs) have introduced IPSAS during the recent past. However, little research has been conducted to study the New Public Financial Management and accrual accounting and their impact on LDCs.

Using a qualitative approach, the methods of this paper consist of interviews, a documentary review and participatory observation in the Ministry of Finance and Planning (MOFP) and Auditor General’s Department of Sri Lanka, and present a critical interpretation supported by the perspective of globalisation.

The findings of the research indicate that the public sector reforms and the transition from cash accounting to accrual accounting in the public sector have been strongly affected by the global pressures imposed by international agencies such as International Public Sector Accounting Standards Board (IPSASB) and the World Bank (WB). Empirical evidence shows the dysfunctional impact of globalisation in the public sector accounting standards as there are major structural issues yet to resolve. There are increasing doubts over whether the change to accrual accounting is worth the costs and the additional risks involved.

The results of the interviews are based on the knowledge and past experiences of interviewees. What is generalisable is an understanding of the processes and mechanisms that relate to the way the public sector accounting functions.

This paper adds new literature on public sector accounting in LDCs, which recognises the nexus and interests of international agencies and practice of public sector accounting.

Since the early 2000s, China has been actively promoting school collaboration to narrow down educational gaps between schools to achieve inclusive and quality education for all. Among the reforms, building education groups has become one of the most widely adopted approaches for school improvement. This chapter aims at visualizing a hybrid model of school collaboration formulated by both hierarchist and egalitarian approaches in the Chengdu City of China. It starts with policy review on the construction of education groups for education improvement in China to interpret how social cohesion and regulation are constructed at policy level to promote school collaboration. Through data collected from education groups in District A of Chengdu, it then provides an analysis of the practice of improving education quality through promoting education groups among public schools in this province. The study reveals top-down policy initiatives, bottom-up school autonomy, and a shared responsibility for constructing quality education for all are key factors which enabled education groups to contribute to school improvement. The research also reveals how a lack of policy coordination and limited shared value and trust within education groups have become barriers to this reform. It concludes by discussing possible solutions for further promoting a sustainable school collaboration based on experiences of some ongoing practices at school level.

These reforms offer a vision of a fairer welfare system where truly no one is written off, where nearly everyone is preparing or looking for work, where everyone is treated as an individual and gets the support they need. More importantly, these reforms point the way to a fairer society where children don't grow up in poverty, where disabled people enjoy real equality, and everyone is given real help to overcome the barriers to achieving their full potential. (DWP, 2008, p. 8)Workfare has finally arrived in the UK, but not with trumpet blasts of outrage: it's been smuggled in with lofty rhetoric about ‘personalisation’, ‘individually tailored’ advice and support which will enable people to ‘take control of their journey to work'. (Bunting, 2009)