Meerjarenplan. Steunpunt VLAS Vlaams Armoedesteunpunt. Promotor-coördinator: Danielle Dierckx, Centrum OASeS, Universiteit Antwerpen

Meerjarenplan

Steunpunt VLAS – Vlaams Armoedesteunpunt

Promotor-coördinator: Danielle Dierckx, Centrum OASeS, Universiteit Antwerpen Publicatiedatum: 15/12/2011

Part 3 | Acroniem: VLAS

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Inhoud 1

Mission of the PRC .......................................................................................................................... 4

2

Formation of the Consortium ........................................................................................................... 4 OASeS, University of Antwerp (Initiator) .............................................................................................. 4 CSB, University of Antwerp.................................................................................................................. 5 HIVA, Catholic University of Leuven .................................................................................................... 5 University College Karel de Grote-(KdG) ............................................................................................. 6 University of Gent (UG) ........................................................................................................................ 6

3

Work packages ................................................................................................................................ 8 WP 0 – Management ........................................................................................................................... 9 WP 1 Multidimensional poverty in Flanders: a descriptive and comparative analysis ...................... 11 WP 2 – Reference budgets for social participation ............................................................................ 15 WP 3 Building a longitudinal database for the study of children (and families) in poverty ................ 20 Longitudinale dataverzameling gezinnen in armoede ....................................................................... 23 WP 4 – Poverty and migration: policies and social work interventions.............................................. 23 WP 5 a+b – Child poverty .................................................................................................................. 27 WP 6 - Prospective analysis of societal developments ..................................................................... 41 WP 7 - Poverty impact assessment ................................................................................................... 44 WP 8 - Flanders – Europe ................................................................................................................. 46 WP 9 - Governance challenges for social innovation ........................................................................ 48 WP 10 – Empowerment and Participation ......................................................................................... 54 WP 11 – Yearbook on Poverty and Social Exclusion ........................................................................ 61 WP 12 – Knowledge Platform ............................................................................................................ 64 WP 13 – Expert reports and Policy driven research projects ............................................................ 66

4

Opportunities to collaborate with other Policy Research Centres .................................................. 71

5

Management .................................................................................................................................. 76

6

5.1

Algemeen management ........................................................................................................ 76

5.2

HRM –beleid .......................................................................................................................... 77

5.3

Financieel beheer .................................................................................................................. 78

5.4

Logistiek ................................................................................................................................. 78

5.5

Huisvesting ............................................................................................................................ 79

5.6

Algemene diensten en faciliteiten .......................................................................................... 79

5.7

Andere departementen .......................................................................................................... 83

Budget ............................................................................................................................................ 85 6.1

Global budget ........................................................................................................................ 85

6.2

Jaarbudget 2012 .................................................................................................................... 88

6.2.1

Partner 1.1 UA, OASeS ................................................................................................. 90

6.2.2

Partner 1.2, UA – CSB................................................................................................... 92

6.2.3

Partner 2.1, KULeuven – HIVA...................................................................................... 94


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6.2.4 7

Partner 3.1, Karel de Grote-Hogeschool ....................................................................... 96

ADDENDUM BIJ DE BEGROTING ................................................................................................ 98


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INLEIDING

1 Mission of the PRC The Policy Research Centre on Poverty and Social Exclusion (VLAS) wants to understand the dynamics of poverty and social exclusion in Flanders and in comparative perspective with other regions in Europe. The PRC will develop strategies and support for policymakers and practitioners to contribute to the eradication of poverty and social exclusion in Flanders. This mission is based on the multidimensional perspective on poverty and social exclusion and is connected to the belief that an inclusive and transversal approach is needed in social action and policies. It pleads also for research on micro, meso and macro level, because processes on a higher level, like globalization and liberalization, influence poverty at lower levels and vice versa. A mixture of research methods should guarantee that poverty is investigated in different ways. The PRC not only wants to study how large the problem is (e.g. how many people are experiencing poverty), but also what kind of problem it concerns (e.g. Who lives poverty? What causes poverty? How does it persist? What are coping strategies?). Concerning social policies, the PRC analyses and advices public policies, but also invests in knowhow on new social work interventions. Poverty eradication is indeed a wicked social problem that needs a multi-actor governance. This approach justifies the composition of the consortium.

2 Formation of the Consortium The consortium consists of four partners with complementary expertise and skills. OASeS (University of Antwerp) and HIVA (KULeuven) are taking most responsibility in the work packages. These two research centres have a long tradition of research into poverty and social exclusion, in being involved in international debates and in implementing research results into policy and social practice. Also the Centre for Social Policies Herman Deleeck (CSB) of the University of Antwerp is highly respected for its research in social policies in a broad sense. Karel de Grote-Hogeschool is selected as fourth partner because of the particular experience in bridging the gap between academic research and social work interventions. The fifth partner is the University of Gent, Department of Social Welfare Policies. They are in particular experienced in qualitative research methods and research into the field of youth, children, social welfare and social services. The selection of these partners is balanced and responds to the necessary expertise and skills we mentioned in our mission. The PRC needs to meet the standards of: -

Qualitative and quantitative research Thematic research and policy-oriented research Descriptive and prescriptive research Gender-balanced research Diverse research teams (in age, experience, disciplines)

The selected teams meet these standards because of their complementarity.

OASeS, University of Antwerp (Initiator) The research group on Poverty, Social Exclusion and the City is part of the Faculty of Political and Social Sciences of the University of Antwerp. The more prominent research topics of the centre are: poverty and other forms of social exclusion (poverty indicators, the daily life of the poor, life events and social mobility), migration and ethnic minorities, urban policy, social housing, social economics and supported employment, social networks. This research has resulted in acclaimed publications such as the yearbook on 'Poverty and Social Exclusion', the 20th edition of which will be published later this year. Part 3 | Acroniem: VLAS

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Promotor-Coordinator of the PRC will be Prof dr Danielle Dierckx. She is doctor in political and social sciences with a thesis on poverty policies in Flanders. She is a lecturer in the Master of Social Work (UA) and senior researcher at the Research Centre OASeS. She built her academic expertise on policy analysis, governance, poverty and social exclusion through several projects on demand of governments at all levels (from Europe to the local level) and scientific funds (e.g. FWO, IWT). Prof. dr. Stijn Oosterlynck is Assistant Professor at the department of Sociology at the University of Antwerp, where he teaches courses on urban sociology, poverty and inequality and social stratification. He coordinates the Research Centre on Poverty, Social Inequality, Exclusion and the City (OASeS) and is also a post-doctoral fellow of the Fund for Scientific Research – Flanders at the Department of Architecture, Urbanism and Spatial Planning at K.U.Leuven. The founding father of OASes is Emeritus Jan Vranken (Em.Prof.dr). He has been doing research on poverty and related matters since 1970. He co-ordinated a number of European projects (three successive projects of the ‘Preparatory Actions’ for ‘Poverty 4’ of the European Commission: ‘A Model to Evaluate Actions and Policies on Social Exclusion’ (1999), ‘Policy-relevant databases on Poverty and Social Exclusion’ (2000) and ‘Non-monetary Indicators of Social Exclusion and Social Inclusion’ (2001) and the FP5 project UGIS) and participated in several others (such as URBEX). He was recently promoter of FP7-project FACIT, the Belgian representative in the Management Committee of COST A26 on City Regions. He acts regularly as independent expert, also in supporting OASeS.

CSB, University of Antwerp Research at the Herman Deleeck Centre for Social Policy is concerned with poverty and social inequalities in relation to social security and other forms of institutionalised solidarity within the welfare state. The research approach a) is highly empirical b) builds on a thorough understanding of the formation and content of policy, c) strives for cumulative answers to the question of how an optimal balance can be attained between welfare growth and welfare distribution under changing social, economic and demographic circumstances, and d) is part of the academic tradition of the social policy sciences. It takes a national as well as an international perspective. The core of the Centre’s research activities consists of the development and interpretation of social indicators which draw on large-scale survey data and which capture key societal trends in a clear, concise and valid way. Director of the Centre is Prof. dr. Bea Cantillon. She holds a Doctorate in Political and Social Sciences. She is president of the Belgian Social Security Association, chairperson of the Board of Governance of the Foundation for International Studies on Social Security and serves on the Research Committee of the International Social Security Association. She is fellow of the Royal Belgian Academy. Collaborators for the PRC are Dr. Natascha Van Mechelen and Drs. Bérénice Storms (for CVs, see section 4).

HIVA, Catholic University of Leuven The institute HIVA is a strategic partnership between K.U.Leuven and the Christian Labour Movement. This team consists of over 80 qualified academic researchers and employees. HIVA has a multidisciplinary staff and specializes in policy-oriented and practice-oriented research on work and society. It conducts high-quality, innovative academic and policy-related research that works for people and society. HIVA translates research findings into policy advice and individually tailored training. Attention for the problems affecting workers, socially vulnerable groups, social organisations and movements in society is always the common thread. The centre actively cooperates with social organisations, governments, businesses and other knowledge centres, and in this way has been creating a bridge for over 30 years between science, policy and practice, locally and worldwide. HIVA focuses on several themes of concern for a caring, solidarity-based and sustainable society. It aims to work to ensure greater social justice, more participation and equal opportunities for all citizens in this society. The research theme ‘Poverty ad Social Integration’ is studied from the viewpoint of various different disciplines and using a variety of quantitative and qualitative research methods. There is also interest in how research can be translated into concrete methodologies and instruments. The research is grounded in the empowerment paradigm and aimed at reinforcing socially vulnerable groups in society, such as people in poverty, socially vulnerable young people and children, the


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shelterless and homeless, and people with a disability. Important research lines are: 1) the provision of assistance and services to vulnerable groups with the development of methodologies and instruments and accessibility and quality studies; 2) incorporating empowerment into practice and policy; 3) the profiles and perceptions of socially vulnerable groups; 4) the evaluation and effectiveness of policy with regard to poverty and social inclusion (local, national and European/international level). Head of this research group ‘Poverty and social integration’ is Prof. dr. Tine Van Regenmortel. She holds a PhD in Psychological Sciences and has special expertise on the empowerment paradigm. Prof. dr. Ides Nicaise, head of the research group Education and Lifelong Learning, is also staff member of this research group. He holds a PhD in economics and is chairman of the Belgian Resource Centre for the Fight against Poverty, a centre created by law as an interface between the government, the civil society and grassroots organisations defending the interests of the poor. A collaborator for this PRC is research manager drs. Steven Groenez. He holds a Master’s Degree in Commercial Engineering, with a major in human resources management, from the University of Leuven. He also holds a Master’s Degree in Political Sciences from the same university. He is currently working on a PhD project entitled "Beyond meritocracy?” Explaining persistent social inequality in education. Central to his work is policy evaluation of activation and anti-poverty policies with special interest for children.

University College Karel de Grote-(KdG) The Research Group of the Department of Social-Agogic Work of the University College Karel de Grote focuses on applied research for the field of social work, inspired by the research paradigm of Modus 2 and models of cooperative knowledge production. The Research Group provides scientific support for social work organizations, practitioners and policy makers in analyzing societal processes, evolutions in client profiles and their needs, and good practices of social work; in the development of methodological or reflection tools, in the evaluation and impact assessment of social work interventions and in the translation of international methodological trends in social work into the local context in dialogue with stakeholders. Central is empowering research which supports strengths based social work and structural social work. We use quantitative and qualitative research methods and action research and work transdisciplinary (with attention to the practice wisdom of practitioners and the client perspective). Prof. dr Kristel Driessens is doctor in political and social sciences with a thesis on poverty and social work. She is a lecturer in the Master of Social Work (UA) and senior researcher at the University College Karel de Grote. For this team the University College engages also drs. Bea Van Robaeys and Jan Depauw.

University of Gent (UG) The Department of Social Welfare Studies is one of the ten Departments based at the Faculty of Psychology and Educational Sciences of Ghent University, and is involved in teaching and research as one of the three Departments in the field of Educational Sciences (respectively the Department of Social Welfare Studies, the Department of Education, and the Department of Special Education). The range of degrees include Bachelors, Masters and Doctors in Educational Sciences, and Masters and Doctors in Social Work. The Department of Social Welfare Studies coordinates the Master in Social Work, provided by UGent, Arteveldehogeschool, Hogeschool Gent en Hogeschool West Vlaanderen. The Department of Social Welfare Studies comprises three interconnected strands of research: social pedagogy, social work, and family pedagogy and parent support. The Department aims at studying the interactions between the construction of social problems, social policy and social work. The reciprocity between theory, policy and practice is a point of particular interest. This implies a specific way to understand the production, transmission and dissemination of scientific knowledge and a commitment to social change. Prof. dr Michel Vandenbroeck is professor at the department. He is teaching Early Childhood Care and Education; Family pedagogy; and Planning in Social Work Policy. His research concerns ECEC and parent support. Since October 2011, he is president of the Curriculum Commission of the Master in Social Work.


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Dr Griet Roets is postdoctoral researcher on ‘Mothers and children as carriers of poverty: social work activation strategies in relation to living in poverty’. She coordinates the postacademic course on poverty and participation at the University of Gent.


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3 Work packages The research programme of this PRC may be presented by the following figure. Figure: Overview of research programme by work packages SOCIAL WORK INTERVENTIONS

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Reflective tool for diversity and poverty in social work interventions (WP4) Monitoring intervention programmes for children (WP5a) Evaluating accessibility of services for children and parents (WP5b) Empowerment measurement (WP10) Applied Academic Centre (WP10)

-

Participation (WP10)

-

PUBLIC POLICIES -

Welfare state versus welfare society (WP4) Poverty Impact Assessment (WP7) European policies in Flanders (WP8) Governance and social innovation (WP9)

Yearbook on Poverty (WP11)

PROBLEM DEFINITIONS -

Multidimensional poverty measurement (WP1) Authoritative Panel on Indicators (WP1) Reference budgets (WP2) Longitudinal database JONG (WP3) Poverty among migrants (WP4) Child poverty (WP5a+b) Prospective analyses (WP6)

Overview of the work packages

Work packa ge N° 0 1 2 3 4 5 6 7 8 9 10 11 12 13

Work package title

Lead beneficiary

Person months

PRC Management Multidimensional poverty measurement Reference budgets Longitudinal database Migration and Welfare State Child Poverty Prospective research Poverty Impact Assessment Multilevel governance: Europe Social innovation and governance Empowerment and participation Yearbook Poverty and Social Exclusion Knowledge Platform Expert reports and Policydriven research (B-projects) TOTAL

Coordinator OASeS

24 8

CSB HIVA OASeS HIVA OASeS OASeS HIVA OASeS

36,33 28 54 79,8* 8 8 12 48

HIVA OASeS

40 56

Coordinator All teams

4 To be specified 407,1


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*50,4 person months of this work package will be funded with additional means and will be conducted by University of Gent, Department of Social Welfare Policies

WP 0 – Management Work package number

0

Work package title

PRC management

Participants

1.1

Person-months/ beneficiary:

24

Start and End month: 1.2

2.1

1-48 3.1

1. Name work package: Management 2. Period: January 2012- December 2015 3. Person months: senior researcher: 24 months (50% during four years) 4. Package leader: OASeS – Danielle Dierckx 5. Collaborative partners: / 6. Description of work package: The PRC on Poverty and Social Exclusion aims to become a centre with a clear added value in the field of poverty research in Flanders. The PRC combines the expertise of research centres with a reputation of internationally rewarded research on poverty and social exclusion. Therefore the PRC invests in a central staff that coordinates activities, monitors timetables and deliverables, and develops procedures to guarantee the quality of the research of the PRC. The Management staff of the PRC will also provide the basis for an efficient communication and co-operation within the team and for maintaining a constructive dialogue with the steering bodies, like the Flemish government, the policy council, the steering committee and other stakeholders. A promotor-coordinator, D. Dierckx (OASeS-UA), will be appointed. She will be responsible for the management of the Policy Research Centre as separate entity. In addition, every member of the consortium will contribute to maintain the coherent structure of the PRC with its cohesive programme and visibility towards external users. The promotor-coordinator: - will be responsible for the implementation of the multi-annual programme - will effectively steer the PRC - is accountable, mandated and responsible regarding the Flemish government - will represent the PRC externally towards third parties, including other PRCs - coordinates the reporting - is responsible for the financial management, including the specific budget and annual financial statements - supports the consultations among researchers and with the steering bodies (e.g. policy council, steering group, executive council), in particular with the representatives of the people experiencing poverty


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- coordinates service delivery - coordinates internal and external communication - develops HRM-policies - is responsible for subcontracting and its follow-up - stimulates the national and international exchange of expertise on poverty and social exclusion Particular work packages in which the coordinator is involved are Management (WP 0) and Knowledge Platform (WP 12). Besides the function of coordinator, this person will also be involved in the PRC by conducting some research and supervising researchers from OASeS in WPs 1, 4, 6, 7, 9 and 11. Administrative support should guarantee that the PRC functions as independent centre. This support consists of: -

Administrative tasks for the coordinator, management council, researchers (e.g. reports of management meetings, dispatching surveys, hiring job students, lay-out) Logistic organization of seminars and the Knowledge Platform (see WP 12) Internal communication: editorial newsflash, reporting External communication on research activities and results by website and newsletter

7. Nederlandse vertaling Binnen het VLAS wordt uitdrukkelijk gekozen voor een deeltijdse coördinatiefunctie. Daarmee wenst het Steunpunt een meerwaarde te creëren op het vlak van inhoudelijke en organisatorische samenhang. Danielle Dierckx wordt aangesteld als deeltijdse promotor-coördinator. De promotor-coördinator: -

Is verantwoordelijk voor de uitvoering van het meerjarenplan

-

moet het steunpunt daadwerkelijk sturen

-

is aanspreekbaar, voldoende gemandateerd en verantwoordelijk tegenover de Vlaamse overheid en vertegenwoordigt er het Steunpunt

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vertegenwoordigt het steunpunt naar derden, inclusief andere steunpunten en belanghebbenden

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coördineert de inhoudelijke rapportering

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is verantwoordelijk voor het financieel beheer, waaronder de opmaak van een aparte begroting en jaarlijkse afrekening

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begeleidt het overleg tussen de onderzoekers en met de aansturende organen (bv. beleidsraad, kennisplatform, stuurgroep, dagelijks bestuur), met bijzondere aandacht voor het draagvlak onder de vertegenwoordigers van de mensen in armoede

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coördineert de dienstverlening

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stuurt de interne en externe communicatie aan

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voert HRM-beleid


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-

sluit onderaannemingscontracten af en volgt ze op

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bewaakt dat binnen de verschillende onderzoekslijnen de opgelegde functies van het Steunpunt worden vervuld (bv. samenwerking met Vlaamse administraties, SVR)

-

stimuleert de nationale en internationale uitwisseling van expertise over armoede

WP 1 Multidimensional poverty in Flanders: a descriptive and comparative analysis Work package number

1

Work package title Participants

Multidimensional poverty in Flanders: a descriptive and comparative analysis 1.1 1.2 2.1 3.1


8

Start and End month:

1-48

1.

Name work package: Multidimensional poverty in Flanders: a descriptive and comparative analysis

2.

Period: January 2012- December 2015

3.

Person months: senior researcher: 2 months per year: 8 months

4.

Package leader: OASeS

5.

Collaborative partners: /

6.

Description of work package:

The notion of poverty has gradually been enlarged from an income-based to a multi-dimensional concept. As early as 1979, Townsend called for a definition in terms of deprivation. In Flanders, the work of Vranken et al. (1996-2011) brought the non-monetary dimension of poverty to the fore. These conceptual insights inspired different researchers to look for alternative ways to measure poverty using different deprivation indicators (Dewilde, 2006; 2007; Dewilde & Raeymaeckers, 2007). Also at the level of the European Union deprivation indicators are used to develop a broader, multidimensional measurement of poverty. The population identified in framing the‘EU-2020 Strategy’ poverty target has been defined as follows: persons in the member states either below a country specific relative income poverty threshold, above material deprivation threshold, or in a jobless household. In its ‘Flemish Action Plan on Poverty Reduction 2010-2014”, the Flemish government has stated, following conclusions of the ‘European Year for Combating Poverty and Social Exclusion’, to take the lead in developing a broad set of poverty-indicators with an emphasis on non-monetary indicators. Both within social science and policy circles, the growing conviction is that the concepts used in poverty research are in fact multi-dimensional, and have to be operationalised as such. This multidimensionality has two faces. Firstly, poverty can manifest itself on one or more life domains. Secondly, longitudinal panel data point to the dynamic nature of poverty: most people who are 'poor' at one moment in time are poor only for a short period in their life. The first part of this work package focuses on the measurement of multi-dimensional poverty in Flanders. We will distinguish different poverty domains and examine their persistence over time. The second part compares poverty between Flanders and a selection of ten European countries. We propose to use the database of Statistics on Income and Living Conditions (SILC).

Poverty in Flanders: a descriptive and dynamic analysis Concerning the multi-aspectuality of the poverty concept, the definition by Townsend (1979: 31) is still widely agreed on: 'Individuals, families and groups in the population can be said to be in poverty when Part 3 | Acroniem: VLAS

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they lack the resources to obtain the type of diet, participate in the activities and have the living conditions and amenities which are customary, or at least widely encouraged, or approved, in the societies to which they belong. They are, in effect, excluded from ordinary living patterns, customs and activities'. Put differently, poverty is a social and relative concept, depending on the standards of living in society. Townsend's operationalisation, based on a set of non-monetary indicators, attempts to identify deprivation on several domains of life. Although the author stresses that 'the concept of resources rather than income is used in recognition of the contribution made to standards of living by income in kind from various sources', the poverty line is determined by using household income. Likewise, in most later research, poverty is by definition related to a lack of financial resources (c.f. Whelan & Whelan, 1995). Despite the general agreement on Townsend's definition, the literature has been dominated by discussions on its operationalisation. The most important debate has taken place between those who favour a direct measurement and those who call for an indirect approach (Ringen, 1988). In the first case, poverty is measured directly using information on living standards or consumption. In the latter case, poverty is measured indirectly based on the resources people dispose of, where income is usually the only indicator. This discussion has been animated further by the repeated finding that different methods classify different population groups as 'poor' (c.f. Kangas & Ritakallio, 1998; Whelan et al., 2001a). In this research we will follow the extensive research of Dewilde (2006; 200p; Dewilde & Raeymaeckers, 2007). Using the method of latent class analysis, this author shows that income must be regarded as one aspect of poverty. Therefore, in this research we will use an approach where the monetary dimension is given a specific place. If poverty is a multi-aspectual phenomenon, then we have to take this into account in its measurement. As opposed to conventional practice, the consideration of both monetary and non-monetary indicators at the same time is not really contradictory: a lot of so-called non-monetary indicators include a monetary component (for instance, not being able to afford an annual holiday) (Atkinson et al., 2002). Thus, the debate concerning the measurement of resources (income) versus outcomes (living conditions) has been misgauged, since from a dynamic perspective, both can be considered as a direct or indirect consequence of different types of life events, related to changes in household structures or labour market participation. Furthermore, the impact of these life events is mediated by a range of background characteristics, earlier life-course trajectories and institutional factors (Dewilde, forthcoming; Andreß & Schulte, 1998). When trying to operationalise a multi-aspectual poverty concept, the researcher is confronted with many theoretical and methodological choices (Dewilde & De Keulenaer, 2002). These choices are related to the available data, the life domains to be included, the selection of indicators per domain, and the choice of a method to evaluate the relative importance of the indicators in a measurement model. A first step in the development of a multi-aspectual poverty measure concerns the data that will be used. In this research we will use the Statistics on Income and Living Conditions (SILC database). This database includes a representative sample of households in European countries and allows us to compare poverty among European countries. Next, the SILC data base offers a wide variety of poverty measures referring to income and deprivation. These variables allow us to construct a very broad and multidimensional poverty measure. Third, the SILC offers an insight in the composition of the population. We can investigate the demographic and socio-economic characteristics of both individuals and households. We will use the SILC databases from 2005 until 2012 and compare the poverty percentages of Flanders among 7 different time periods. In this way we can investigate the evolution of deprivation and income poverty in Flanders. As a second step we have to determine the relevant life domains. We follow Dewilde (2006;2007) stating that indicators related to education or the labour market can be considered as determinants rather than indicators of poverty. Thus, these indicators will not be included in our multi-aspectual measure. Furthermore, research shows that the available indicators on social relations are only weakly related to poverty, and are subject to notable cross-national variations (Gallie, 1999). Therefore, we will limit our analysis to three poverty domains that also has been used by research of Dewilde: housing deprivation, financial stress and limited financial resources. The thirds step refers to the aggregation of indicators and domains in a multi-aspectual poverty measure at the individual level can be achieved at in many ways. In the literature, methods vary from the simple addition of scores on indicators and domains to the calculation of weights for each domain/indicator. We draw further from research of Dewilde (2006; 2008; Dewilde & Raeymaeckers,


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2007; Dewilde & Vranken, 2005). In these publication Dewilde distinguishes the indicators that can be used to measure poverty on the three poverty domains mentioned in the above (housing deprivation, financial stress and limited financial resources). We use these findings to construct an index for each of the three poverty domains.

Comparative analysis Finally, in each phase of this research project, we will try to make the link with the institutional context of the welfare state. Many research has shown that the macro context of the welfare state influences the poverty risk into a large extent (Dewilde, 2007. Muffels, Fourarge, 2004). In literature these differences among European countries are explained by three different types of macro characteristics: the level of income replacement (basic income schemes, unemployment insurance and the level of pension), labour market flexibility and family friendly policies (childcare and parental leave) and health care (sickness benefits). Therefore we argue that it is important to compare the poverty risk of Flanders with other European countries. Starting point is the concept of welfare regimes as defined by Esping-Andersen (1990). Based on the cross-national variations along three dimensions (the relationship market-state in the deliverance of welfare, the social stratification effects of the welfare state, and the extent of decommodification or market-independence), this author identifies his well-known 'worlds of welfare': the Nordic social-democratic welfare regime, the Anglo-Saxon liberal welfare regime and the Continental conservative-corporatist welfare regime. Without going into the many theoretical and methodological comments and additions, we can state that most authors nowadays agree that the Southern European countries can be classified into a specific fourth European cluster. Next, we can also distinguish different Eastern European countries. In this research we compare the poverty risk of Flanders with a selection of eleven European countries. This selection is based on the four types of welfare regimes. 1.

United Kingdom (Liberal welfare regime)

2.

France, Germany & the Netherlands (conservative welfare regime)

3.

Finland & Denmark (Social democratic welfare regime)

4.

Spain & Greece (Southern welfare regime)

5.

Poland & Slovenia (Eastern Europe)

For this analysis we also use the SILC 2005 until SILC 2012. Doing so, we not only make a crosssectional comparison, but also compare the evolution of the poverty risk among different countries. In this way we gain more insight in the extent that poverty changes in Flanders are comparable with the evolution in other European countries.

Authoritative panel on indicators The PRC wants to structure the multiplicity of indicators and monitors on poverty and social exclusion in Flanders. Therefore an Authoritative Panel will be founded. This panel consists of the most important producers and users of indicators on poverty and social exclusion (e.g. research service of the Flemish government, ADSEI, Child and Family, UA-OASeS, UA-CSB, HIVA, Decenniumdoelen 2017). Goals of this panel are exchange of expertise and coordination of analyses and use of the data.

Deliverables -

Report on the measurement of multi-dimensional poverty and its persistence in Flanders

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Comparative report on poverty in ten European countries

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Authoritative panel on indicators

Nederlandse samenvatting Multidimensionele armoede in Vlaanderen: een beschrijvende en vergelijkende analyse. Part 3 | Acroniem: VLAS

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De definitie van armoede is de afgelopen decennia verruimd van een louter op inkomen gebaseerd, naar een multidimensioneel concept. Verschillende onderzoekers zijn dan ook op zoek gegaan naar alternatieve manieren om armoede te meten en introduceerden verschillende deprivatie-indicatoren. Ook de indicatoren op Europees niveau ondergingen dezelfde evolutie. Deze multidimensionaliteit van armoede is tweezijdig. Enerzijds komt armoede voor in verschillende levensdomeinen, anderzijds blijkt uit longitudinale studies dat armoede dynamisch is: de meeste mensen die ‘arm’ zijn op een bepaald moment in hun levensloop, zijn dit slechts voor een relatief korte periode. Armoede in Vlaanderen: een beschrijvende en dynamische analyse In dit eerste deel onderzoeken we hoe we armoede het beste multidimensioneel kunnen meten. We gebruiken hiervoor de EU-SILC data van 2005 tot 2012. We bekijken eerst de verschillende armoedepercentages van Vlaanderen in 7 jaar en gaan zo na hoe persistent armoede in Vlaanderen is. Vervolgens bepalen we de relevante levensdomeinen. We baseren ons hiervoor op Dewilde (2006;2007) die stelde dat indicatoren met betrekking tot onderwijs of de arbeidsmarkt eerder beschouwd kunnen worden als determinanten in plaats van indicatoren. Daarom bakenen we onze analyses af tot drie levensdomeinen: wonen, financiële armoede en beperkte inkomens. Als laatste stap maken we een index, conform deze van Dewilde & Raeymaeckers (2007) voor de drie bovenvermelde armoededomeinen. Een vergelijkende analyse Het tweede deel zal dan armoede in Vlaanderen vergelijken met de andere lidstaten (op basis van de EU-SILC data). In elke fase van de analyse trachten we verbanden te leggen met de institutionele context van de welvaartsstaat. Verschillende onderzoekers hebben immers aangetoond dat de macrocontext van de welvaartsstaat een invloed uitoefent op het armoederisico (Dewilde 2007, Muffels, Fourarge 2004). Daarom is het belangrijk om de armoede te vergelijken tussen de verschillende EU-lidstaten. Esping-Andersen stelde in 1990 een typologie op van verschillende welvaartsstaatregimes. Als we deze typologie toepassen dan onderscheiden we in Europa vijf verschillende welvaartsregimes. Deze worden vertegenwoordigd door een of meer landen die we bijgevolg in onze vergelijking zullen opnemen: 1. UK (liberaal welvaartsregime) 2. Frankirjk, Duitsland en Nederland (conservatieve welvaartsregimes) 3. Finland en Denemarken (sociaal-democratische welvaartsregimes) 4. Spanje en Griekenland (Zuidelijk welvaartsregime) 5. Polen en Slovenië (Oost-Europese welvaartsregimes) Ook deze analyse zullen we doen op EU-SILC data van 2005 tot 2012. We trachten hiermee meer inzicht te krijgen of armoede door de jaren heen dezelfde evoluties ondergaat in de verschillende landen en welvaartsregimes.

Bibliography ANDREß, H.-J. en SCHULTE, K. (1998), Poverty Risks and the Life Cycle: The Individualization Thesis Reconsidered, in: ANDREß, H.-J. (ed.), Empirical Poverty Research in a Comparative Perspective, Ashgate: Aldershot, 331-356. ATKINSON, T. et al. (2002), Social Indicators. The EU and Social Inclusion, Oxford: Oxford University Press. DEWILDE, C. (2002), De impact van life events op sociale uitsluiting en armoede, in: VRANKEN, J. et al. (eds.), Armoede en sociale uitsluiting. Jaarboek 2002, Leuven: Acco, 55-69. DEWILDE, C. en DE KEULENAER, F. (2002), Huisvesting: de vergeten dimensie van armoede, Ruimte en Planning, 22, 2, 99-118. DEWILDE, C. (2006), Becoming poor in Belgium and Britain: the impact of demographic and labour market events, sociological research online, 11(1) www.socresonline.org.uk/11/1/dewilde.html. DEWILDE, C., VRANKEN, J. (2005), De multidimensionele meting van armoede in de Europese Unie: een categorische benadering, Belgisch tijdschrift voor sociale zekerheid, 47(1), 23-59.


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DEWILDE, C. & RAEYMAECKERS, P., (2007), Multidimensionele armoede in Europa. Individuele en Institutionele determinanten. Leuven: ACCO. DEWILDE, C. (2008) Individual and Institutional determinants of multidimensional poverty: a European comparison, Social Indicators Research, 86(2), 333-256. ESPING-ANDERSEN, G. (1990) The Three Worlds of Welfare Capitalism, Cambrigde, Polity Press. GALLIE, D. (1999), Unemployment and Social Exclusion in the European Union, European Societies, 1, 2, p. 139-167. HAGENAARS, J.A. (1990), Categorical Longitudinal Data. Log-Linear Panel, Trend and Cohort Analysis, Newbury Park: Sage. KANGAS, O. en RITAKALLIO, V.-M., (1998), Different Methods - Different Results? Approaches to Multidimensional Poverty, in: ANDREß, H.-J. (ed.), Empirical Poverty Research in a Comparative Perspective, Ashgate: Aldershot, 167-203. KAZEPOV, Y. (1999), At the Edge of Longitudinal Analysis. Welfare Institutions and Social Assistance Dynamics, Quality and Quantity, 33, 305-322. MUFFELS, R. & FOURARGE, D. (2004), The Role of European Welfare States in Explaining Resources Deprivation, Social Indicators Research, September, 68 (3): 299-330. ØYEN, E. (1996), Poverty Research Rethought, in: ØYEN, E., MILLER, S.M. en SAMAD, S.A. (eds.), Poverty: A Global Review. Handbook on International Poverty Research, Oslo: Scandinavian University Press, 3-17. RINGEN, S. (1988), Direct and Indirect Measures of Poverty, Journal of Social Policy, 17, 3, 351-365. TOWNSEND, P. (1979), Poverty in the United Kingdom. A Survey of Household Recources and Standards of Living, Hammondsworth: Penguin Books. TOWNSEND, P. (1987), Conceptualising Poverty, in: FERGE, Zs. en MILLER, S.M. (eds.), Dynamics of Deprivation, Aldershot: Gower Publishing Company Ltd., 31-44. VAN HOOREBEECK, B. et al. (2002), Validiteitsproblemen rond de Belgische ECHP-data, CSB-nota, juli 2002. VRANKEN, J. et al. (1992-2011), Armoede en sociale uitsluiting. Jaarboek 1991-2011, Leuven: Acco. WHELAN, B.J. en WHELAN, C.T. (1995), In What Sense is Poverty Multidimensional?, in: ROOM, G. (ed.), Beyond the Treshold. The Measurment and Analysis of Social Exclusion, Bristol: The Policy Press, 29-48. WHELAN, C.T., LAYTE, R., MAÎTRE, B. en NOLAN, B. (2001a), Persistent Income Poverty and Deprivation in the European Union: An Analysis of the First Three Waves of the European Community Household Panel, EPAG, Working Paper 17, University of Essex, Colchester, http://www.iser.essex.ac.uk/epag/pubs/. WHELAN, C.T., LAYTE, R. en MAÎTRE, B. (2001b), Persistent Deprivation in the European Union, EPAG, Working Paper 23, University of Essex, Colchester, http://www.iser.essex.ac.uk/epag/pubs/.

WP 2 – Reference budgets for social participation Work package number

2

Work package title

Reference budgets for social participation

Participants

1.1



1.2

2.1

32,5

0,33

1.

Name of work package: Reference budgets for social participation

2.


1-48 3.1


Pagina 15

3.

Person months: a.

junior researcher (SR): 24 months person months à 100%

b.

senior researcher: 4,5 months à 100%

c.

package leader: 1 month per year à 100% (= 4 person months à 100%)

4.

Package leader: CSB

5.

Collaborative partners:

6.

a.

Internal: HIVA, 0.33 month à 100%

b.

External (subcontracting) K.H.Kempen, 3,5 months à 100%


Situation Researchers at the K.H.Kempen, in close collaboration with researchers from the Center for Social Policy Herman Deleeck developed in May 2009 for the first time, de novo Flemish reference budgets for social participation (Storms & Van den Bosch, 2009a, 2009b). The starting point for the development of these budgets consists, not in the classic product categories such as food, clothing, household goods etc, but rather in the fundamental needs that must be fulfilled in order that people could participate in society, in a manner that is compatible with human dignity. In 2010 researchers from the Center for Social Policy Herman Deleeck, together with researchers from the K.H.Kempen and researchers from the University of Liège, extended the applicability of these reference budgets and calculated budgets for a decent living in Wallonia and Brussels (Van Thielen et al., 2010). In addition, they broadened the living conditions of families by developing reference budgets for the elderly, working families, newly composed households, families with children in higher education, owners and families with health problems. Societal and academic relevance At the moment, a wide variety of organizations make an appeal to these reference budgets for social participation. A lot of public centers for social welfare (OCMW’s) are using them for granting additional income. They also use them, as well as other debt mediation centers (CAW’s, private lawyers) for settling income maintenance, debt rescheduling, financial education and debt prevention. Also other organizations make use of these reference budgets as objective guidelines for assessing whether or not certain situations are contrary to human dignity (e.g. social services of universities and university colleges, the Commission responsible for handling complaints within the scope of the Flemish Health Insurance, the Flemish League against Cancer,..). Besides their social relevance, the development of reference budgets also serves a scientific purpose. Determining the financial resources that someone minimally requires in order to be able to fully participate in society may be regarded as a concrete operationalisation of the poverty notion. Deriving the necessary minimum income threshold and the accompanying equivalence scales from these reference budgets, one can use them as a benchmark for assessing the adequacy of minimum income protection. They also provide important information on the relative character of poverty and the adequacy of currently used poverty thresholds. However, to utilize these reference budgets as suitable tools in the field of social policy, social work and policy research, there is some work to be done. Description of work Activity 1: adjustments of budgets over time First of all the reference budgets need an adjustment to changing prices and a changing standard of living over time since they were developed in June 2008. This activity leads to a good practice, showing how to adjust budgets in the short and the long run. a. For a period of one to five years, adjustments can be based on the consumer price index (prices per product group). However one has to be prudent with these adjustments by indexation, as the consumer price index is calculated on “mean” prices, where the prices for goods and services which are included in the reference budgets are mostly calculated at a lower price level. Sometimes low priced products evolve differently from mean priced products (e.g. the evolution of computer


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prices). So it is necessary to compare the evolution of the price indexes with the evolution of real price levels to find out the most adequate way to adjust each product over a short time. b. In a longer term, certain items in the baskets will inevitably become obsolete, so that they need to be eliminated and, as the case may be, replaced on the basis of the same criteria as used in the composition of the present basket. In order to find out which items should be replaced, omitted or superadded and which is the most appropriate term to adjust the baskets, we want to consult experts and organize focus groups. In the meanwhile we propose to work on a five yearly bases (note: the baskets used for the calculation of the consumption price index are revisited every two years). For some baskets we deviated by necessity from the preferred normative approach in the composition of the reference budgets. This is the case for the housing basket, were rent and consumer costs are merely illustrative and calculated on the basis of the 2005 Housing Survey. In order to adjust this basket over time, rent and amortization costs must be recalculated on the basis of the new survey. Other costs which are merely illustrative are education costs for children in secondary and higher education, child care costs and costs linked with sickness and invalidity. Also these costs must be adjusted in a longer term, using the newest survey data. Activity 2: the renewal of some existing baskets and the development of a new basket Beside the adjustment of the budgets over time, some baskets of goods and services have to be renewed. a. For the housing basket, we think it’s more opportune to calculate consumer costs (water, gas and electricity) on the basis of normative criteria (using existing energy norms and criteria for sustainable water consumption), then on the basis of median household expenses. Experts will be consulted in order to renew these consumer costs in the housing budget. b. A newly to develop basket is related to the capability of Lifelong learning (LLL). In modern societies, both employability and active citizenship are dependent upon having adequate social competences for taking part in and making a contribution to economic and social life. Therefore Lifelong learning should be incorporated in the list of intermediate needs that must be fulfilled in order to fully participate in society and a corresponding basket should be developed. This basket will be developed in close collaboration with HIVA experts and ordinary citizens (consulted by focus groups). Activity 3: Reliability of focus groups results A third important activity aimed to increase the validity of the reference budgets, concerns the reliability of the focus groups results. In order to ensure maximum acceptability of the reference budgets, focus groups are the appropriate methodology to deliver crucial information about needs, but there is a danger that the composition and the dynamics of these groups determine the outcome. Like the method prescribes, we used homogeneous groups (of persons with similar household composition, activity situation, health status and income position) when constructing our reference budgets for social participation. In other European countries sometimes mixed groups are used. In order to make sure that the research results are reliable (i.e. consistent and replicable), valid (for which households are the reference budgets applicable and adequate?) and comparable (between family types and between regions or countries), one needs a common and valid strategy (recruitment strategy, topic list, interview technique,…). Therefore we will do some fundamental research on the validity and reliability of using the focus groups technique when constructing reference budgets for social participation. Questions to be answered are: How to recruit which kind of people? How to reconcile the homogeneous composition of focus groups with a valid answer on the minimum necessary for all citizens? How to ensure comparability between reference budgets of different household types when discussion take place in different groups? What are the right questions on the topic list? How to train interviewers and observers? Activity 4: The usability of reference budgets for social, political and scientific purposes. The fourth activity is aimed at making the reference budgets usable for politicians, social workers, lawyer’s ordinary citizens, social organizations and social policy researchers. Therefore different steps should be taken. a. First of all they should be parameterized, i.e. reduced to a set of equivalence factors and cost amounts, which could be combined in various ways to estimate the reference budget for every single household.


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b. Secondly it will be useful to know the gross incomes that correspond with the net amounts of the reference budgets. These gross incomes can be used as income ceilings for all sorts of income based allowances and subsidies. These gross incomes shall be calculated by MISIM. c. Thirdly, it is important to realize that there is no one to one relationship between the level of the reference budgets and an adequate income ceiling or between the level of the reference budgets and the corresponding poverty thresholds. As the relation between means and actual opportunities to fully participate in society partly depends on individual capacities, it’s a huge balancing act to determine the minima in satisfiers to produce an optimal outcome (i.e. the ability to fully participate in society). In order to handle this difficulty, the currently developed reference budgets ascertain minimum, but feasible quantities needed by informed and competent persons (living in a given societal context) who don’t have any special needs (bad health, …). This road leads to a level of need satisfaction below almost no one can lead a life compatible with human dignity. Since not all persons have the presumed competences (and especially poor people are lacking them) many people will need more economic resources to be able to fully participate in society. For analogous reasons, circumspection is due in the application of these reference budgets in determining whether households should be granted additional assistance from public local welfare centers or in setting the level of disposable income in collective debt settlements. They can however, serve as a reference income. One must then determine for each client separately whether the baskets and amounts should not be adapted (i.e. mostly increased) according to their concrete circumstances and issues. Therefore, it is an interesting investigation to examine how far the actual characteristics (health status, living conditions) and competences (attitudes and skills), of poor (and non-poor) people are removed from those underlying the reference budgets. Existing surveys and focus group discussions will be used for this examination. The results of this research are not only useful to readjust the budgets (for some households) when used as poverty thresholds or when used as income ceilings for policy goals; they also give politicians information for setting up anti-poverty prevention campaigns.

7.Time table Activity

Timing

1a

Adjustment in the short run

1/1/2012-31/12/2015

1b

Adjustment in the long run

1/1/2013-31/12/2013

2a

Development of normative energy budgets

1/1/2012-31/12/2012

2b

Development of LLL basket

1/1/2012-31/12/2012

3

Fundamental research on the use of focus groups in the development of reference budgets

1-1-2012-31-6-2013

4a

Parametrisation of reference budgets

1/1/2014-312/12/2014

4b

Calculation of corresponding gross incomes

31/12/201231/12/2015

4c

Adaptation of budgets to Households' real needs

1/1/2014-31/12/2014

5b

Evaluation of the adequancy of the minimum income protection schemes

1-6-2013-31-12-2015

2012

1

2

3

4

5

6

7

8

9

10

11

12

Activiteit 1a


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Activiteit 2a Activiteit 2b Activiteit 3 Activiteit 4b 2013

1

2

3

4

5

6

7

8

9

10

11

12

1

2

3

4

5

6

7

8

9

10

11

12

1

2

3

4

5

6

7

8

9

10

11

12

Activiteit 1a Activiteit 1b Activiteit 3 Activiteit 4b Activiteit 5 2014 Activiteit 1a Activiteit 4a Activiteit 4b Activiteit 4c Activiteit 5 2015 Activiteit 1a Activiteit 4b Activiteit 5

8.

Deliverables

•

Journal paper concerning the use of reference budgets for social participation as poverty thresholds (2015)

•

CSB-bericht on the adequacy of minimum income protection schemes (2014)

•

A European seminar on the validity and reliability of focus group data when constructing reference budgets (2013)

•

Journal paper on the construction of reference budgets for social participation, especially on the validity and reliability of focus group results (2015).

9.

Valorisation

•

Half-yearly updated prices of the Flemish reference budgets for social participation (June and December of each year)

•

Five yearly completely updated reference budgets (medio 2014)

10. Nederlandse samenvatting In mei 2009 verscheen het boek “Wat heeft een gezin minimaal nodig? Een budgetstandaard voor Vlaanderen” (Storms & Van den Bosch, 2009), waarin voor de eerste maal de novo referentiebudgetten voor maatschappelijke participatie werden uitgewerkt voor Vlaanderen. Later breidden we de toepassingsmogelijkheden van de budgetstandaard verder uit door referentiebudgetten te berekenden voor een menswaardig leven in een Waalse en Brusselse samenleving en door de leefsituaties van gezinnen sterk uit te breiden (Van Thielen et al., 2010). Deze studies kwamen tegemoet aan sterk levende behoeften. Vele organisaties en personen moeten immers dagelijks leefsituaties en inkomens van gezinnen beoordelen in functie van de menselijke


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waardigheid. Dit geldt bijvoorbeeld voor het toekennen van aanvullende steun door OCMW’s of voor het bepalen van de hoogte van de leefgelden in het kader van de schuldbemiddeling. Naast hun grote maatschappelijke relevantie, hebben deze referentiebudgetten voor maatschappelijke participatie ook een sterk wetenschappelijk valorisatiepotentieel. Het bepalen van de hoeveelheid financiële middelen die iemand minimaal nodig heeft om volwaardig aan de samenleving te kunnen participeren, kan immers worden gezien als een concrete operationalisering van het begrip armoede. Zowel in het wetenschappelijk onderzoek naar de meting van de armoede als in het onderzoek naar de doeltreffendheid van het minimabeleid zijn referentiebudgetten waardevolle vergelijkingsmaatstaven. Doch vooraleer ze volledig inzetbaar zijn in de praktijk van het sociaal werk, de sociale politiek en het sociaal beleidsonderzoek, moeten nog een vijftal stappen worden gezet. In een eerste activiteit onderzoeken we hoe de bestaande referentiebudgetten op korte termijn efficiënt kunnen worden aangepast aan de veranderende prijzen en op lange termijn aan de zich wijzigende levensstandaard. In een tweede activiteit nemen we de korf adequate huisvesting volledig opnieuw onder de loep in functie van de resultaten van de nieuwe Vlaamse woonsurvey en onderzoeken we de mogelijkheid om normatieve budgetten voor energie te ontwikkelen. Daarnaast ontwikkelen we een extra korf met het oog op het vervullen van de behoefte aan levenslang leren, die bij de ontwikkeling van de Vlaamse budgetstandaard ten onrechte niet werd meegenomen. In een derde activiteit onderzoeken we op welke manier focusgroepen hun rol als publieke referentiegroepen bij het opmaken van nationale referentiebudgetten het best kunnen spelen. Meer in het bijzonder bestuderen we of en hoe de homogene samenstelling, zoals voorgeschreven door de methodiek, kan worden verzoend met de noodzakelijke brede consensus van alle maatschappelijke geledingen over wat minimaal noodzakelijk is. Een vierde werkpakket staat volledig in functie van de praktische bruikbaarheid van de referentiebudgetten. In eerste instantie onderzoeken we hier hoe equivalentieschalen kunnen worden afgeleid uit de bestaande referentiebudgetten zodat het mogelijk wordt om voor alle mogelijke typegezinnen uitspraken te kunnen doen over de hoogte van een menswaardig minimuminkomen. Ten tweede doen we een beroep op STASIM om bruto inkomens af te leiden van de (netto) referentiebudgetten zodat een vergelijking mogelijk wordt met bestaande inkomensplafonds voor het toekennen van Vlaamse uitkeringen en subsidies. Ten derde onderzoeken we via secundaire dataanalyse en focusgoepen in welke mate deze ‘normatieve’ referentiebudgetten aansluiten bij de reële leefomstandigheden (gezondheidstoestand, competenties, …) van Vlaamse burgers, inz. bij deze van kwetsbare burgers. Deze informatie is nodig om realistische aanbevelingen te kunnen formuleren over het gebruik van referentiebudgetten als inkomensmaatstaven of als armoedelijnen. Tot slot laat bovenstaande informatie ons toe om in werkpakket 5 gericht uitspraken te doen over de doeltreffendheid van het inkomensbeschermings- en armoedebestrijdingsbeleid.

Literature Storms, B., & Van den Bosch, K. (2009a). Wat heeft een gezin minimaal nodig? Een budgetstandaard voor Vlaanderen. Leuven: Acco. Storms, B., & Van den Bosch, K. (2009b). What income do families need for social participation at the minimum?A budget standard for Flanders, CSB Berichten (pp. 32). Antwerp: Center for Social Policy Herman Deleeck. Van Thielen, L., Deflandre, D., Baldewijns, K., Boeckx, H., Leysens, G., Marie.-Thérèse, C., et al. (2010). Minibudget. Wat hebben gezinnen nodig om menswaardig te leven in België? Antwerpen: Centrum voor Sociaal Beleid Herman Deleeck.

WP 3 Building a longitudinal database for the study of children (and families) in poverty Work package number

3

Work package title

Longitudinal database for the study of children

Participants

1.1



2.1

1-48 3.1

28


Pagina 20

1.

Name work package: Building a longitudinal database for the study of children (and families) in poverty

2.

Period: January 2012- December 2015 (five years)

3.

Person months: a. junior researcher (JR): 24 months (48 months à 50%) b. package leader (PL): 4 months (1 month/year)

4.

Package leader: HIVA – Steven Groenez

5.

Collaborative partners: PRC’s ‘Well-being, health and family’, ‘Sports’ and ‘Study and school careers’

6.


Rationale and policy relevance: This WP aims at building a high quality longitudinal database to study the pathways by which child poverty affects human development. By joining and expanding an existing birth cohort study, we focus on child development and collect rich information on a variety of life domains that also allows studying life trajectories of their parents. On april 29th , the Flemish government adopted a specific action program to tackle child poverty as one of the main pillars in the overall fight against poverty. As such, collecting longitudinal data on the development and life trajectories of children (and their families) in poverty fits the central focus of this action program. In the context of its current five-year programme, the PRC ‘Well-being, health and family’ has started up a panel study of 6400 children, called JONG. Three age cohorts (born in 1996, 2002 and 2008, respectively) have been followed in the past three years, with a focus on children’s development, health and behaviour and families parenting skills, care needs and use. The data are linked with IKAROS, an administrative register dataset from the Flemish agency ‘Child and Family’ (Kind en Gezin) which monitors children during the first months after birth. From the birth cohort, a stratified subsample of 409 children has been drawn (of whom 190 have special needs (treatment group) and 219 were drawn at random (control group). These children are being monitored very intensively by a multidisciplinary team so as to collect detailed information by means of more frequent surveys, face-to-face interviews and medical examinations and assessments. Following negotiations with the designers of this panel, a preliminary multilateral agreement has been reached to co-invest in the next waves of this ‘JONG-intensive’ panel. In the period 2012-2016, four policy research centres join efforts to invest in data collection and open opportunities for collaborative research. Primarily funding will be provided by the initiator of the panel, the Policy Research Centre ‘Well-being, health and family’. Negotiations lead to the involvement of the PRC ‘study and school careers’ and the PRC ‘Poverty’. Research activities While the PRC ‘study and school careers’ aims at surveying kindergarten teachers. The PRC ‘Poverty’ will focus on (a) extending the existing sample with 100 socially disadvantaged children (and their families) from the initial cohort; (b) enhanced efforts to prevent attrition (through longitudinal follow-up and face-to-face interviewing methods); and (c) adaptation of questionnaires to low-literate families. Joining efforts with other PRC’s opens up the opportunity to collect high quality and longitudinal data amongst families and children who are already included in a longitudinal research design. Compared to starting up a new survey, this significantly reduces the cost of a longitudinal survey. Surely, joining an existing research protocol has disadvantages, as the main survey characteristics such as research focus, sample (design) and survey methods have been determined.


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The main drawback of the ‘JOnG-intensive’ panel is that it lacks a sufficient sample for poverty research. Therefore the main objective of the ‘PRC poverty’ is to extend the sample by 100 children (and families) so as to open the JOnG data for poverty research. In selecting these families, the family status on the IKAROS/MIRAGE poverty indicators will be a decisive factor. JOnG’s birth cohort design was a stratified sample drawn from nine Flemish regions, in which all families with new-born children (on odd dates) were invited to participate. Recruitment was facilitated by using the dense network of local nurses and nursery centres (Kind & Gezin). As a result, the initial response rate was 58,5% and participating families reflected the population characteristics quite well. Families at risk of poverty (as defined by the Kind & Gezin IKAROS indicators) were slightly underrepresented (7,4% in sample, 8,7% in target population) and non-Dutch speaking families were slightly over represented (82,5% in sample, 78,8% in target population). In close collaboration with the JOnG research team and Kind & Gezin, the PRC poverty aims at selecting 100 families with newborn children from the MIRAGE database starting in January 2013. In selecting these families, the PRC poverty will take into account the status on the Ikaros poverty indicators, home language and regional variation. In recruiting these families, incentives to participate in this research will be provided. Next to recruiting these families the PRC ‘Poverty’ will focus on the longitudinal follow-up of these families. Upon recruiting these families, the consequences and demands of participating in this research will be explained and discussed. Considerable research efforts will be spent to facilitate the participation of these families by tailoring the survey methods and instruments to their needs and capabilities. First, JOnG questionnaires will be revised with regards to wording, phrasing, ... and subsequently tested. Second, with regard to survey methods, families will be offered a variety of survey methods (written/oral/postal/face-to-face). Survey length will be monitored and, if necessary, multiple home visits will be made to complete surveys. The PRC ‘Poverty’ will negotiated the data collection protocol with the existing JOnG research team to accommodate the needs of these families as much as possible. Finally, as (children living in) families in poverty are more frequently exposed to emotional and social challenges, acute and chronic stressors and health and safety issues, the PRC ‘Poverty’ will negotiate a module on life events and experiences in order to monitor changing life circumstances on a variety of life domains within these families. In this module subjects will describe and date the life events or changes that have occurred, and assess the controllability and impact of the events/changes.

Research Questions: 1. Study child development over the (early) life cycle from a cognitive, socio-emotional, behavioural and health perspective. 2. Identify and assess the relative impact of family environment, parenting styles and life events on these differences so as to identify risk and protective factors. 3. Identify and assess differences in developmental paths between children with special needs and other children will allow to assess the extent of heterogeneity in treatment effects according to poverty status. 4. In the long run, adding waves to longitudinal data on the development of children will allow to assess the results of early life circumstances, interventions, and care on later development over the life-cycle. 7.

Deliverables •

Deliverable 1 (sep 2013) documents the selection and recruitment of the additional families, the procedure of longitudinal follow-up and the provisions in the data collection protocol to accommodate the participation of these families in the research. Part 3 | Acroniem: VLAS

Pagina 22

•

• •

•

8.

Deliverable 2 (bi-yearly, depending on the negotiation of the data collection protocol) documents the questionnaires, the questionnaire revision process and the revisions applied to tailor the research instruments to the needs of these families. Deliverable 3 (sep 2014) documents the field work in collecting the data and provides a descriptive analysis of data collected (including non-respons). Deliverable 4 (sep2015) reports key figures of health, development, education and behaviour with time trends. These outcomes will be analysed in relation to early life circumstances to detect early determinants of vulnerability. Deliverable 5 (dec 2016) is a new and extensive longitudinal database (JOnG intensive birth cohort) on children and families in poverty. At the end of this five-year programme this database will contain a wealth of useful microdata. Valorization

This data collection opens up the opportunity for future research on human skill formation in general and trajectories of families and children in poverty. At the end of this five-year programme this database is interesting enough to be considered as base for research. Research results will be made accessible for policy makers and the public by means Dutch reports and fact sheets.

9. Nederlandse samenvatting Longitudinale dataverzameling gezinnen in armoede Onderzoekers die in Vlaanderen longitudinaal onderzoek willen doen naar de oorzaken en gevolgen van (kans)armoede zitten vaak verlegen om gepaste data. Indien er bij de steekproeftrekking niet uitdrukkelijk aandacht is besteed aan het samplen en motiveren van (kans)arme gezinnen dan zijn de Vlaamse dataverzamelingen veelal te klein om op toevallige wijze voldoende kansarme gezinnen te bevatten. In WP 3 sluiten we aan bij een bestaande longitudinale dataverzameling (JOnG-data) en breiden we deze uit met een sample van kansarme gezinnen. Het JOnG!-onderzoek is een longitudinaal onderzoek naar ontwikkeling, opvoeding, gezondheid en gedrag bij 0-, 6-, en 12-jarigen en hun gezin dat gedurende de voorbije jaren gefinancierd werd door het Steunpunt Welzijn, Volksgezondheid en Gezin (SWVG). De JOnG data bevat unieke longitudinale gegevens en de brede vragenlijst die binnen JOnG gebruikt werd laat toe na te gaan wat de invloed van een veelheid aan factoren is op de ontwikkeling van kinderen. De cohorte van 0-jarigen bevat bovendien veel diepgaande informatie over de voorschoolse ontwikkeling en opent de mogelijkheid om de invloed van verschillende voorschoolse trajecten op de latere ontwikkeling of schoolloopbaan te onderzoeken. Een nadeel van de huidige JOnG steekproef is wel dat de wijze van bevraging (postenquêtes) geleid heeft tot een disproportioneel hoge uitval bij kwetsbare en/of anderstalige gezinnen. In dit werkpakket willen we, in overleg met het JOnG!-onderzoek, de bestaande steekproef uitbreiden met een nieuwe cohorte van gezinnen in armoede (doel 100 gezinnen). Bij deze survey gaat uitdrukkelijk aandacht uit naar de longitudinale follow-up van deze families. Hierbij dienen aangepast surveymethoden en instrumenten gebruikt te worden. Daarom zullen de JOnG bevragingsinstrumenten getoetst en aangepast worden aan de noden van deze families.

WP 4 – Poverty and migration: policies and social work interventions Work package number

4

Work package title

Poverty and migration: policies and social work interventions

Participants

1.1


48

1.


2.1

1-48 3.1 6

Name work package: Poverty and migration: policies and social work interventions


Pagina 23

2.

Period: 01/01/2012-31/12/2015

3.

Person months: Junior UA: 48 months, Senior KdG 6 months in year 3 and 4

4.


5.


6.

a.

Internal: KdG

b.

External (other universities, research centres, civil society): /

Description of work package

Poverty, migration and the welfare state are in the core of international research. In Flanders, this research field is underdeveloped, although social workers and policy makers explicitly ask for academic support for their evidence based practice. The research activities that are proposed in the context of the Policy Research Center are situated at the micro, meso and macro level. Microlevel On the microlevel we aim to gain insight in the way migrants experiencing poverty in Belgium/Flanders develop surviving strategies and in their trajectories to escape from their situation of poverty and/or social exclusion. Until now, poverty research in Belgium was not well established, despite some exploratory research on demand of the Ministry of Equal Opportunities and the King Baudoin Foundation, conducted by OASeS (Van Robaeys, e.a., 2007; Krols,e.a., 2008). The way poverty manifests itself among the diverse category of migrants and how individuals and households anticipate and react to this poverty, is key in this research. Former research indicates a discrepancy that needs further investigation. First, the poverty risk percentages of migrants are extremely high compared with the average. For example, the poverty risk of people with Moroccan or Turkish origins is more than 50%. The overall percentage for Belgium is 15% (Van Robaeys, e.a., 2007, Corluy & Verbist, 2010). One of the results of the low societal position of people with a migratory background, is their overrepresentation in social work organizations. Secondly, the internal solidarity within these communities stands under pressure. Researchers, policymakers and practitioners have long assumed that ‘migrants’ brought very developed forms of mutual assistance from their home countries, on which they could rely in times of need. This supposed built-in solidarity, and probably also its reality, has gradually eroded, because of different developments (Alberts, 2009; Van Robaeys et al., 2007). First, these communities went through a process of modernisation, as a result of which they became less ‘community’. When individual members of the community do not conform to the traditional values and norms, they are excluded; they can no longer appeal to the networks through which this assistance is provided. In addition, these networks became less important themselves because of an alternative: formal social assistance. The weakening of social networks and family bonds forces people experiencing poverty to reorient their strategies for support. But, how is formal social assistance performing in serving these groups? A quantitative and qualitative research will explore this reality. Based on existing databases (e.g. EUSILC) we translate the problem of poverty and migration in figures. In addition, a qualitative research focuses on the trajectories people experiencing poverty develop in trying to cope. Special attention is paid to the heterogeneity of the population. This means that the research will focus on several cultural communities. Meso level At the mesolevel, we focus on the formal social assistance. This means on the role of civil society organizations in poverty eradication and on the interaction between migrants and social workers. Track 1: role of civil society organizations in the welfare state The first track leads us to the so-called retrenchment of the welfare state. Governments withdraw from diverse domains of public life, especially social welfare and social protection (Svallfors and TaylorGooby, 2007). As a result, space opens up for other, non-public actors to take care of the weakest as well, often in name of the state (Lipsky and Smith, 1993; Milward and Provan, 2000). Next to secular NGOs, faith-based organisations (FBOs) have increased their presence. Several studies point out that these FBOs pay particular attention to the assistance of people in need (Cnaan, 2006; Cnaan and Di Iulio, 2002; Kramnick and Moore, 1997). This development entails a lot of potential but also raises some important questions. It is these strengths and weaknesses, opportunities and threats that we want to document and analyse. Part 3 | Acroniem: VLAS

Pagina 24

This leads us to the following general research question: “Which role do Muslim welfare organisations play in assisting poor people of Moroccan and Turkish origin?” Why do we focus explicitly on Muslim organisations involved with social support and on people of Moroccan and Turkish origin? Firstly, little is known about these organisations and this while the number of people of Muslim faith strongly grows. Secondly, people of Moroccan and Turkish origin constitute the two most important ethnic groups within the Muslim population in Belgium in general and in Flanders in particular (Bousetta and Bernes, 2007). Thirdly, research shows that the poverty risk among people of Moroccan and Turkish origin is very high (Caritas Europa, 2006), also in Belgium. In Flanders, over half of the population of Moroccan and Turkish origin has an income below the European poverty line (Van Robaeys et al., 2007). This makes both ethnic groups very vulnerable. A waning solidarity in a vulnerable group in the context of a retreating welfare state poses questions about the way in which weak members of the Muslim community are coping with their problems. To what extent can they count on support from Muslim organisations? Comparability will be realized in two ways. Firstly, we will compare welfare organisations with a Moroccan background with their Turkish counterparts. This is relevant because research shows that social cohesion among people with a Turkish background is stronger than among those with a Moroccan background, partly so because their social networks are stronger (Jacobs and Swyngedouw, 2006). This could mean that people with a Moroccan background rely more on family ties and relations outside the community than on community connections. This reasoning partly explains why Moroccan and Turkish communities seem to develop different types of relations with the host society. Moreover, the comparative nature of our research is increased by also taking secular organisations for the poor into account. As such, we obtain a better insight in the (diversity of) channels of assistance to which poor people of Moroccan and Turkish background appeal. At the end, this research track should answer the question on the actual role of the welfare state (government) and of the civil society organizations in guaranteeing welfare for these specific groups in need. Specific expertise on networks between public assistance organizations will be integrated (see PhD-thesis of Peter Raeymaeckers on effectivity of networks between these organizations). This interorganisational perspective enhances the policy relevance of the research results. Track 2: interactions between social workers and clients with migratory background The second track on this mesolevel studies the the helping relations between social workers and clients with a migratory background facing poverty are studied. We describe the daily practices of social workers and the experiences of the clients from foreign origin. The combination of an increased cultural heterogeneity of the population and the impact of processes of social exclusion on the basis of this cultural diversity, is a challenge for social work. The competence to deal with diversity and to be poverty-sensitive is not ‘naturally given’. Research shows that too many social workers (and their organizations) base their actions on ethnocentric worldviews (Bulcaen & Blommaert, 2002, Van der Haar, 2007). Social workers and their organizations focus often on the culture of the clients. This experience of difference called ‘culture’, influences the views of practitioners on the causes of poverty of their clients of a foreign origin. The complex reality of living in poverty of their clients is too often reduced to a cultural problem, while social, political and economic structures are overlooked or are not longer taken into account (Van Robaeys & Driessens, 2011). The idea that there are fundamentally ‘different cultures’, contributes to the legitimating of inequality by naming it ‘cultural difference’(Dominelli, 2001). It is important to develop a theoretical and practical framework that can assist social workers and their organizations in their work in an increasingly diverse and unequal world. Objective is the integration of selective internationally recognized theoretical and methodological frameworks in one model and the translation of this into a useful reflective tool for the specific context of Flanders, in which migration and social deprivation are strongly interconnected. This tool focuses on the operationalization of competences for a diverse-sensitive and poverty-aware of social work. This requires an explication of the necessary knowledge, skills and basic attitudes. The action research, designed as ‘a practice informed by research’ (Mc Laughlin, 2007) has the ambition to contribute to evidence-based practice and to the body of knowledge of social work. We start from an interactive perspective on knowledge production in social work organizations: scientific findings are best adapted to the specific context and work situation (Gredig & Sommerfeld, 2008). In this way we want to contribute to an ‘organizational excellence model’ (Nutley, e.a., 2008) in social work organizations: we assume that successful application of theoretical and research findings can only succeed if we manage to set up an organization culture that is research-minded. Therefore, we select a group of social workers, trainers


Pagina 25

and managers form social work organizations, known as best practices in the Flemish social work with ethnic minorities. Aim of the working process is the co-creation of a model that is scientifically and practice informed and socially robust. Finally, we will introduce the developed framework in a social work organization. Our starting point is that if organizations want to give support to their social workers in becoming more divers-sensitive and poverty-aware, they need to provide enough ‘reflection space’ for social workers. We believe that peer supervision or group intervision can be an important tool. We will design and organize an experimental intervision process, based on the model we developed in the first phase of the project. We will explore the impact of introducing the framework for social workers, trainers, managers en researchers. Macro level Thirdly, poverty, migration and the welfare state will be considered from a macro perspective. We will contextualize poverty among migrants and social assistance practices in this field. Which impact does globalization and neoliberalisation have in this research field? How is the territorial spread of migrants in Belgium and the patterns of residential segregation influenced by this? What does this means for the kind of migration, like the representation of diverse nationalities and language communities, including the diverse juridical positions of migrants? Depending on the type of migrants governments and welfare organizations are confronted with different opportunities and threats. The macro perspective supports policies of several governments (from local to European) on the domains of integration, welfare and poverty eradication.

7.

Deliverables

-

2 PhD-theses (track 1 and track 2 at the mesolevel)

-

Research reports per level

-

Reflective tool for divers-sensitive and poverty-aware social work

8.

Valorisation

-

Conference presenting the results of the research and the developed framework for practitioners and managers of social work organizations.

Articles in yearbook on poverty, publication of results on the website and in practice oriented journals (e.g. Alert, Welzijnsgids) - Round table with key persons from the field

9. Nederlandse samenvatting Armoede, migratie en de welvaartsstaat staan in centraal in internationaal onderzoek. In Vlaanderen is dit onderzoeksveld onderontwikkeld, hoewel sociaal werkers en beleidsmakers expliciet pleiten voor wetenschappelijk gefundeerde praktijk. De voorgestelde onderzoeksactiviteiten in het kader van het steunpunt situeren zich op micro-, meso- en macroniveau. Microniveau Op microniveau beogen we inzicht te verkrijgen in de overlevingsstrategieën en hulpvraagtrajecten van personen van buitenlandse herkomst in armoede in België/Vlaanderen. Een aantal tegenstrijdigheden uit het beperkte Belgische armoedeonderzoek bij personen van buitenlandse herkomst, vereisen verder onderzoek (Van Robaeys, e.a., 2007; Krols, e.a., 2008). Zo ligt het armoederisico bij personen van buitenlandse herkomst veel hoger dan het Belgische gemiddelde en zijn zij oververtegenwoordigd in welzijnsorganisaties (Van Robaeys, e.a., 2007, Corluy en Verbist, 2010). Daarenboven werd de (veronderstelde) ingebouwde solidariteit gradueel uitgehold ten gevolge van moderniserings- en individualiseringsprocessen en formeel welzijnswerk als alternatief (Alberts, 2009; Van Robaeys et al., 2007). Verzwakte sociale netwerken en familiebanden dwingen mensen in armoede om hun hulpvraagstrategieën te heroriënteren. Hoe functioneert nu dit formele welzijnswerk in hulpverlening aan deze groepen? Kwantitatief vertalen we de armoede- en migratieproblematiek in Part 3 | Acroniem: VLAS

Pagina 26

cijfers op basis van bestaande databanken (eg. EU-SILC). Kwalitatief onderzoeken we de oplossingstrajecten van mensen uit diverse culturele gemeenschappen in armoede. Mesoniveau Op mesoniveau richten we de aandacht op formele hulpverlening: de rol van middenveldorganisaties in armoedebestrijding en de interactie met personen van buitenlandse herkomst in armoede. Spoor 1: Rol van middenveldorganisaties in de welvaartsstaat Door een ‘terugval’ van de welvaartsstaat (Svallfors en Taylor-Gooby, 2007) ontstaat ruimte voor nietoverheidsactoren. Daarin spelen naast seculiere NGOs religieuze organisaties een steeds prominentere rol in hulpverlening (Cnaan, 2006; Cnaan en Di Iulio, 2002; Kramnick en Moore, 1997; Lipsky en Smith, 1993; Milward en Provan, 2000). Ondanks een groeiend aantal Moslims weten we weinig over islamitische organisaties. Mensen van Marokkaanse en Turkse herkomst, de twee belangrijkste etnische groepen in de Belgische en Vlaamse islamitische populatie, hebben gemiddeld hogere armoederisico’s (Bousetta en Bernes, 2007; Caritas Europa, 2006; Van Robaeys et al., 2007). We vergelijken enerzijds Marokkaanse welzijnsorganisaties met hun Turkse tegenhangers en anderzijds seculiere organisaties. Sociale cohesie tussen mensen van Turkse herkomst blijkt sterker ten aanzien van mensen van Marokkaanse origine die mogelijk eerder rekenen op banden in de familie of buiten de gemeenschap (Jacobs en Swyngedouw, 2006). Dit spoor tracht zo de rol van de welvaartsstaat en het middenveld in de hulpverlening en welvaartsgarantie van deze doelgroepen in kaart te brengen. We integreren daarbij expertise in netwerken tussen publieke hulpverlenings-diensten (Peter Raeymaeckers’ Doctoraatsthesis omtrent effectiviteit van netwerken binnen deze organisaties). Spoor 2: Interacties tussen hulpverleners en cliënten met een migratie-achtergrond Het tweede spoor bestudeert de hulpverleningsrelaties tussen hulpverleners en cliënten van buitenlandse herkomst in armoede middels een beschrijving van de dagelijkse praktijk van hulpverleners en de ervaringen van deze cliënten. Veel hulpverleners (en organisaties) baseren hun handelingen op etnocentrische wereldbeelden (Bulcaen en Blommaert, 2002, Van der Haar, 2007). Men reduceert de complexe realiteit van armoede tot een cultureel probleem en laat sociale, politieke en economische structuren buiten beschouwing (Dominelli, 2001; Van Robaeys en Driessens, 2011). Een theoretisch en praktisch kader kan hulpverleners en organisaties ondersteunen bij hun werk in een groeiende diverse en ongelijke context. We trachten door actie-onderzoek internationaal erkende theoretische en methodologische kaders in één model te integreren in een reflectief instrument voor de Vlaamse context, waar migratie en sociale deprivatie sterk samenhangen (Mc Laughlin, 2007). Dit instrument richt zich op de operationalisering van competenties voor een diversiteitssensitief en armoedebewust welzijnswerk. In een interactief perspectief stellen we dat onderzoeksresultaten best worden aangepast aan de specifieke context en werksituatie (Gredig en Sommerfeld, 2008). We selecteren een groep hulpverleners, trainers en managers van welzijnsorganisaties opdat het model zowel op wetenschap en praktijk gebaseerd is als sociaal robuust (Nutley, e.a., 2008). Vervolgens introduceren we dit kader in een welzijnsorganisatie. We ontwerpen en organiseren een experimenteel intervisieproces, gebaseerd op het model uit de eerste fase. We verkennen daarbij de impact van dit kader op hulpverleners, trainers, managers en onderzoekers. Macroniveau Ten derde zullen armoede, migratie en de welvaartsstaat worden beschouwd vanuit een macroperspectief. We contextualiseren armoede bij mensen van buitenlandse herkomst en welzijnswerkpraktijken in dit veld. Welke impact hebben globalisering en neoliberalisering in dit onderzoeksveld? Hoe worden de ruimtelijke spreiding van mensen van buitenlandse herkomst in België en de residentiële segregatiepatronen hierdoor beïnvloed? Wat betekent dit voor vorm van migratie, zoals de vertegenwoordiging van verscheidene nationaliteiten en taalgemeenschappen, inclusief de diverse juridische posities van migranten. Afhankelijk van het type migranten worden overheden en welzijnsorganisaties geconfronteerd met verscheidene mogelijkheden en dreigingen. Dit macroperspectief ondersteunt beleid van diverse overheden (van lokaal tot Europees) op vlak van integratie, welzijn en armoedebestrijding.

WP 5 a+b – Child poverty


Pagina 27

Work package number

5a

Work package title

Child poverty

Participants

1.1


Name work package: Child Poverty

2.


3.

Person months:

3.1

29,4


1.

2.1

1-60

a. junior researcher (JR): 18 months (36 months à 50%) b. package leader (PL): 11,4 months 4. Package leader: HIVA – Steven Groenez 5. Collaborative partners: / 6. Description of work package: Tackling childhood poverty has, one again, become one of the major themes in the EU’s social policy debates. During the Belgian Presidency of the EU in the second half of 2010, combating child poverty was put forward as one of three selected core challenges for the EU’s fight against poverty (Vandenhole e.a. 2012). This re-emerging interest in tackling child poverty is fuelled not only by the high incidence of poverty for children in many member states, but also by a vast amount of research establishing the rationale that intervening early in the life cycle is an effective and efficient social investment with considerable returns not only for the children and families concerned but also for wider society (Aos e.a. 2004, Nores e.a. 2005, Barnett & Masse 2007, Heckman e.a. 2010). We use the framework of human skill formation to explore how child poverty has short, medium and long term consequences. There is considerable agreement in neurobiological, behavioral, and social sciences that early life circumstances matter a lot for human development. Whilst children from advantaged environments receive substantial early investment, children from disadvantaged families often have inadequate access to basic needs like nutrition, health care and emotional and intellectual stimulus. As a result, these children are more likely to be deprived of skills necessary to achieve their full potential in school and in later adult life. Underlining the importance of early childhood environments reconciles various mechanisms put forward in the literature on the intergenerational transmission of advantage/disadvantage that may operate (at least partly) through human skill formation and education (Becker and Tomes 1986, Goldberger 1989, Picketty 1998, Mulligan, 1999): The intergenerational transmission of income and wealth (Behrman and Taubman 1976, Bowles and Gintis 1976), the intergenerational transmission of cultural capital (Boudon 1973, Bourdieu 1977, Bourdieu and Passeron 1977) and the intergenerational transmission of social capital (Bourdieu 1977; Coleman 1988, Putnam 2000). The WP on child poverty relies on two research modules that focus on strengthening the knowledge base on how to break the intergenerational transmission of poverty. Therefore, the analysis of survey data is joined by the development of an evaluation design for intervention programs. • Using the best longitudinal data available, we estimate the effect of childhood poverty on skill development and educational attainment. (Module 5.1) • We develop an evaluation design for two-generation intervention programs, i.e. pre-school programs that support and strengthen vulnerable families with regards to children’s development as well as parental capacities to exit poverty (Module 5.2) Module 5.1 The consequences of child poverty on skill development and educational attainment This module joins in the renewed interest in the dynamics of skill formation, as promoted by the continuous work of James Heckman and his research team. Carneiro and Heckman (2003) and Cunha et al. (2006) summarize recent research that presents a thorough re-thinking of the processes of schooling, skill formation and earnings determination. The process of skill formation starts in the Part 3 | Acroniem: VLAS

Pagina 28

womb and families, schools and firms play an important role. Schools work with what families give them and firms work with what schools and families give them. Apart from cognitive skills a variety of non-cognitive skills exists that are important determinants of success in education, labour market and wider adult life (Bowles et al. 2001, Groves 2005). Carneiro and Heckman (2003) point to the importance of early childhood experiences in creating differences in cognitive and non cognitive abilities that shape success in life. They show that ability gaps open up between individuals and socioeconomic groups at early ages and persist (Fryer and Levitt 2006, Nelson 2000, Knudsen et al. 2006). If anything, these gaps widen with age. The dynamic nature of skill formation implies that strong early home environments not only bequest/impart stronger skills sets to their children but also make them more efficient in skill development later on. This is supported by research in developmental neuroscience that points out the existence of critical and sensitive periods in brain architecture early in the life cycle (Nelson 2000). This means that impoverished early experiences can have long-lasting effects on later development. Thus, building more advanced cognitive, social, and emotional skills on a weak initial foundation of brain architecture is far more difficult and less effective than getting things right from the beginning. For policy makers the dynamics of skill formation has important consequences. In general, it stresses the importance of early investments and early interventions for children lacking these investments. A prime consequence of these dynamics in skill formation is that the returns to investing early in the lifecycle are high, while on the other hand, remediation of inadequate early investments may prove difficult and very costly. Next, these dynamics stress the importance of inter-individual differences in skill development and make explicit why identical investments yield different returns depending on the previous experiences of individuals. It stresses the importance of learning experiences tailored to the developmental needs of children. Research Questions: 1) How do cognitive and socio-emotional skills develop from kindergarten to entry into secondary education? 2)

What is the relative impact of school and home investments/environments on child development?

3) Can we identify early risk factors? 4) Does the timing of childhood investment (or adverse experiences) matter? Method Cunha et al. (2007) present the particularities of the skill formation technology that is consistent with these observations. They formalize the dynamics as self-productivity and complementarity and explain why skill begets skill. A skill multiplier process is presented in which skills acquired in one stage of the life cycle affect both the initial conditions and the technology of learning at the next stage. Skill attainment at one stage of the life cycle raises skill attainment at later stages of the life cycle (self productivity). Early investment lowers the cost of later investment by making subsequent learning more productive (dynamic complementarity). Early investments are not productive if they are not followed up by later investments (another aspect of complementarity). Cunha & Heckman (2008) estimate dynamic models of skill formation and provide empirical evidence for these dynamics among children aged 6-13 using rich US data on parental investments. Blomeyer et. al. (2008) provide evidence for these dynamics in skill formation from birth to 11 years for a panel of German children. For Flanders, Groenez & De Blander (2010) apply these dynamic models to a sample of adolescents (12-18 years). They report dynamics in both cognitive and socio-emotional development and provide evidence for cross productivity effects from socio-emotional to cognitive skills. With regard to home environment they find strong positive effects on both cognitive and socioemotional skills for reading habits, parent-child communication styles, parental involvement with and knowledge of the school system. From a methodological point of view, accounting for the dynamics of skill formation is important in examining the relative roles of families and schools in the skill process. Well established in effectiveness research is the fact that performance at any time has to be evaluated relative to the previous performance. Therefore, models typically include intake measures (e.g. test scores) to isolate the effect of current inputs from previous inputs. If skill formation is governed by multistage dynamics, this modeling strategy is not sufficient to isolate these effects. Why? Self‐productivities and dynamic complementarities can explain rising skill gaps between socio‐economic groups facing identical inputs, Part 3 | Acroniem: VLAS

Pagina 29

not even as a result of contemporary differences in home/school environments but as long term effects of differences in home environments in previous periods. As a result, dynamic models of skill formation are best fit to identify the long term consequences of early deprivation. Data In this module we use the SIBO database to test these dynamics of skill formation with a special interest in relating child development in early school years to early differences in home environments. As not all children succeed equally well in passing through these important early school years, it is important to investigate factors that enable the early identification of children who are at risk for developing difficulties. Therefore we focus on studying the determinants of achievement differences between children from different socio-economic, linguistic and ethnic-cultural backgrounds. In the SiBO-survey (2002 – 2010), a large cohort of children (N = 6000) was followed between kindergarten and the end of primary school including the transition to secondary education (Maes e.a. 2002). This high quality longitudinal dataset yields lots of process measures based on both inventories and observations, and output measures such as standardized student performance tests in mathematics and Dutch language skills, intelligence tests, interpersonal social skills and general learning-related skills. Moreover, differences in home environment were registered on a variety of domains, including parental socio-economic status SES (income, parental education, profession), ethnic-cultural background, home language, parental values, attitude and parenting styles. Next to home environments, a wide array of school and teacher characteristics were surveyed (e.g. teaching styles, teacher opinions on children in poverty, inclusive teaching practices and differentiated instruction). Module 5.2. Developing the evaluation design for two-generation intervention programs Next to studies estimating the consequences of childhood poverty, another strand of research focuses on drawing lessons from intervention studies. These studies of experimental manipulations of early environments (e.g. Perry preschool, Abecedarian, …) provide firm evidence that these effects are causal (Heckman e.a. 2010). Moreover, studies on the adverse effects of deprivation on development may tell us little about the benefits of enrichment. Therefore building effective interventions needs to draw on evidence from intervention studies. The intergenerational transmission of socioeconomic inequalities in children’s health, and cognitive, behavioural and emotional development emerge early and, without intervention, may persist through life. Evidence suggests that targeted, early intervention programs aimed at disadvantaged children and their families are an effective means of reducing these inequalities. Research in developmental neuroscience shows that the child’s brain is far from mature at birth and is substantially changed by experiences, suggesting that intervention should begin as early as possible. Intervening in the zero-tothree period, when children are at their most receptive stage of development, has the potential to permanently alter their development trajectories and protect them against risk factors present in the early environment. As such “Early Intervention is an approach which offers our country a real opportunity to make lasting improvements in the lives of our children, to forestall many persistent social problems and end their transmission from one generation to the next, and to make long-term savings in public spending.” and “… there remains an overwhelming bias in favour of existing policies of late intervention at a time when social problems are well-entrenched – even though these policies are known to be expensive and of limited success.” Both from “Early intervention: the next step” (Allen, 2010) Next to academic interest in the effectiveness of these interventions, interest by policy makers has increased over the last decade (cfr. Allen & Duncan Smith 2008, Allen 2011 en Van Yperen 2010). Moreover, many countries are launching new policy initiatives (e.g. UK (Nurse Family Partnership) and Ireland (Tallaght West Childhood Development Initiative)) that represent a significant move towards investment in the antenatal and early years period.


Pagina 30

On april 29th, following the round table on child poverty, a specific action program to tackle child poverty was adopted on april 29th by the Flemish government. Part of the plan is to start up and structurally finance two-generation intervention programs, i.e. pre-school programs that support and strengthen vulnerable families with regards to children’s development as well as parental capacities to exit poverty. To bridge the gap between families and professionals, these programs will provide subsidized employment to ‘hands-on’ experts so as to make these programs outreaching. The PRC ‘Poverty’ will take up a supporting role in implementing this program. Therefore, it will focus on • a meta analysis of similar programs abroad • preparing a process and impact evaluation The PRC poverty will run a meta-analysis of similar programs with the aim of drawing lessons for the implementation of the Flemish pioneering programs. Meta-analysis on previous intervention studies suggest that only high quality programs can have profound effects. Therefore the meta-analysis will address the following key factors (scope of the program; goals and focus, timing and duration of intervention, curriculum, treatments and services offered, methods, staff, financing and effectiveness, success factors). A documentation of the modus operandi of these programs will be useful for program coordinators in documenting the Flemish programs and in program-development. A second important task is the preparation of an evaluation framework. A good design offers an opportunity to maximize the quality of the evaluation, helps to minimize and justify the time and cost necessary to carry out the evaluation, and increases the strength of the key findings and recommendations by ensuring that threats to valid results are minimized. Next to pinpointing the evaluation questions, we need to determine the kinds of information needed, the sources of this information (e.g., professionals, participants, …), the methods of collecting the information (e.g., questionnaires, interviews, observations), and the timing and frequency of data collection. While the Flemish programs may well consist of interventions that vary in terms of treatments, duration, and intensity, we suggest a common measurement framework to be used in the evaluation. Developing this measurement framework in the early stages of program implementation allows to take aboard the framework in implementing these programs. The construction of the evaluation design will be based on a narrow cooperation between researchers and programs. Crucial in the evaluation design is the selection of an appropriate control group to provide information on what would have happened to beneficiaries in the absence of the intervention (“the counterfactual”). Prospective evaluations begin during the design phase of the intervention, involving collection of baseline and end-line data from intervention beneficiaries (the ‘treatment group’) and nonbeneficiaries (the ‘comparison group’). Under experimental evaluations the treatment and comparison groups are selected randomly and isolated both from the intervention, as well as any interventions which may affect the outcome of interest. This design is referred to as a randomized control trial. In real life interventions, RCT’s are difficult to set up. However a rigorous research plan should address the key principles relating to internal validity (study design) and external validity (generalizability): selection bias, spillover and contamination effects. Selection bias occurs when participants are non-randomly drawn from the beneficiary population, and the criteria determining selection are correlated with outcomes. Spillover occurs when members of the comparison group are affected by the intervention. Contamination occurs when members of treatment and/or comparison groups have access to another intervention which also affects the outcome of interest. The PRC ‘poverty’ will study the evaluation design of similar intervention studies and contact the evaluation teams so as to maximize the knowledge spillover from the evaluation designs of previous studies in respecting these key principles. Finally, we will examine the possibility of using the JOnG birth cohort as a secondary control group (cfr. WP 3). This offers the opportunity to select those participants in the “JOnG intensive” birth cohort that have not been exposed to particular interventions so as to minimize spillover and contamination effects. In contacting other research teams we keep an eye out for new and innovative funding mechanisms, including non government funding. To prepare and conduct the actual evaluation exercise we seek additional funding outside the PRC. Beginning 2012, a funding proposal will be submitted to the strategic basic research (SBO) programme of the government agency (IWT) for Innovation by Science and Technology, which gives support to large interdisciplinary research platforms which are important for Flanders, either from an economic or from a social/societal perspective.


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As such, we propose a flexible module, to adapt the contents to be complementary to the SBOproposal. When the SBO proposal is granted, the activities within this module will be reduced. In that case, we suggest to allocate the vacant budget means to WP 5.1 to analyze the JOnG intensive panel.

7.

Deliverables: a.

Meta-analysis on intervention studies (end of the second year);

b. International article on impact of child poverty on human skill formation (end of second year); 8.

Valorization:

We propose to organize an international conference on the dual generation intervention studies with the aim of strengthening the relations between researchers and research traditions, professionals and public policy makers. Next we organize a national conference for program practitioners, participants and policy makers aimed at disseminating best practices. 9. Nederlandse samenvatting In het meerjarenprogramma van het WP kinderarmoede worden twee onderzoekssporen gevolgd. Naast analyses op bestaande survey-data (WP 5.1) wordt een evaluatiedesign voor interventieprogramma's bij (gezinnen) met jonge kinderen (WP 5.2) uitgewerkt. Als geheel dient dit onderzoek inspiratie te bieden hoe de intergenerationele overdracht van (kans)armoede doorbroken kan worden, en welke aanpak het meest effectief is. In WP 5.1 wordt de dynamische theorie over de menselijke vaardigheidsontwikkeling (Heckman 2008; Cunha e.a. 2006) getoetst. In empirische toepassingen van deze theorie (Cunha 2006, Fryer & Levitt 2006, Nelson 2000, Knudsen e. a. 2006) wordt benadrukt dat, en dit zowel voor cognitieve als socioemotionele vaardigheden, er al op jonge leeftijd verschillen ontstaan tussen individuen en tussen sociaal-economische groepen. Gedurende de verdere levensfasen bouwen ongelijkheden in vaardigheidsontwikkeling op elkaar voort. Een dynamisch ontwikkelingsproces ontstaat waarbij, op elk moment van de menselijke ontwikkeling, de reeds verworven vaardigheden niet alleen het startkapitaal vormen voor de volgende periode, maar ook de productiviteit van het leren in de volgende periode beïnvloeden. Dit dynamische karakter van vaardigheidsontwikkeling leidt er vervolgens toe dat jongeren die reeds jong kunnen starten met een grotere set van vaardigheden, ook meer efficiënt zijn in de latere verwerving van vaardigheden. In deze onderzoekslijn willen we de SIBO-data gebruiken om de bovenstaande inzichten empirisch te toetsen. Dit is een longitudinale databank met herhaaldelijke gegevens over de cognitieve en socioemotionele ontwikkeling van cohorte jonge kinderen (5-12 jarigen) waarbij ook een rijke component van ouderlijke hulpbronnen bevraagd is. Op basis van deze databank willen we de vraag beantwoorden wat de respectievelijke rol is van investeringen op school en ouderlijke hulpbronnen (ouderlijke verwachtingen, betrokkenheid op school, ouder-kind relatie, inkomen, arbeidsmarktparticipatie, sociaal en culturele participatie, thuistaal, nationale herkomst) op de cognitieve en socio-emotionele ontwikkeling van kinderen. In WP 5.2 worden interventieprogramma's onder de loep genomen. Inzicht in de mechanismen van dynamische vaardigheidsontwikkeling suggereren onder meer het belang om meer aandacht te besteden aan de socio-emotionele ontwikkeling, naast de cognitieve ontwikkeling, als sleuteldeterminant van latere onderwijs- (en levens-)uitkomsten ((Borghans et al., 2008, Heckman e.a. 2010). Bovendien wordt vastgesteld dat de grootste effecten haalbaar zijn bij kinderen uit achterstandsgroepen. Veel auteurs pleiten voor combinatieprogramma’s waarin niet alleen aandacht besteed wordt aan de ontwikkeling van kinderen maar ook voldoende aandacht uitgaat naar de thuissituatie en activiteiten die ouders met kinderen kunnen uitvoeren. Deze combinatieprogramma’s blijken effectiever dan centrumgerichte programma’s. De ondersteuning van gezinnen wordt hierbij gezien als belangrijk voor het behouden van effecten op de langere termijn. Naast de wetenschappelijke aandacht groeit ook de beleidsmatige aandacht voor vroegtijdige interventie. In de opvolging van de rondetafel kinderarmoede is beslist om een uitrol te doen van projecten 'gezinsondersteuning met brug naar onderwijs en activering”. Vanuit het steunpunt armoede willen we bijdragen tot een succesvolle uitrol van deze twee-generatie projecten. Hierbij worden de volgende activiteiten ontplooid.


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• een meta analyse van evaluaties van gelijkaardige buitenlandse programma's • het voorbereiden van een evaluatiekader met het oog op – een procesevaluatie: interventieprogramma’s.

op

zoek

gegaan

naar

de

sleutelfactoren

in

succesvolle

– een impactevaluatie: een longitudinale dataverzameling opzetten bij de kinderen en gezinnen betrokken in deze projecten (met mogelijks JOnG-data als controlegroep). Bij de meta-analyse van buitenlandse programma's wordt het evaluatiedesign van die interventiestudies onder de loep genomen. Deze meta-studie dient dan ook lessen te trekken uit deze buitenlandse ervaringen.

Literature Aos S., Lieb R., Mayfield J., Miller M. & Pennucci A. (2004), Benefits and Costs of Prevention and Early Intervention Programs for Youth. Olympia: Washington State Institute for Public Policy. Barnett W. & Masse l. (2007), Comparative benefit–cost analysis of the Abecedarian program and its policy implications, Economics of Education Review 26,pp. 113-125 Blomeyer D., Coneus, K., Laucht, M. & Pfeiffer, F., (2008). Self‐Productivity and Complementarities in Human Development: Evidence from the Mannheim Study of Children at Risk. IZA Discussion Paper 3734. Bowles S., Gintis H. & Osborne M. (2001). The Determinants of Earnings: A Behavioral Approach. Journal of Economic Literature 39(4), pp. 1137‐1176. Carneiro P. & Heckman J. (2003), Human Capital Policy. in Heckman J. & Krueger A. (eds.). Inequality in America: What Role for Human Capital Policies?. Cambridge Mass: MIT Press. Cunha F. & Heckman J. (2007), The Technology of Skill Formation. American Economic Review 97 (2), pp. 31-472. Cunha F., Heckman J., Lochner L. & Masterov D. (2006). Interpreting the Evidence on Life Cycle Skill Formation. in Hanushek E. & Welch F. (eds.), Handbook of the Economics of Education, North Holland. Cunha F. & Heckman J. (2008). Formulating, Identifying and Estimating the Technology of Cognitive and Noncognitive Skill Formation. Journal of Human Resources 43 (4), pp. 738‐782. Fryer R. & Levitt S. (2006), Testing for Racial Differences in the Mental Ability of Young Children. Working paper, Harvard University. Groenez S., Heylen V. & Nicaise I. (2009), De opbrengstvoet van investeringen in het hoger onderwijs: een verkennend onderzoek, Eindrapport OBPWO-project 06.03 Groot W., Maassen van den Brink H. & Van Praag B. (2007), The compensating income variation of social capital, Social Indicators research 82, pp. 189-207 Groves M. (2005), How important is your personality? Labor market returns to personality for women in the US and UK. Journal of economic psychology 26 (6), pp. 827-841. Haveman R. & Wolfe B. (1984), Schooling and Economic Well-Being: The Role of Non-Market Effects, Journal of Human Resources 19(3), pp. 377–407. Wolfe B. & Haveman R. (2001), Accounting for the social and non-market benefits of education in J. Helliwell (ed.), The Contribution of Human and Social Capital to Sustained Economic Growth and Well Being, Paris, OECD. Knudsen E., Heckman J., Cameron J. & Shonkoff J. (2006), Economic, Neurobiological, and Behavioral Aspects on Building America’s Future Workforce. Proceedings of the National Academy of Sciences 103(27). pp. 10155-10162.


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Maes, F., Ghesquière, P., Onghena, P., & Van Damme, J. (2002). Longitudinaal onderzoek in het basisonderwijs: van doelstellingen tot onderzoeksopzet (LOA-rapport nr. 1). Steunpunt 'Loopbanen doorheen Onderwijs naar Arbeidsmarkt', Cel 'Schoolloopbanen in het basisonderwijs' (SiBO). Nelson C. (2000), The Neurobiological Bases of Early Intervention. In Shonkoff J. and Meisels S. (eds.). Handbook of Early Child Intervention. pp. 204-227. Heckman J., Malofeeva L., Pinto R. & Savelyev P. (2010), Understanding the Mechanisms Through Which an Influential Early Childhood Program Boosted Adult Outcomes, mimeo, University of Chicago National Scientific Council on the Developing Child (2007). The Timing and Quality of Early Experiences Combine to Shape Brain Architecture: Working Paper 5, http://www.developingchild.net Nores M., Belfield C., Barnett, W. Schweinhart L. (2005), Updating the Economic Impacts of the High/Scope Perry Preschool Program, Educational evaluation and policy analysis 27, pp.245-261 Vandenhole W., Vranken J.& De Boyser K.(eds.) 2011,Why Care? Children’s Rights and Child Poverty, Intersentia, Antwerp – Oxford – Portland

WP 5b – Researching intergenerational dynamics in trajectories of poor families in child and family social work: a route out of poverty?

Work package number

5b

Work package title

Researching intergenerational dynamics in trajectories of poor families in child and family social work: a route out of poverty?

Participants

University of Gent _ Department of Social Welfare Studies


50,4


1-60

1. Name work package: Researching intergenerational dimensions in trajectories of poor families in child and family social work: a route out of poverty? 2. Period: January 2012 – December 2015 3. Person months: a. Junior researcher: 48 months à 100 % b. Senior researcher: none c. Package leader: Dr. Griet Roets (48 months à 5 %= 2,4 months) 4. Package leader: Department of Social Welfare Studies, Ghent University 5. Collaborative partners: Kind & Gezin, Vlaams Welzijnsverbond, Pluralistisch Platform Jeugd, Agentschap Jongerenwelzijn 6. Description of work package: State of the art Child poverty remains a stubborn problem in most Western societies, preventing the realisation of human rights in general and children’s rights in particular (Platt, 2005; Lawy & Biesta, 2006). Antipoverty strategies have been undertaken specifically in the name of children’s rights because child poverty is perceived as an existential condition in which there is an increased and fundamental risk of violation of children’s rights (Fox Harding, 1996). This notion of children at risk is closely intertwined with socio-economic factors, as a body of research shows that children are victims of poverty because Part 3 | Acroniem: VLAS

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they are highly vulnerable and at risk of being psychologically and developmentally scarred (Vandenhole et al, 2010). Policy and practice stress the poor child’s need for protection, nurturing and care so they can gradually prepare for an independent life, and are intended ‘to encourage and, if necessary, enforce the responsibility of parents to bring up children as competent, responsible citizens’ (Lister, 2006: 320). In that light, child poverty constitutes an important subject of international social work research (Rahn & Chasse, 2002). As poverty is defined in terms of the inability to participate in society, social policymakers perceive social work chiefly as an instrument to stimulate poor parents’ participation in order to promote their parental skills and responsibilities and to protect the welfare of their children (Lister, 2006). Social work perceives the family as an essential factor to realize child welfare in poverty situations, which gives cause for social work activation strategies oriented towards parents, and mothers and single mothers in particular (Jones, 2002). Nevertheless, this implies that poor families run an increased risk of more intrusive social work interventions, including the forced removal of children from their parents’ care (Bouverne-De Bie et al, 2011). To avoid and surmount this intrusiveness, child and family social work aiming to promote and protect the welfare of children in poverty has been instituted under the banner of parental support. Although social work has often been seen as a controlling and civilising strategy in which the model of middle-class family life is imposed in order to discipline poor families and to protect their children (Jones, 2002; Vanobbergen et al, 2006), it has been argued that social work with a focus on parental support can prevent children in poverty situations from being at risk. In that light, in many European countries the role of child and family social work is coined as creating opportunities to make use of societal resources (Engbersen & Gabriels, 1995) such as employment (Lister, 2002), parental support (Attree, 2005), and specifically social work in the field of child welfare and protection (Jack, 2006). As such, child and family social work has moved from a child protection discourse towards a child welfare discourse (see Spratt, 2001; Hayes & Spratt, 2009; Parton, 2009; Dominelli et al., 2011; Fargion, 2011). In the UK, for example, there is an attempt – proving elusive in practice – to integrate policies and practices concerned with family support and general child welfare with those of child protection (Parton, 2009), mediated by child and family social work that renegotiates its mandate to manage ‘child protection risks and providing child welfare services within an integrated system’ (Hayes & Spratt, 2009: 1576). Indicative of this shift are, for instance, emergent family support programs that have been applied in many fields related to child and family social work, such as health care, community work, work in the context of early intervention programs, education and school, and that have increasingly been incorporated in child welfare systems (Lightbum & Kemp, 1994). This evolution towards family support has been described as an international trend (Artaraz et al, 2007). Parton (2009) refers to the major debate during the nineties about the integration of policies and practices concerned with family support and general child welfare with those of child protection. He states that ‘rather than simply be concerned with a narrow, forensically-driven focus on child protection, there needed to be a rebalancing or refocusing of the work, such that the essential principles of a child welfare approach should dominate. Policy and practice should be driven by an emphasis on partnership, participation, prevention, family support and a positive rethink of the purposes and uses of foster and residential care. The priority should be on helping parents and children in the community in a supportive way and should keep notions of policing and coercive interventions to a minimum’ (Parton, 2009: 716). Recent research shows that, in Belgium as well, a welfare discourse that prioritizes parental support as a key concept, gains ground in the field of child protection (Roose, 2006). Nevertheless research in the field of child protection also confirms the vulnerability of families in poverty for more intrusive social work interventions (Bouverne-De Bie et al., 2011). This development takes place in light of the intensification of existing social inequalities in current neo-liberal policy contexts: especially in poverty situations, ‘responsabilising’ parents and risk management seems to be the main strategy for tackling poverty (Hamilton & Roberts, 2000), hence disregarding the social and structural difficulties of raising children in poverty situations (Lister, 2006; Featherstone, 2011). This is particularly relevant in the context of the Child Care and Family Support Centres (Centra voor Kinderzorg en Gezinsondersteuning, CKG) in Belgium, that are explicitly mentioned as essential services in order to offer care and support to children in the Flemish Child Poverty Action Programme (Government of Flanders, April 2011). The CKG’s are situated as the terminus of public services providing parental support, being considered as one of the last resorts for shelter before the implementation of more coercive juridical interventions in the realm of child protection. They offer a wide variety of child and family social work, including residential care for the children (day care as well as night care, 24/7), crisis intervention, and ambulant and early intensive family support mainly consisting of private home Part 3 | Acroniem: VLAS

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visits. Interventions are set up in order to work with children between 0 and 12 years and with their parents, but with a particular focus on 0 to 6 year-old children. In the Flemish Child Poverty Action Programme, it is asserted that “within this provision, a social network is explicitly being developed (informal and formal) around the family. Consequently, after the guidance families can fall back on a social network and they less often end up in long-term residential care” (Flemish Government, 2011: action 6). The work is framed as preventative family support, because it is provided as voluntary (in contrast to juridical interventions) and as temporary (in contrast to more permanent and residential forms of care provided by the state) child and family social work.

Research problem and objective Despite the frequent application of these social work strategies, recent research findings in Belgium (Steenssens et al., 2008; Cantillon, 2009) and in western welfare states (Ridge & Saunders, 2009) indicate that poor families systematically run the chronic risk to remain in poverty. Consequently, it is crucial to gain an in-depth understanding of the dynamics in trajectories that poor families have followed when they end up in the CKG. It is crucial to distinguish poverty from other social problems that lead to processes of social exclusion: not every social problem gives rise to poverty: often a low family income and benefit system, semi- and unskilled working conditions and unemployment, poor housing conditions and poor environmental conditions are prominent in poverty situations, but they have to be distinguished from poverty (Bouverne-De Bie, 2011). According to a theoretical frame of reference that prioritizes the right to an existence worthy of human dignity, the finality of public service provision in the welfare state, including child and family social work, is embodied in realizing leverages for social change, so that there is (more) equality in the opportunities of citizens to lead a life in human dignity (Roose & De Bie, 2003). A maximal interpretation of the right to a dignified existence implies that the welfare state should develop a differentiated supply of social services that offers all its citizens, in a diversity of situations such as situations of poverty and social exclusion, scope to develop their potential (Roose & De Bie, 2003). The objective of the research project is to analyse the ways in which poor families use these social resources and leverages through intergenerational dimensions of time (Brannen, Moss & Mooney, 2004) and how these strategies relate to child and family social work strategies. The research aims to identify the interpretation of welfare by the different actors involved in poverty situations (parents, children and social workers) and the conditions under which social work interventions are interpreted as being supportive in the realization of welfare according to structural aspects of combating poverty (Craigh, 2002). Eventually this research can shed light on the potentiality of child and family social work in relation to mobility in and out of poverty.

Research questions -

What are the conditions under which children in poverty situations grow up, and parents raise their children, with regards to material and structural aspects of combating poverty: (1) family income and benefits; (2) education and employment; and (3) housing and the broader environment?

-

Which intergenerational trajectories have parents and children followed and what is the differential use that parents and/or children in poverty have made of social resources and leverages, including child and family social work provided in the CKG?

-

How is the provision and use of these different social resources and leverages related to the conditions under which parents can take up their parenting roles, in relation to material and structural dimensions of (1) family income and benefits; (2) education and employment; and (3) housing and the broader environment?

-

Under which conditions are child and family social work interventions interpreted as supportive leverages for parents, children and social workers in order to realize the welfare of parents and children in poverty situations, in relation to mobility out of poverty?

Methodology/description of work Activity 1: Literature study on the differential use of (social and other) services of families in poverty, in relation to material and structural aspects of combating poverty, consisting of document analysis of policy texts regarding family centres and parent support.


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Activity 2: Empirical study of intergenerational dynamics in trajectories of poor families in relation to material and structural aspects of combating poverty and interventions of child and family social work By means of interpretive research (Denzin & Lincoln, 2003; Camfield et al., 2009), the research project aims to identify the conditions under which parents and children in poverty benefit from child and family social work strategies. A case study research design (Yin, 2003) is applied in 10 diverse poverty situations in which social work is involved, which guarantees the saturation of the research findings and the usefulness for social work research and practice (Morse, 2002). As a research context, we will select three CKG’s (Child Care and Family Support Centres) in three different geographical areas in Flanders. From these Centres, 10 cases will be selected. The case studies are limited and shaped by the specific social work practices in which the research takes place. The research project explores how parents, their children and the social workers concerned give meaning to welfare, and which strategies they all develop to create opportunities to use social resources, for which a complementary variety of research methods is applied. In the subsequent paragraphs, the methods of each cluster of research activities are outlined. In a first cluster of research activities, the meaning of welfare and strategies to use societal resources of 10 families are explored. The recruitment of families as research participants is based on the following inclusion criteria: the youngest child is between 0 and 3 years old the child has siblings, preferably 3 (35,1 % risk compared to 14,7 % global poverty risk in Belgium, see Steenssens et al., 2008) a maximal diversity in family composition (dual parent families, single-parent families and step-families) maximal diversity in ethnic background (majority and minority families) at-risk for poverty involvement of child and family social work of the CKG for a period between 3 months and 1 year: 5 families are recruited receiving intensive family support, and 5 families where the children are appropriated to residential care. In view of the specific attention for the conditions under which the welfare of the family members benefits from social work interventions, biographical research methods are applied (Fook, 2003; Goodley et al., 2004; Dyson et al., 2008). After closing informed consent, 3 open, in-depth interviews are conducted with the parents (Bogdan & Biklen, 1998) to construe 10 retrospective life trajectories that document the parents’ interpretation of welfare and to analyze their agency and strategies to use social resources (including (advanced) educational, employment and parent support trajectories) through intergenerational dimensions of time. During the 2nd, 3rd and 4th year of the research project, the retrospective trajectories are systematically analysed.

In a second cluster of research activities, the meaning of welfare and activation strategies are explored from the perspective of social workers involved in the concerned poverty situations. By means of the identification of key moments and incidents in the parents retrospective trajectories (Napier & Fook, 2002), 5 involved key professionals are recruited. After closing informed consent, 3 open, in-depth interviews are conducted with each research participant (Bogdan & Biklen, 1998) to analyze the rationale and impact of supportive and non-supportive interventions. During the 2nd, 3rd and 4th year of the research project, the interviews are systematically analyzed. In a third cluster of research activities, the meaning of welfare and strategies to use societal resources of all the children within reach in the concerned poverty situations are explored (Walker et al., 2008). After considering ethical issues and closing informed consent (Punch, 2002), 3 open, in-depth interviews are conducted with each research participant (Bogdan & Biklen, 1998) to document the children’s interpretation of welfare and to analyze their agency and strategies to use societal nd rd th resources. During the 2 , 3 and 4 year of the research project, the interviews are systematically analyzed. Activity 3: Analysis and generating research insights In each of these 10 cases a biographical chart will be drawn, taking stock of all services the family has made use of, since the birth of the oldest child. This will result in a series of charts of care and support trajectories for each of the present family members. The charts will then be analysed to look at similarities and differences among the families (differential use) and at similarities and differences between the trajectories and the intended use, as described in the policy documents (see activity 1). To analyze the case studies systematically, a qualitative content analysis will be applied (Hsieh & Shannon, 2005) in which a cross-analysis will serve to identify patterns in the case studies through Part 3 | Acroniem: VLAS

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intergenerational dimensions of time (Miles & Huberman, 1984). Research validity and reliability will be taken into account (Bogdan & Biklen, 1998). During the analysis, a distinction will be made between case studies in which parents, children and social workers indicate that social work interventions have been supportive in order to support mobility out of poverty, and case studies in which the different perspectives are not consistent about this notion of welfare. Comparing diverse outcomes of social work practices in accordance with structural aspects of combating poverty (Craigh, 2002) will give insight into the rationale of different social problem constructions in social work practice in order to enable social work to realize the welfare of the different members of poor families. Deliverables 2013: an interim report in Dutch and accessible for policy makers on the trajectories of the families. 2013: an article in a journal for Flemish practitioners (e.g. Alert, Tijdschrift voor Welzijnswerk, Welzijnsgids, Handboek Integrale Jeugdhulp, Tijdschrift voor Jeugdrecht en Kinderrechten,…) on trajectories of families 2015: a PhD in Social Work consisting of a series of 4 scholarly articles, published in international academic journals, as well as a series of 3 to 4 presentations for an international audience. 2015: a series of selected monographs, based on the trajectories of the families in relation to (social) services, that will serve as training materials in the professionalisation of social workers 2015: a summary of the main findings, published in Dutch and accessible for policy makers and practitioners Valorisation The materials produced (see deliverables), will be proposed to several Colleges and Training institutes for social workers. The findings will equally be proposed to the Child Care and Family Support Centres (CKG) through the main umbrella organisations: Pluralistisch Platform Jeugd (PPJ) and Vlaams Welzijnsverbond, and Agentschap Jongerenwelzijn. A platform will be organised with Kind & Gezin (Child and Family), the governmental organization responsible for parents support, child care and preventive health in the Flemish Community, to discuss and rethink the implications and the findings in this field of practice. Activities in 2012 a) Literature study (see activity 1) b) Contacting a series of CKG’s and the two main umbrella organisations to explain the purpose and the methodology of the research, in order to obtain collaboration from 3 Centres c) Selecting the cases and contacting the families d) First interviews with the families to draw the charts of their retrospective trajectories

a) literature

b) contact CKG

c) case selection

d) interviews

January 2012 February 2012 March 2012 April 2012 May 2012 June 2012


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July 2012 August 2012 September 2012 October 2012 December

Nederlandse samenvatting Kinderarmoede is een centraal onderzoeksthema in het sociaal werk, waarbij het gezin historisch en actueel zowel mikpunt als aangrijpingspunt is voor sociaal beleid en sociaal werkpraktijken. Gezinnen in armoede zijn lopen daarbij een verhoogd risico op meer ingrijpende interventies, in het licht van gangbare activerings- en normaliseringsstrategieën. Internationaal is het sociaal beleid daarbij historisch geëvolueerd van een beleid gericht op kinderbescherming, naar een beleid gericht op welzijn, getuige bijvoorbeeld de toenemende aandacht voor opvoedingsondersteuning, maar dat verhindert niet noodzakelijk dat gezinnen in armoede minder kwetsbaar zouden zijn voor meer ingrijpende interventies, zeker gezien de maatschappelijke context waarin de kloof tussen rijk en arm toeneemt. Er is ook twijfel omtrent de impact van sociale werkpraktijken op de mobiliteit inzake armoede, gezien de cijfers er eerder lijken op te wijzen dat arme gezinnen een hoog risico lopen om in de armoede te blijven. Het ontbreekt ons echter vooralsnog aan systematisch onderzoek dat het perspectief van professionelen uit de sociaal werkpraktijken en van de gezinsleden zelf hierop systematisch bevraagt. De centrale onderzoeksvragen in dit onderzoek zijn: -

Wat zijn de condities (inkomen en uitkeringen; opleiding en tewerkstelling; huisvesting en bredere omgeving) waaronder kinderen in armoede opgroeien?

-

Welke trajecten hebben ouders en kinderen in armoede gevolgd, vooraleer terecht te komen in een Centrum voor Kinderzorg en Gezinsondersteuning (CKG)?

-

Hoe verhouden die trajecten en het gebruik van ondersteunende interventies zich tot de levensomstandigheden, waarin ouders hun ouderschap opnemen.

We onderzoeken dit via 10 cases van gezinnen die gebruik maken van een CKG, omdat deze instelling zich aan het uiteinde bevindt van het continuüm van vrijwillige hulpverlening. In elk van deze cases worden levensverhalen opgetekend van de ouders, die toelaten hun trajecten in sociaal werkpraktijken in kaart te brengen. De betekenisverlening van ouders wordt verder aangevuld met de betekenisverlening van de meest significante sociaal werkpraktijken én de betekenisverlening van de kinderen. Het onderzoek zal leiden tot een doctoraat in het sociaal werk en een reeks van internationale publicaties. Daarnaast wordt een selectie van de monografieën uitgegeven, die bruikbaar zal zijn in opleidingen in het sociaal werk.

References Artaraz, K., Thurston, M. & Davies, S. (2007) Understanding family support provision within the context of prevention: a critical analysis of a local voluntary sector project. Child & Family Social Work, 12, 306-315. Attree, P. (2005). Parenting support in the context of poverty: a meta-synthesis of the qualitative evidence. Health & Social Care in the Community, 13(4), 330-337. Bogdan, R., Biklen, S.K. (1998) Qualitative Research for Education. An introduction to theory and methods, Boston, Allyn and Bacon.


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Bouverne-De Bie, M., Impens, J., Willems, S., De Visscher, S., Delens-Ravier, I., Rosseel, Y. (2011). Een link tussen leven in armoede en maatregelen bijzondere jeugdbijstand. Gent: Academia Press. Bouverne-De Bie, M., (2011). De relatie armoede en jeugdzorg, of: de bijzondere jeugdzorg tussen ‘maatschappelijke noodzaak’ en ‘maatschappelijke hulpbron’. Handboek Integrale Jeugdhulp, 9. Brannen, J., Moss, P., Mooney, A. (2004), Working and Caring over the Twentieth Century, Basingstoke: Palgrave Macmillan. Camfield, L., Crivello, G., Woodhead, M. (2009). Well-being research in developing countries: reviewing the role of qualitative methods. Social Indicators Research, 90(1), 5-31. Cantillon, B (2009). Armoede in België: over meten, weten, voelen en handelen, in: De gids op maatschappelijk gebied, 99(3):4-12. Craigh, G. (2002), Poverty, Social Work and Social Justice, British Journal of Social Work, (32): 6, 669–682. Denzin, N.K., Lincoln, Y.S. (2003). The Landscape of Qualitative Research: theories and issues. London: Sage Publications. Dominelli, L., Strega, S., Walmsley, C., Callahan, M. & Rutman, D. (2011) ‘Here’s my Story’: Fathers of ‘looked after’ children recount their experiences in the Canadian child welfare system. British Journal of Social Work, 41(2), 351-367. Dyson, C., Gorin, S., Hooper, C.-A., Cabral, C. (2008) Bangladesh families living in hardship: findings from research using a life history approach. Child & Family Social Work, 14, 362-371. Engbersen, G., Gabriëls, R. (1995), Sferen van integratie: naar een gedifferentieerd allochtonenbeleid. Meppel: Boom. Fargion, S. (2011) Synergies and Tensions in Child Protection and Parent Support: Insights from the Italian Case, downloaded from http://www.asu.edu/distinguishedprofessor/haskell/images/haskell07.pdf at 21 March, 2011. Featherstone, B., Broadhurst, K. & Holt, K. (2011) Thinking Systemically – Thinking Politically: building strong partnerships with children and families in the context of rising inequality. British Journal of Social Work, advanced access doi:10.1093/bjsw/bcr080 Fook, J. (2003). Critical social work: the current issues. Qualitative Social Work, 2(2), 123-130. Fox Harding, L.M. (1996), Recent developments in children’s rights: liberation for whom? Child and Family Social Work, (1): 3, 141-150. Goodley, D., Lawthom, R., Clough, P., Moore, M. 2004. Researching Life Stories. Method, theory and analyses in a biographical age. London/New York, RoutledgeFalmer. Hamilton, C. & Roberts, M. (2000) State responsibility and parental responsibility: New Labour and the implementation of the United Nations Convention on the Rights of the Child in the United Kingdom. In: Revisiting children’s rights. 10 years of the UN Convention on the Rights of the Child (ed D. Fottrell), pp. 127-147, Kluwer Law International, The Hague. Hayes, D. & Spratt, T. (2009) Child Welfare Interventions: patterns of social work practice. British Journal of Social Work, 39(8), 1575-1597. Hsieh, H.-F., Shannon, S.E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288. Jack, G. (2000). Ecological influences on parenting and child development. British Journal of Social Work, 30(6), 703-720. Jones, C. (2002). Social work and society. In: Adams, R., Dominelli, L., Payne, M. (Eds.). Social Work: themes, issues and critical debates. Hampshire/New York: Palgrave McMillan in association with The Open University. Lawy, R. & Biesta, G. (2006), Citizenship-as-practice: The educational implications of an inclusive and relational understanding of citizenship, British Journal of Educational Studies, (54): 34-50. Lightbum, A. & Kemp, S.P. (1994) Family-support programs: Opportunities for community-based practice. Families in Society, 75, 16-26.


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Lister, R. (2002). The Dilemmas of Pendulum Politics: balancing paid work, care and citizenship. Economy and Society, 31(4), 320-332. Lister, R. (2006) Children (but not women) first: New Labour, child welfare and gender. Critical Social Policy, 26(2), 315-335. Miles, M.B., Huberman, A.M. (1984). Qualitative Data Analysis: a sourcebook of new methods. Beverly Hills, CA: Sage. Morse, J.M. (2002). Enhancing the usefulness of qualitative inquiry: Gaps, directions, and responsibilities. Qualitative Health Research, 12, 1419-1426. Napier, L., Fook, J. (2000) Breakthroughs in practice: theorising critical moments in social work, London, Whiting & Birch. Parton, N. (2009) Challenges to practice and knowledge in child welfare social work: from the ‘social to the ‘informational’? Children and Youth Services Review, 31, 715-721. Platt, L. (2005), Discovering child poverty: the creation of a policy agenda from 1800 to the present. Bristol: The Policy Press. Punch, S. (2002). Research with children: The same or different from research with adults? Childhood, 9(3), 321-341. Rahn, P., Chasse, K.A. (2009). Children in poverty in germany : reflections on recent social work research. Journal of Social Work Practice, 23(2), 243-252. Ridge, T., Saunders, P. (2009). Introduction: Themed section on Children’s Perspectives on Poverty and Disadvantage in Rich and Developing Countries. Social Policy & Society, 8(4), 499–502. Roose, R., De Bie, M. (2003). From participative research to participative practice – a study in youth care. Journal of Community & Applied Psychology, 13, 475-485. Roose, R. (2006) De bijzondere jeugdzorg als opvoeder. Gent, Academia Press. Spratt, T. (2001) The Influence of Child Protection Orientation on Child Welfare Practice. British Journal of Social Work, 31, 933-954. Steenssens, K., Aguilar, L.M., Demeyer, B., Fontaine, P. (2008), Kinderen in armoede. Status quaestionis van het wetenschappelijk onderzoek in België, Leuven: Interuniversitaire Groep Onderzoek en Armoede (IGOA) vzw. Vandenhole, W., Vranken, J. & De Boyser, K. (2010) Why Care? Children’s Rights and Child Poverty. Intersentia, Antwerp. Vanobbergen, B., Vandenbroeck, M., Roose R. & Bouverne-De Bie, M. (2006). We are one big happy family. Beyond negotiation and compulsory happiness. Educational Theory, 56(4), 423-437. Yin, R.K. (2003). Case study research: design and methods. Thousand Oaks, CA: Sage. Walker, J., Crawford, K., Taylor, F. (2008). Listening to children: gaining a perspective of the experiences of poverty and social exclusion from children and young people of single-parent families. Health and Social Care in the Community, 16(4), 429-436.

WP 6 - Prospective analysis of societal developments Work package number

6

Work package title

Prospective analysis of societal developments

Participants

1.1


8


2.1

1-48 3.1

x

1.

Full title work package: ‘Prospective analysis of societal developments’

2.

Period: 1/1/2012 – 31/12/2015 Part 3 | Acroniem: VLAS

Pagina 41

3.

Person months: senior researcher: 8 months

4.


5.


6.

a.

Internal: HIVA

b.

External: multidisciplinary team of experts


Multidisciplinary exploration of long term evolution on poverty in Flanders. a.

Relevance

Poverty in a rich society is to be seen as a disfunctioning of the society, not the poor. Whereas the causes of poverty are often sought in some characteristics of the citizens who experience poverty (such as low education, broken family, unemployment…) the structural roots (unequal opportunities in education, pressure on families, economic imbalances) tend to be overlooked. Consequently, remedial strategies focussed on the victims are over-emphasised compared to preventive strategies and social innovation focussed on institutions. There is a definite need for systematic prospective analysis to identify the potential (beneficial or harmful) impact of societal trends on poverty. Obviously, this kind of analysis is complex and to some extent speculative: alternative scenarios can be distinguished and uncertainties must be made explicit. Rather than fully elaborated answers, our prospective research aims to formulate the right, strategic research questions, taking stock of existing knowledge, so as to trigger more in-depth research. b.

Key research issues

The obvious starting question is how to select the challenges that should be studied with priority. Recent social research has mainly focussed on the implications of globalisation, demographic trends, the emergence of the knowledge society, the erosion of the European Social Model… As Flemish policies have little impact on globalisation, we opt not to elaborate on these issues here. From a socio-demographic perspective, the ageing population is forcing Western economies to boost the employment rates among the population in active age, which also involves new opportunities for disadvantaged groups. There is a need for realistic strategies to design pathways that can achieve a match between traditionally excluded groups and traditional hard-to-fill vacancies. Another strategy consists in designing new occupations that make use of latent competences of disadvantaged individuals. Successful examples in the past include recycling and re-use centres, neighbourhood services, social mediators (ervaringsdeskundigen) etc. Similar efforts need to be made for immigrants who currently face enormous unemployment problems, and yet have unexploited and valuable competences. Innovative strategies need to be designed to recognise, update and adapt these competences for new jobs and/or hard-to-fill vacancies. An additional challenge relating to migration is the growing diversity of immigrants: trends in the composition by geographic origin, demographic characteristics, educational background need to be studied. For example, the most rapidly growing subgroup among immigrants appears to be Roma people, who belong to the most excluded in society. Another important demographic challenge, from the point of view of poverty, is the fragmentation and shrinking size of households. Single persons and, in particular, single parent households are faced with very high poverty risks. Whereas great efforts are being made to improve the social protection of these households (children in particular), a key question remains as to how social policies can help to strengthen ‘standard’ households and prevent fragmentation. The international literature indeed suggests that some remedial strategies focussed on remedying poverty in broken families actually enhance the risk of fragmentation. This challenge deserves to be examined seriously. On the economic front, the recent financial crisis has raised concern at EU level about the impact of such economic shocks on poverty. Until now, attention has mainly focussed on the effects on unemployment and social protection. However, effects on other dimensions such as assets (e.g. among elderly people), debts (tightening conditions and rising interest rates), prices (energy, housing, food…) and more indirect effects, including social capital effects (xenophobia, loss of solidarity) deserve closer examination too. The persistence of financial and economic turbulence suggests that


Pagina 42

these issues are more than just temporary: some economists are openly referring to a downward longterm (Kondratieff) trend. What long-term effects on poverty can be expected from this trend? A number of other economic issues are related to EU policies (fiscal and monetary orthodoxy, labour market policy, liberalisation of services) and will therefore be tackled in WP 8. A third set of factors relates to the paradigms driving social policies – particularly the evolution of Western welfare states. Current restructuring of welfare states emphasizes proactivity, individual responsibility and access to opportunities. A broad perspective on social protection and redistribution towards the poor is being discussed. A more liberal individualism drives most of the Western welfare states through the logic of markets. The support for collective provision and solidarity with the poor is shrinking. What does this mean for the future developments in equal opportunities and equality of Western societies (Wilkinson, Pickett, 2009; Taylor-Gooby, 2011)? In addition, the welfare state provisions are an institutionalisation of life events. These life events are designed by the format of traditional family. The protection welfare states aim to provide is no longer effective when it concerns divorced couples or single parent families. Western welfare states are also challenged by migration. Welfare states differ in accessibility, generosity, endurance and scope of social provisions. This typology neglects the way migrants may benefit welfare state provisions in the different types (Morissens, Sainsbury 2005). How do these challenges appear in Flemish society and how could society (in particular by public policies) anticipate to these aberrations? Prospective analysis, almost by definition, cannot rely on solid theoretical frameworks and a vast body of literature. Moreover, the resources allocated to this work package do not provide room for extensive research. Our aim is rather to produce one discussion paper per year based on a review of existing research and a seminar with key experts from different disciplines. 7. Deliverables: -

One discussion paper per year

-

Discussion seminar with key experts

8.

Valorisation:

Minimum of 3 journal articles based on the discussion papers Interactive digital section on the website

9.Nederlandse samenvatting In dit werkpakket gaat de aandacht naar lange termijn ontwikkelingen die een impact hebben op armoede en sociale uitsluiting. We volgend deze ontwikkelingen in hun multidisciplinariteit. Zo hebben we oog voor het sociodemografisch, ecnomisch, en sociaal beleidsperspectief. Het gaat om een verouderende bevolking, immigratie en uitsluiting op de arbeidsmarkt, de verkleining van de grootte van de huishoudens, de financiële crisis en haar gevolgen en de veranderende visies op sociale bescherming en herverdeling binnen de welvaartsstaat. Door de beperkte middelen die aan dit werkpakket worden verbonden, laat dit geen nieuwe dataverzameling toe. Er wordt gewerkt met discussiepapers en seminaries, voor de verzameling en verwerking van bestaande (internationale) inzichten.

Bibliography Morissens, A. and D. Sainsbury (2005). "Migrants' Social Rights, Ethnicity and Welfare Regimes." Journal of Social Policy 34(4): 637-660. Ryner, M. (2000). European Welfare State Transformation and Migration. Immigration and Welfare: Challenging the Borders of the Welfare State. M. Bommes and A. Geddes. London, Routledge. Schierup, C.-U., P. Hansen, et al. (2006). Migration, Citizenship, and the European Welfare State. New York, Oxford University Press. Taylor-Gooby, P. (2011), Opportunity and Solidarity, in: Journal of Social Policy, Vol 40, issue 3, p.453-470


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van Oorschot, W. (2008). "Solidarity towards Immigrants in European Welfare States." International Journal of Social Welfare 17: 3-14. Wilkinson, R., Pickett, K. (2009), The Spirit Level: Why More Equal Societies Almost Always Do Better

WP 7 - Poverty impact assessment Work package number

7

Work package title

Poverty Impact Assessment

Participants

1.1


8


2.1

1-48 3.1

x

1.

Full name of work package: Methodological support to poverty impact assessment

2.

Period: 1/1/2012 – 31/12/2015

3.

Person months (senior): 8

4.


5.

Collaborative partners: a. Internal: HIVA, CSB b. External (other universities, research centres, civil society): policymakers, participants in the training

6.


The introduction of a systematic poverty proofing – or poverty impact assessment (PIA) - is one of the novelties of the Flemish Poverty Action Plan (Vlaamse Overheid, 2010, p.22). ‘By 2014, new policy measures will be systematically subject to a screening of their consequences for people experiencing poverty.’ This poverty assessment is further defined as ‘proactive, in the sense that it needs to evaluate the potential impact of various policy measures, with a specific priority for measures that are specifically designed to combat poverty, social exclusion or social inequality. Yet poverty impact assessment or poverty proofing is not necessarily focused on specific anti-poverty measures. It is, above all, an instrument to measure the poverty incidence of policy-making in other areas. (…) Therefore, poverty impact assessment has to be carried out before measures are introduced, at an early stage of decision-making, so that potential negative side-effects can be identified and remedied, and positive effects reinforced whenever possible’ (see also Dierckx, 2007; De Boyser, Vranken, 2008). Poverty proofing has several goals, such as the enhancement of efficiency and efficacy of poverty policies, accumulation of knowledge from different actors, strengthening an inclusive approach, the mobilization of actors (ownership, support). Success factors of poverty proofing are coordination, flexible policy networks, accountable politicians, profound selection of policy measures to be tested, administrative support, complementarity with policy plans and other impact studies, transparent timeframe (Dierckx, 2007). In the context of the mutual learning programme of the European Commission, a Peer Review was organized in Bratislava, in November 2008 (Nicaise, 2009). Ideally, PIA should always be initiated by the government service or policy maker who prepares the proposal (Nicaise, 2009). Hence, rather than playing the role of watchdog, the PRC wants to offer methodological and scientific support. We distinguish between a ‘fixed’ and a ‘variable’ service package: • Fixed package: methodological support to 10 PIA pilots and training of 60 stakeholders (carrying out / involved in PIA).


Pagina 44

o production of a methodological guide in Dutch, based on the materials of the Bratislava Peer Review, other materials produced and/or funded by the EC. The expertise of simulation models of the partners in the PRC (e.g. CSB, HIVA) will be included in the guide. Special attention will be given to readability. o selection of 10 ‘real-life’ PIA pilots for a specific methodological support. The pilots may include dossiers at the level of the Flemish Community and/or provincial / municipal governments (E.g. in the context of ‘local social policy plans’). Priority will be given to PIA of measures that do not have social inclusion as their main focus. Ideally, at least three of the PIA pilots would be publishable (others may be less relevant or remain confidential due to dissensus) o selection of 60 participants for a specific methodological training. Priority will be given to grassroots organizations. However, participant groups should be mixed (across different stakeholder groups) and, ideally, subgroups would be composed around specific pilots. o

The support will include: 3 training seminars per group. Groups will include no more than 12-15 participants and may include participants from 2-3 pilots. The first seminar will provide initial training; the second will focus on mid-term feedback; and the final seminar will concentrate on results, policy impact and lessons for the future. All participants will commit themselves to participating in a pilot. tailor-made supervision of each of the 10 pilots: support with access to resource persons and materials, methodological feedback, advice on negotiation strategies… production of a ‘cross-section’ evaluation report and revision of the training materials in 2014.

• Variable package in the context of ad hoc assignments: this may include o

identification of the potential effects on various stakeholders,

o advice concerning methods to be applied, available data sources, etc. This also includes the identification of gaps in available data, simulation models etc. We suggest to build the ‘Flemish PIA methodology’ on Sen’s capability paradigm, which places an emphasis on extending poor households’ resources (in a multidimensional sense: human, material, social and cultural capital), ‘functionings’ (health, learning, working, social participation…) and freedom of choice. This would typically involve the use of more sophisticated, multidimensional and dynamic welfare models, within which different types of causal relationships could be investigated, depending on the perspective adopted. This framework coincides to a large extent with the empowerment approach presented in WP 10.

7.Deliverables • fixed package: o

methodological guide: by September 2012 – revised edition by December 2014;

o

5 cycles of 3 seminars each (60 trainees): 2 training cycles will be started up in 2012, 2 in 2013 and 1 in 2014;

o

10 cases of ‘real-life’ PIA

• ad hoc consulting assignments: depending on the ad hoc or B-projects the deliverables will be agreed upon

8.

Valorisation: a conference will be organised in 2015.

9.Nederlandse samenvatting Via dit werkpakket wordt aan de Vlaamse overheid en andere stakeholders ondersteuning geboden inzake armoede-effectmeting. Er worden tien effectmetingen geselecteerd waarvoor ondersteuning wordt geboden. Een methodologische gids wordt ter beschikking gesteld in het Nederlands. Aan 60 deelnemers wordt een vorming aangeboden. Indien gewenst, kan via extra ad-hoc opdrachten (BPart 3 | Acroniem: VLAS

Pagina 45

projecten) dit werkpakket worden uitgebreid met meer toepassingen en verdere ontwikkeling van de meest adequate instrumenten.

References De Boyser K., Vranken J. (2008), Naar een doelmatigere armoedebestrijding. Een verkenning van de paden naar een meer planmatig en evidence-based armoedebestrijdingsbeleid in Vlaanderen, Antwerpen: OASeS, 202p. Dierckx, D. (2007), Tussen armoedebeleid en beleidsarmoede. Een interventiegerichte analyse van de Vlaamse beleidspraktijk. Acco: Leuven. 512p.

retrospectieve

en

Nicaise I., (assisted by K. Holman, 2009), Social Impact Assessment, Peer Review in Social Protection and Social Inclusion - Synthesis Report, Brussels: Eur. Commission, DG Employment and Social Affairs, 2009, 47p. Vlaamse Overheid (2010), Vlaams Actieplan Armoedebestrijding 2010-2014, Brussel: Vlaamse Overheid, 92p.

WP 8 - Flanders – Europe Work package number

8

Work package title

Flanders - Europe

Participants

1.1

1.2

2.1


x

x

12


1-48 3.1

1.

Full name of work package: Flemish anti-poverty policies in a European perspective

2.

Period: 1/1/2012 – 31/12/2015

3.

Person months: senior researcher 48 months @ 25% = 12 person-months

4.

Package leader: HIVA

5.

Collaborative partners: a.

Internal: CSB & OASeS (IMPROVE project)

b.

External (other universities, research centers, civil society): /

6. Description of work package Rationale / relevance The failure of the Lisbon strategy to ‘produce a decisive impact on the eradication of poverty’ has triggered a debate on the legitimacy of the dominating paradigms in social policy. Since the crisis of the 1970s and 1980s, the ‘redistributive’ welfare state’ has given way to the ‘active welfare state’. Direct income redistribution through fiscal and parafiscal policies appeared to have reached its limits; henceforth, the state would rather be responsible for the reintegration of excluded groups into social and economic life by means of active labour market policies. With the turn of the Millennium, as the Lisbon strategy paved the way for the knowledge-based society, this paradigm at first did not seem to permeate social inclusion policy. In the policy discourse, work remained the primary instrument for integration, while education and lifelong learning were seen as ‘derived rights’. The available scientific evidence about the impact of investments in human capital on social inclusion did not produce any policy reorientation until the strategy was revamped in 2010. Across time, doubts are also arising about the inclusiveness of these active labour market policies. In practice, work appears to lose part of its protective power of against poverty. This may be due in part to the erosion of low-skilled segments of the labour market in the context of intra-EU competition and globalisation, and partly to the adverse effects of activation as such Part 3 | Acroniem: VLAS

Pagina 46

on the same segments. Cheap activation strategies that are not coupled with investment in poor people’s resources tend to boost competition at the bottom of the labour market ladder, and thus exert a downward pressure on wages and working conditions. Paradoxically, rather than reducing poverty, the European ‘making work pay’ strategy may thus be co-responsible for the rise of ‘in-work poverty’ (Nicaise, 2010). The Europe 2020 strategy seems to acknowledge the problem and to operate a shift to the human capital approach: it heralds a reduction of unqualified school leaving as a headline target, and clearly links this to the poverty reduction target (see WP 8). Admittedly, the EU’s active inclusion doctrine also emphasises the quality of jobs to be created, although this aspect is not (yet) really mainstreamed in overall labour market policies. The same remark applies to the Belgian National Reform Programme 2011. In the mean time, due to the ongoing financial and economic crisis, a new ideological divide is growing across Europe: whereas the EU itself, through the Growth and Stability Pact and the Euro-plus Pact, attempts to impose a tight policy of austerity, financial orthodoxy and flexibilisation of wages and labour markets, social movements are calling for fairer tax policies, regulation (including social minimum standards), and tempering of the intra-EU tax and social competition between the member states. In this way, the public debate about social inclusion links up again with the redistribution paradigm. However, rather than (exclusively) relying on income redistribution, the purpose has become to adequately distribute the so-called social investments. Whereas the old redistributive welfare state focussed on the remedying and compensating for social risks, the social investment state aims to prevent those risks – or at least, to remedy them in more sustainable way (Vandenbroucke & Vleminckx, 2011). The focus of Flemish anti-poverty policy on eradicating child poverty can be seen as an illustration of this trend. In addition to human capital (for the knowledge-based society), social investments relate to investments in the social, economic and cultural capital of the population (child care, education, health care, labour market policy, family policy, social and cultural work, public housing, elderly care…). Yet, many of these ‘social services of general interest’ are currently also subject to the European liberalisation agenda, through the implementation of the Services (Bolkestein) Directive. Along with the liberalisation of public network services (telecom, energy, transport, water, post…) which has already met strong criticism from the anti-poverty lobby, the EU is now promoting intra-EU trade in social services. The key question then arises as to how this liberalisation agenda can be reconciled with the ‘social investment’ agenda – and the need for stronger redistribution in this field (see EspingAndersen & Myles, 2009; Cantillon, 2011a-b; Vandenbroucke & Vleminckx, 2011). It is also on this front that the call for social minimum standards is strongest. Research questions 1. Why has the Lisbon Strategy failed to reduce poverty ? What evidence is there about under-investment in the human capital of socially disadvantaged groups ? Can the adverse effects of (some) active labour market policies on poverty be demonstrated ? 2. What evidence is there of growing in-work poverty in the EU ? Does Belgium (and Flanders in particular) escape from this trend ? Why (not) ? 3. What explains the (failing) actual redistribution that occurs through various types of social investment such as child care, education, public housing, labour market policy, elderly care (Mathew effects in various sectors) ? How can these investments be made more redistributive and accessible for poor households ? 4. What is the (expected) impact of the EU’s liberalisation policy in the public network services sector at large, and in social services of general interest in particular, on the poor ? 5. How effective are social investments as leverages for social inclusion ? 6. How can social minimum standards safeguard fair access to quality services for the poor ? What can EU legislation achieve in this field ? Methodology Given the resource constraints for this work package, the type of research offered will be based on a close monitoring of the international literature, expert interviews, participation in European conferences and seminars, ‘light’ statistical analysis etc. International research Part 3 | Acroniem: VLAS

Pagina 47

projects (e.g. the FP7-projects and networks EQUALSOC, GINI, RECWOWE, IMPROVE, AMELI…) as well as the work of the EC Network of Independent Experts in Social Inclusion will be reviewed from different thematic angles, in order to take advantage of latest publications and findings. Other key sources will include European policy documents (staff working papers, reports of the Social Protection Committee etc.) The emphasis in our own outputs will be put on the relevance of the findings for policy and practice at the level of the Flemish Community and the local level. 7.Deliverables and dates for delivery: on average one (interim or final) report per year (depending on the selection of topics and the duration of the assignment). In addition to policy recommendations, some reports may also provide recommendations for more focussed further research. 8.Valorisation: apart from the report, each assignment should result in an article and a press release or press conference. 9. Nederlandse samenvatting In het kader van Europa 2020 verschuift het accent in het armoedebeleid geleidelijk van een specifiek sociaal doelgroepenbeleid naar een inclusief economisch beleid. Nieuwe spanningsvelden tekenen zich af: tussen liberalisering van collectieve diensten en basisrechten, tussen monetaire en budgettaire orthodoxie en stijgende armoede, tussen de sociale investeringsstaat en het neoliberale beleid. In deze onderzoekslijn worden trends op EU-niveau opgevolgd en geduid vanuit de invalshoek van sociale inclusie. We maken daarvoor gebruik van internationale literatuur, EU-beleidsdocumenten, netwerken op EU-niveau en lopende internationale onderzoeksprojecten. Prioriteit wordt gegeven aan de liberalisering van collectieve diensten. Elk jaar wordt één rapport opgeleverd.

References Cantillon, B. (2011) The Paradox of the Social Investment State. Growth, Employment and Social Inclusion in the Investment State, CSB Working Paper, http://www.centrumvoorsociaalbeleid.be (forthcoming in the Journal of European Social Policy). Esping-Andersen, G. and Myles, J. (2009) “Economic Inequality and the Welfare State” in Salverda, W., Nolan, B., Smeeding, T.M. (eds.), The Oxford Handbook of Economic Inequality, 639-664. Oxford: Oxford University Press. Frazer, H., Marlier, E. and Nicaise, I. (2010) A Social inclusion roadmap for Europe 2020. Antwerpen/Apeldoorn: Garant. Hemerijck, A. (2011) Changing Welfare States. Oxford: Oxford University Press (forthcoming). Nicaise I. (2010), EU 2020 and social inclusion: re-connecting growth and social inclusion in Europe, in: Benz B., Boekh J., Mogge-Grotjahn H. (Hrsg.), Soziale Politik - Soziale Lage - Soziale Arbeit, Wiesbaden: VSVerlag für Sozialwissenschaften / Springer Fachmedien, 2010, p.148-168 Vandenbroucke, F., Vleminckx, K., Disappointing poverty trends: is the social investment state to blame? An exercise in soul-searching for policy-makers, CSB-working paper 11/1, 2011, 35p.

WP 9 - Governance challenges for social innovation Work package number

9

Work package title

Governance challenges for social innovation

Participants

1.1


48


2.1

1-48 3.1


Pagina 48

1. Name of work package: Governance challenges for social innovation 2. Period: 1/1/2012 – 31/12/2015 3. Person months: junior researcher 48 months 4. Package leader: Stijn Oosterlynck (OASeS) 5. Collaborative partners: / 6. Description of work package Aim: This work package aims to do a participatory assessment of the governance challenges of socially innovative actions and policies aimed at poor and socially excluded groups, with specific attention to their policy mix and multi-level governance. Academic and societal relevance: Since the 1970s new, often small scale and localized social actions and policies have emerged in the spatial and institutional margins of the welfare state. They address new forms of social exclusion and poverty (long term unemployment, generational poverty, single parent families, migrant poverty, etc.), that are not adequately met by the market nor by macro-level welfare state policies. These experimental social actions and policies are often referred to as ‘social innovation’, because they provide socially excluded and poor individuals and social groups with new ways to satisfy their own social needs (Chambon et al., 1982, Moulaert et al., 2005, Klein and Harrison, 2007). Social innovation implies a transformation of social relations (in terms of empowerment, social learning, revived community dynamics and collective mobilization) and hence does not limit social policy to the transfer of financial resources. Examples include integrated neighbourhood development plans, community health care centers, cooperatives, ‘social groceries’, participatory budgeting schemes, social economy firms and outreach-based forms of labour market insertion. Because of their flexibility and bottom-up character, socially innovative actions and policies often signal new forms of social exclusion and social risks that the welfare state has not yet identified or older social risks that it has not adequately responded to. Examples are multiple deprivation, for which sectoral policies are insufficient, spatial concentrations of poverty and social exclusion, which requires an area-based approach, and new social risks and needs that are less visible from the perspective of the central state (e.g. social risks and needs associated with migration flows). Since socially innovative actions and policies start from people’s needs and approach these in an integrated way, they are also well-placed to improve the effectiveness of one-sidedly instrumental forms of (labour market) activation, particularly for groups that suffer from multiple deprivation (e.g. long term unemployed migrant, generational poor, etc.) (Thys, 2003). Socially innovative actions and policies and the traditional macro-level instruments of the welfare state are not incompatible, but can complement each other. In this WP, we want to approach effective socially innovative policies and actions as sources of inspiration to rethink the welfare state and adapt it to contemporary societal challenges and insights such as migration, child poverty and a multidimensional perspective on poverty (societal relevance). In order to do so, we need to push the boundaries of social innovation research and cross-fertilize it with the macro-institutionalist research on policy mix and instruments (Beland 2007, Streeck and Thelen, 2005; Lascoumes and Le Galès, 2007) and research on recent territorial changes in the organization of social policies (Kazepov, 2008, 2010) (academic relevance). This implies a research focus on the governance challenges that are associated with the relation between socially innovative policies and actions and the conventional policy actors, instruments and goals of the welfare state. Amongst these governance challenges are the ‘upscaling’ of local social innovation practices, the (formal) institutionalization of successful social innovation experiments, the (in)compatibilities of policy instruments (financing, conditionalities, timing, etc.) at national and European level, tensions between area-based and group-based forms of social innovation and the universal logic of social rights (Leubolt et al., 2009). Research activities and methodology: The assessment of the governance challenges of socially innovative actions and policies will be done in a participatory way, involving a representative selection of social innovation practitioners (both professionals and volunteers), poor and socially excluded people (if and where relevant) and the organizations and associations representing both of these groups. We will use a transdisciplinary method, i.e. a method drawing on academic and nonacademic bodies of knowledge and expertise, that involves academic researchers and the


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aforementioned stakeholders (field workers, policy-makers and people in poverty) in a joint social learning process (Bucchi 2004; Cheng 2008; Irwin and Wynne, 1996; Stilgoe, 2006). Instead of imposing externally defined output criteria, this assessment method blends academic, hands on and policy expertise to arrive at a context-sensitive assessment. The focus on the process of joint social learning ensures that valorization is not limited to reading the research report at the end of the research process, but is a continuous, two-way process. Research activity 1: Literature scan: multilevel governance and policy mix for social innovation This activity scans the macro-institutionalist literature on policy mix and instruments (Beland 2007, Streeck and Thelen, 2005; Lascoumes and Le Galès, 2007) and the literature on recent territorial changes in the organisation of social policies (Kazepov, 2008, 2010) to identify empirical and theoretical insights that can help us to address the multi-level governance challenges for local socially innovative policies and actions and are relevant to the Flemish context. Research on policy mix, which is not often drawn on in the literature on social innovation, will help us to distinguish the different types of policy instruments that are mobilized in social innovative policies and actions against poverty and social exclusion and find new insights on the coordination of policy instruments and goals on various spatial scales (vertical) and in various policy sectors (horizontal). Our understanding of the policy mix of socially innovative actions and policies will be further improved by drawing on the emerging body of research on the rescaling of the design, management and delivery of social policies. This research shows how rescaling processes are closely associated with the proliferation and increasing involvement of a host of new non-state and quasi-state actors in the design, management and delivery of social policies. This literature scan will serve as an input to distil and operationalize the governance challenges for successful local forms of social innovation in research activity 2. Research activity 2: Distilling the main governance challenges for social innovation policies and actions in Flanders On the basis of the insights gathered through the literature scan in activity 1, a paper listing the main governance challenges and the (partial) solutions will be written. Particular attention will be paid to governance challenges associated with the relation between local socially innovative practices and the actors, instruments and goals of national welfare state policies. This paper will be presented to a selected group of stakeholders with proven experience in the field of social innovation and social policy (e.g. Vlaams Netwerk van verenigingen waar armen het woord nemen, Socius, Samenlevingsopbouw, Vlaamse administratie Welzijn, Volksgezondheid en Gezin, Koepel Lokale Diensteneconomie, Samenlevingsopbouw Vlaanderen). Through a questionnaire, they will be asked in advance of the roundtable to rank the governance challenges in order of importance and urgency (or add new ones) and to assess the viability of the suggested (partial) solutions. A roundtable will be organized to arrive at a shared understanding of the eight most important governance challenges and potential solutions. This list of governance challenges will be used as the criteria to both select and assess case studies of socially innovative policies and actions. Research activity 3: Operationalizing the eight selected governance challenges On the basis of activities 1 and 2, a two page document for each of the eight governance challenges will be written, briefly describing the governance challenge (including the different academic as well as policy-related key words with which this challenge has been labeled), a state-of-the-art of the theoretical, empirical and practice-based insights in the challenge and (if possible) a number of suggested general directions for addressing this challenge in the Flemish context. These two page documents operationalize the eight governance challenges and will be crucial tools to guide the selection of case studies and their assessment. Research activity 4: Select 10 case studies of local socially innovative policies and actions This activity is concerned with the selection of 10 case studies of socially innovative policies and actions that address new and growing inequalities and deal with one or more of the governance challenges. There will be three moments for the selection of case studies to enable the refining of selection criteria on the basis of the results of the previous set of case studies. The cases will be sourced in three ways. Firstly, by distributing a ‘call for case studies’ to be distributed to a selected number of stakeholders in the field of local social innovation (see above) and the Steering Committee of the Policy Research Centre. Secondly, by the researchers themselves through scanning the National Action Plans (European OMC). Thirdly, other partners of the consortium will be asked to


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suggest socially innovative policies in their field of expertise. Only local socially innovative policies and actions that were designed and implemented since 1995 will be considered. Research activity 5: Assess the governance arrangements of the selected forms of social innovation The participatory and transdisciplinary methodology is applied to the 10 case studies. For each of the cases a five page document is written on the basis of a selective reading of existing documentation (policy documents, news coverage, assessment reports, data on poverty and social exclusion of the target group/area, etc.). This background paper serves as a preparation for the focus group with the key practitioners and as source of triangulation. The focus group aims to (a) arrive at shared criteria for assessing the governance of socially innovative policies and actions, (b) assess the governance successes and shortcomings on the basis of these shared criteria and (c) assess the pre-conditions for replicating this success in other social and spatial contexts and (d) find possible solutions for the identified governance shortcomings. We anticipate an average of 10 selected participants for each focus group. If on the basis of the focus groups some issues need further probing, additional interviews will be organized. Each focus group (and interview) will be registered and transcribed for further analysis (using NVivo software to code and analyze the qualitative data). Each case study will result in a standardized assessment document (to facilitate comparison across the cases). Research activity 6: Synthesis: rethinking the welfare state This activity has two aims. Firstly, to draw general conclusions from the case studies about how the multi-level governance and the consistency and coherence of complex policy mixes of social innovation actions and policies can be improved. This synthesis work will be based on a transversal reading of the case studies and use the two page documents on the eight selected governance challenges as a basic structure to organize the conclusions around. Secondly, this synthesis paper will reflect on how the welfare state can be rethought and adapted to contemporary societal challenges drawing on the results of the case study work.

7. Deliverables D 9.1 - Taking stock paper: multi-level governance and policy mix for social innovation (month 8) D 9.2 - Paper listing the main governance challenges (month 11) D 9.3 - Report with results of the stakeholder roundtable, including completed questionnaires (as appendix), summary of the results of questionnaire, detailed report of the roundtable discussions and final conclusions from the stakeholder roundtable (month 14). D 9.4 - Ten two page documents on selected governance challenges (month 17). D 9.5i – 10 case study reports (starting in month 20 and ending in month 42 every two months and a half one case study reports are delivered). D 9.6: Synthesis paper with conclusions for more effective governance of socially innovative policies and actions and what this might mean for welfare state (month 48). D 9.7: Book on social innovative actions and policies to be published for social policy-makers and practitioners in Flanders (state of the art of research on social innovation, instructive case studies, implications for welfare state) (month 54).

8. Valorisation Valorisation is not limited to the production of output, but is an integral part of the research process through the participatory and transdisciplinary assessment used in this WP. We will also organize a conference for Flemish social policy makers and practitioners on the occasion of the publication of the book (D 9.7). The Yearbook Poverty and Social Exclusion will be a regular publishing outlet for case study reports.

9.Nederlandse samenvatting


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Dit werkpakket analyseert sociaal innovatieve acties en beleidsinterventies die gericht zijn op arme en sociaal uitgesloten groepen in de samenleving. Meer specifiek wordt een participatorische beoordeling gemaakt van de belangrijkste governance uitdagingen voor sociaal innovatieve acties en beleidsinterventies, waarbij in het bijzonder aandacht besteedt wordt aan uitdagingen die samenhangen met meerschalige governance en de beleidsmix. Sociale innovatie verwijst naar de kleinschalige en lokale acties en beleidsinterventies die sinds de jaren 1970 opgezet worden in de ruimtelijke en institutionele marges van de welvaartstaat. Ze zijn gericht op nieuwe vormen van sociale uitsluiting en armoede (langdurige werkloosheid, kansarmoede, meervoudige deprivatie in achtergestelde buurten, etc.), die niet (adequaat) aangepakt worden door sectoraal beleid of het macro-beleid van de welvaartstaat. In dit WP zien we sociaal innovatieve acties en beleidsinterventies als een bron van inspiratie om de welvaartstaat aan te passen aan hedendaagse uitdagingen zoals migratie en de multidimensionaliteit van armoede. Daartoe wordt het sociale innovatie onderzoek benaderd vanuit macroinstitutionalistische literatuur over de beleidsmix en beleidsinstrumenten en onderzoek naar de territoriale herstructurering van de welvaartstaat en het sociaal beleid. Op basis daarvan en in dialoog met een reeks stakeholders worden de acht belangrijkste governance uitdagingen voor sociaal innovatieve acties en beleidsinterventies opgelijst en uitgewerkt. Die worden dan nader onderzocht in tien sociale innovatie case studies. In die case studies worden sociaal innovatieve acties en beleidsinterventies op een participatorische manier beoordeeld. Concreet worden focus groepen samengesteld, bestaande uit praktijkmensen (zowel professionelen als vrijwilligers), mensen die in armoede leven en de organisaties die beiden vertegenwoordigen. Tot slot wordt op basis van een transversale lezing van de case studies suggesties gemaakt voor een meerschalige governance van en coherente beleidsmix voor sociaal innovaties acties en beleidsinterventies. Daarbij aansluitend worden conclusies getrokken over hoe sociale innovatie kan bijdragen tot een herdenking van de welvaartstaat.

Bibliography Beland, D. (2007), ‘Ideas and institutional change in social security: Conversion, layering and policy drift’, Social Science Quarterly, 88 (1): 20–38. Bucchi, M. (2004), Science in Society: an introduction to social studies of science. New York: Routledge. Chambon, J.-L., A. David and J.-M. Devevey (1982) Les innovations sociales. Presses Universitaires de France, Paris. Cheng, D., M. Claessens, T. Gascoigne, J. Meltcalfe, B. Schiele and S. Schuncke (2008), Communicating Science in Social Contexts. Brussels: Springer. Irwin, A. and B. Wynne (1996), Misunderstanding Science? The Public Reconstruction of Science and Technology. Cambridge: Cambridge University Press. Kazepov, Y. (2008), ‘The Subsidiarisation of Social Policies: Actors, Processes and Impacts. Some Reflections on the Italian Case from a European Perspective’, European Societies, 10 (2): 247-273. Kazepov, Y. (2010), Rescaling Social Policies: Towards Multi-level Governance in Europe. Ashgate. Klein, J.-L. and D. Harrison (eds.) (2007) L'innovation sociale. Emergence et effets sur la transformation des sociétés. Presses de l'Université de Québec, Québec. Lascoumes, P. and P. Le Galès (2007), ‘Understanding Public Policy through Its Instruments—From the Nature of Instruments to the Sociology of Public Policy Instrumentation’, Governance, 20 (1): 121. Leubolt, B., A. Novy and B. Beinstein (2009) Governance and democracy 92. Moulaert, F., F. Martinelli and E. Swyngedouw (2005) Social Innovation in the Governance of Urban Communities: a multidisciplinary perspective 42.11. Stilgoe, J. (2006), ‘Between People and Power: Nongovernmental organisations and public engagement’, Engaging Science: Thoughts, deeds, analysis and action (London, Wellcome Trust, 2006).


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Streeck, W. and K. Thelen (2005), Beyond Continuity: Institutional Change in Advanced Political Economies. Oxford: Oxford University Press. Thys, R. (2003) Bruggen over woelig water. Een kwalitatief onderzoek over opwaartse sociale mobiliteit uit een generatiearme context. In J. Vranken (ed.), Armoede en sociale uitsluiting. Jaarboek 2003, Acco, Leuven.


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WP 10 – Empowerment and Participation Work package number

10

Work package title

Empowerment and Participation

Participants

1.1



1.

Name work package: Empowerment and Participation

2.


3.

Person months: a.

senior researcher (SR): 19 months FTE

b.

researcher KdG: 12 months FTE

c.

package leader (PL): 9 months

4.

Package leader: HIVA - Prof. Tine Van Regenmortel

5.


Internal: Karel de Grote University College (KdG)

b.

External: public and private welfare centres

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2.1

3.1

28

12

6. Description of the work package Why a work package ‘Empowerment and Participation’? A work package on Empowerment and Participation is useful for several reasons. The first is that the empowerment concept complements the structural approach that is the main focus of our Policy Research Centre by translating it to the microlevel of the persons living in poverty and their social networks and immediate living environment; the second is that it focuses on a dimension of the governance paradigm that often is pushed backstage, namely participation; the third is that both concepts focus on the strengths of the target groups, while in most approaches they are described through negative and even pathological descriptors. Empowerment has been growing in popularity as a framework for social exclusion and poverty, not in the least because is connects both thinking and acting. It is also a challenging framework because it requires a fundamental change in the way of looking at social problems and at their solutions with the accompanying implications for intervention, research and policy (Van Regenmortel, 2010; 2008). Empowerment follows a long tradition initiated by forerunners of this paradigm change such as the Poor people’s movements (Piven & Cloward, 1977). Empowerment started to be used in scientific litterature at the end of the 1970s, related to the women’s movement, liberation movements in former colonies, different kinds of self-help organizations, social activism, social mobilizing, protest movements, etc. Empowerment is often linked to participation, power, control, self-realization and influence (Freire, 1972; Solomon, 1976; Pease and Fook, 1999; Payne, 2005; in Jönsson, 2010: 396). Inherent in this perspective is the view of social change that acknowledges the constraints imposed by social structures, and at the same time recognizes the human potential to change both oneself and society. The process here is seen in terms of collective social activity, as opposed to the more traditional view of the individual. The ‘individual bias’ may unwittingly blame individuals and result in interventions and measurement that focus solely on individual behaviour change (Peterson & Zimmerman, 2004). Katz and Kahn (1978) suggested that such an individual bias for interventions is founded upon psychological fallacies whereby individuals are solely responsible for their outcomes without attention to environmental and contextual issues. As Chapin formulated it: ‘Poverty’ may be conceptualized as a pathological condition for which a cure must be found or as an enemy on whom war must be declared. When policies are examined, they are evaluated Part 3 | Acroniem: VLAS

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for their effectiveness in correcting deficits or problems. The strengths perspective requires a reconceptualization of both problems and policies (Chapin, 1995: 506) Inherent to empowerment approach is that is focuses on poor people’s strengths and the resources in their environment rather than on their problems and pathologies; without putting aside their vulnerabilities and experiences. This focus urges the reformulation of problem-focused, pathologycentred approaches to social policy and social action, which emphasize individual deficits and build on problem definitions that essentially blame the victim and ignore structural barriers. This allows the denial for change in social institutions and civil society. The integration of the strengths perspective confronts policy makers and practitioners with a policy approach that does not reduce its target groups to a collection of helpless individuals for whom only top-down measures bring some comfort in their desperate lives; it invites them to participate in the whole process through processes of empowerment. This perspective is rooted in the belief that people can continue to grow and change, on condition that they are granted equal access to resources so that full citizenship is no longer a word but becomes a daily reality. Central values that are most explicitly mentioned in this context are social justice, equality and equity, self-determination, pluralism and democratic participation. The central assumption of the empowerment approach is that social problems arise through an uneven distribution of opportunities and of access to resources. Although this implies that structural changes are needed to resolve complex and sometimes paradoxical social problems, which means that powerful actors have to engage in this process, it also opens up the road for partnerships – thus connecting it to the governance paradigm. Rather than striving for a single solution, it invites all parties concerned to review and bring to bear differing and possibly divergent solutions. This openness and diversity call for creative strategies outside of and beyond the traditional boundaries. According to Rappaport (Rappaport, 1984 in Zimmerman, 2000): ‘Empowerment is viewed as a process: the mechanism by which people, organizations, and communities gain mastery over their lives’ Zimmerman (Zimmerman, 2000) already pointed to participation as one of the three crucial variables that specify the ‘mastery’ in the definition of Rappaport (Rappaport, 1984) along with control and critical awareness. Or, as it is stated more recently by Jacobs (Jacobs et al, 2005: 44): ‘Without participation, empowerment is unthinkable’. Participation, active involvement in social entities, community processes and organizations are a necessary precondition for empowerment. The underlying basic assumption is that appropriate forms of participation result in a greater and more long-lasting effect because they offer the chance to all participants: • to provide and gain a better view of the issue at stake (which provides footholds for effects such as knowledge expansion, critical awareness, self-consciousness and development of capacities); • to create more joint and mutual involvement in the topic (which provides footholds for effects such as development of a sense of belonging and of mutual understanding, realization of joint strengths and qualities, stimulation of the motivation and the will to jointly exert influence). This means that not all forms of participation are suited to sustain processes of empowerment; certain conditions need to be fulfilled. They mainly concern the middle-class bias that is present in most frequently used models of participation. Some paradoxes of participation (Dierckx, 2008): •

Paradox one: Bottom-up versus top-down participation (Dierckx, ). Bottom-up participation often is the outcome of struggles, if not of conflicts. It sometimes it ‘handed over’ to the people from opportunistic motives of the authorities, with fulfilling obligations as an included conditions

•

Paradox two: Even if authorities are sincerely trying, not all residents are willing to participate (selective participation)

•

Paradox three: Middle-class model of participation and civic culture - exclusion of groups with less social cultural capital (migrants, single mothers, functionally illiterate). Problems of


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language, place, time, and understanding what it is all about). Forms of outreaching needed (go to the sites where people spend their daily life) Participation is not a gift but a right and as is the case for rights, one has to fight for it (Vranken, Copenhagen) To avoid the individual and the middle-class bias, a multilevel focus is needed, in theory building, as well as in empirical research and in the measurement of empowerment. The participation of the target group e.g. people living in poverty, is thereby a main issue. The driving force of participation is their experiential knowledge and expertise (Casman et al, 2010; Steenssens & Van Regenmortel, 2010). This source of knowledge is an important complementary form of knowledge next to the scientific and professional knowledge. Empowerment stresses the importance of focusing on client perspectives and outcomes in assessing policy effectiveness. Client’ stories of how they have coped with barriers to getting their needs met are key to effective policy design. An essential component is expansion of the role of people receiving help. The empowerment perspective can be used to conceptualize a new understanding of the relationship between those who are helped and those doing the helping. Although empowerment may be considered multilevel in nature, most empirical work has been limited to the individual level. The core objective of this work package is to integrate the empowerment perspective into social policy and social intervention approaches, in going further than arguing for its necessity; it will develop instruments for measuring empowering effects on the individual and the organizational level. Research activities and methodology Besides knowledge construction and development, another goal is to reach a genuine knowledge transfer to practice and policy development, avoiding the so-called ‘theory-practice’ gap. We discern three research objectives: • The development of an integrated empowerment theory for social inclusion; • The development of instruments/scales for the measurement of empowerment processes and outcomes on different levels (individual and organizational); • The development of an innovative model for empowerment research. These objectives are interlinked and integrated in the research design. In the Flemish country there are social welfare organizations who are working from the perspective of empowerment. Through empowering collaborative action research in these organizations we will develop tools and instruments for the measurement of empowerment and build an innovative model for empowerment research. Three research phases are foreseen: (1) state of the art; (2) action research and (3) valorization and consolidation. Phase 1: State of the art about empowerment measurement and try-out (2012) In the first year, a reasoned inventory of existing instruments and scales for the measurement of empowerment will be written with an eye on their applicability on the situation in Flanders. This inventory will include instruments for different levels of empowerment (individual, organizational, local community), for a variety of target groups (e.g. homeless, mental retardation, psychiatric disability), for various components of empowerment (e.g. control, participation) and for special thematic issues (e.g. activation, health promotion). Besides this meetings with experts and working visits will take place in this phase. Karel de Grote University College developed a scale to measure empowerment on a micro-level (the measurement of psychological empowerment). Valid and reliable scales are integrated into one ‘empowermeter’ and translated into the Flemish context of Public Centres for Social Welfare. The 25item scale is developed for clients and their social workers. This ‘Psychological Empowerment Scale’ is ready for try out. We will select 4 Public Centers for Social Welfare. In these organizations we will measure empowerment for a sample of service users at the start of the helping process and after six months of counseling. We will also test the scale for their social workers. The organizations will be involved in all phases of the research process. We question the stakeholders about their expectations on empowerment measure, organize together a feasible measurement process and test the usability of the instrument. The results of the statistical analyses will be discussed with the stakeholders (the staff of the organizations, the social workers and if possible with groups of service users). We will test


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the validity by the use of factor analysis on the data obtained. The performance of this measurement, the analysis of the data and the feedback from the stakeholders of the services, will give us information about the strengths, weaknesses, opportunities and threats of such an instrument. In this way we evaluate the working of a part of the ‘empowermeter’: the process and the results, which will enable us to further refine this meter and give us information to develop the other parts on a qualitative manner. The Karel de Grote University College will, simultaneously, search for indicators to develop a measurement of empowerment on an organizational level. Based on Peterson and Zimmerman’s nomological network of organizational empowerment (2004), we will look in the 4 Public Centres for Social Welfare for organizational conditions for strengths based social work. This will lead to a listing of items, that can inspire the further development of an instrument to measure organizational empowerment. Phase 2: Action research (2013-2014-the first half of 2015): an Empowering Applied Academic Centre Action research is a methodology with an explicit intent of linking the world of research and practice. Fundamental to action research is the partnership between all stakeholders who are involved in the change process. We choose for an ‘empowering’ type of action research which is characterized by the adoption of an anti-oppressive position in which there is collaboration with vulnerable groups in society (Hart & Bond, 1995). More specific we will use the model of the so-called ‘Applied Academic Center’ (AAC) as a starting point to develop an empowering action research frame. The AAC have been proven to be a useful way to bridge the science-practice gap. In recent years several AAC have been developed in the southern part of the Netherlands in the health care sector and social sector (Garretsen et al, 2007). The researcher - the so-called ‘science practitioner’- has an intensive collaboration with all the stakeholders (professionals, management and clients) and develops a knowledge-exchange infrastructure within the organization and a long-term research program. All parties should benefit from the collaboration. The best available scientific evidence should be integrated with the professional expertise and client values and experiences (Sackett et al, 2000). Action research by the ACC has proven to be an interesting way to implement this kind of evidence based work (Munten et al, 2010). In our Empowering AAC (E-AAC) to develop extra attention will be paid to give voice to the clients, e.g. people living in poverty. Adequate methods will be developed to ensure their active role in the action research. The following ten principles of empowerment evaluation developed by David Fetterman and Abraham Wandersman (2005) will shape the innovative action research: 1. Improvement

6. Community knowledge

2. Community ownership

7. Evidence-based strategies

3. Inclusion

8. Capacity building

4. Democratic participation

9. Organizational learning

5. Social justice

10. Accountability

(1) Taking stock nd

In the first year of the action research (2 year of the work package) developing a sound foundation for the E-AAC is the central issue: the selection of the organizations, the composition of the project group and user platform, the filtering of the project scope and the agreement about frequency, timing and methodology all make part of this phase. The devotion of sufficient time and detailed attention to each of these aspects is a necessary condition to allow ‘ownership’ for all stakeholders involved, especially for the client group. As a result there is a full agreement over the action plan for a participative research program for the next two years. Two welfare organizations will be involved directly and intensely in all phases of the action research process: a public welfare centre (OCMW) and a private welfare centre (CAW). However, to root our findings in a wider field of practice and (thus) expand their theoretical and practical scope, a reflection group will be established for both types of welfare organizations. Each group will consist of five to ten


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organizations and will meet twice a year to discuss interim findings. In order to maximize their capacity to help expand our scope, these organizations will be selected carefully. First of all and in order to advance active engagement in the reflection group, participating organization should have considerable interest in empowerment and a knack for innovation. Criteria to advance the actual theoretical and practical expansion concern variety in organization size (small, medium, large) and in socio-spatial context (urban – rural) amongst the participating organizations. Furthermore, Karel de Grote University College shares the experiences from the try out in the Public Centres for Social Welfare. This experience too can inform the selection of organizations. It will also feed the discussions on measuring and interpreting the data obtained (both within the E-AAC and the reflection groups) and enrich the action plan with concrete data. Discussion on these themes in the EAAC will help to refine the psychological empowerment scale. ‘Bind-Kracht’ (translated as ‘empowerment and linking’), a partnership between researchers, trainers and coaches (people in poverty), anchored in the Karel de Grote University College, will be actively involved in the E-AAC. Coaches (people in poverty who already participated in training programs and action-research) can become partners in the discussions or act as co-researchers. In this manner, we will contribute to the development of a model on empowering research in which service-users actively participate. Service-user-groups from the try out in the Public Centres for Social Welfare in the first year of this project, can, in this stage, be engaged in refining the instruments and evaluation of the initial results. (2) Implementation In the next two years of the action research (3rd and first half of the 4th year of the work package) the action plan will be implemented. The main focus will be on (1) developing and selecting instruments for the measurement of these empowerment processes and outcomes; (2) the testing of these instruments and finally (3) making the empowerment processes and outcomes for clients and the organization more explicit. The research activities will be conceptualized in various research cycles (e.g. period of six months). Each cycle will be evaluated by all stakeholders and their input will be taken into account for the formulation and design of the next phase. This kind of working forms the basis for a dynamic and participatory research process and an emerging research design. When additional funding is available, more thematic parts can be developed (for example for activation or mental health care). Phase 3: Valorisation and consolidation (2015) The research results will be consolidated through a double knowledge transfer process. This double knowledge transfer-process refers to what is known as the close and the extensive radiuses of action for valorisation (Beaudry et al, 2006: 63). The close transfer contains the successful appropriation of the action research results by the initially targeted user community. Together with the delivery of the instruments, answers are provided to questions such as how empowerment interventions and the ongoing monitoring of the empowerment processes and outcomes can be continued and which necessary conditions need to be fulfilled in order to make this possible. The extensive transfer contains the successful dissemination, multiplying the users in other organisations and in this way maximizing its ‘social spin-offs’. Concrete guidelines for the implementation of empowerment research and empowerment measurement in other organizations are provided, as is an outline of the implications for social policy and science. All stakeholders will be involved in this third phase. Together with ‘Bind-Kracht’ trainers and coaches, Karel de Grote University College will elaborate a program on training and support on the use of instruments to measure empowerment, intended for social welfare organizations. We’ll also write a manual on how to use the instruments. The aim is to coach organizations in the implementation of the instruments. In consultation with teachers of social work education, we will develop educational material to integrate our research findings in the bachelor program for social workers. 7.Deliverables: -Interim report of the state of the art about empowerment measurement and empowerment research (end of the first year); -Interim report of the process of the empowering action research (E-AAC) (end of the second year); -International article about empowerment research (end of the third year);


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-Final report and international article about the measurement of empowerment (end of the fourth year). 8. Valorization: A recent study commissioned by the Flemish Council for Science and Innovation (VRWI) describes valorization as (Gijselinckx & Steenssens, 2011: 76): ‘A process enabling the use of scientific knowledge in practice. Valorization is rendering research results appropriate and useful in order to maximise chances for ‘user take-up’.’ Referring to Best et al (2008) the study points to three major perspectives on the relationship between science and practice that underpin the numerous ways in which this process of valorization can take place. According to this typology, the above description of our planned action research through an EAAC clearly fits the third ‘systemic model’ characterised by the context specific co-production of new knowledge by all relevant stakeholders. Considered highly effective in terms of the sought for use of research results (i.e. new knowledge and instruments for monitoring empowerment processes and outcomes), this valorisation process will be followed by a more linear valorisation process in which the research results are disseminated to all relevant audiences in the field of the combat on poverty (i.e. other organizations, scientists, policymakers and students). The means to ensure this goal are: a. A web-based toolkit for the measurement of empowerment; b. An educational program about empowerment research and measurement for practitioners; c. Incorporation of the research results in courses for students in (applied) social sciences; d. A policy brief with implications for social policy and science policy. 9. Nederlandse samenvatting Met als overkoepelende doelstelling de integratie van het empowerment-perspectief in het sociaal beleid en sociale interventiebenaderingen, gaat de theoretische en methodologische kennisontwikkeling in dit werkpakket hand in hand met een doorgedreven kennistransfer naar gebruikers in de beleids- en interventiecontext. De onderscheiden deeldoelstellingen omvatten de ontwikkeling van: een geïntegreerde empowerment-theorie voor sociale inclusie, instrumenten voor het meten van empowerment-effecten op het individuele en het organisatorische niveau, een innovatieve, participatieve onderzoeksmethodologie voor empowerment-onderzoek. In een eerste fase wordt enerzijds een beargumenteerde inventaris opgemaakt van bestaande relevante instrumenten voor het meten van empowerment. Anderzijds wordt de recent ontwikkelde ‘Psychologische Empowerment Schaal’ in nauwe samenwerking met vier OCMW’s uitgetest op gebruiksvriendelijkheid en validiteit. Tegelijkertijd worden indicatoren opgelijst voor het meten van empowerment op het organisatorische niveau. De tweede fase omvat een actieonderzoek waarin, middels een partnerschap tussen alle belanghebbende partijen, de verbinding van de onderzoeks- en praktijkcontext expliciet wordt nagestreefd. Methodologisch vertrekpunt is het Nederlandse model van de ‘Academische Werkplaats’ waarin de zogenaamde ‘science practitioner’ intensief samenwerkt met alle belanghebbende partijen en een infrastructuur voor kennisuitwisseling uitbouwt evenals een lange-termijnonderzoeksprogramma voor het selecteren, ontwikkelen en uittesten van de meetinstrumenten voor empowerment. Vanuit een vernieuwende, bijzondere aandacht voor de participatie van de cliënten in dit onderzoeksmodel, streven wij naar de doorontwikkeling ervan tot een ‘Empowerende Academische Werkplaats’. Een zorgvuldige opstartingsfase moet toelaten om bij alle betrokken partijen ‘eigenaarschap’ van het actieonderzoek te ontwikkelen en resulteren in een gedeeld gedragen actieonderzoeksplan dat gedurende de volgende jaren wordt uitgevoerd. Twee welzijnsorganisaties worden rechtstreeks en intensief betrokken in alle fasen van het actieonderzoek: een OCMW en een CAW. Om de bevindingen evenwel te gronden in een ruimer


Pagina 59

praktijkveld en (zo) hun theoretisch- en toepassingsbereik te vergroten, wordt voor elk betrokken type welzijnsorganisatie een reflectiegroep ingericht waarin zorgvuldig geselecteerde zusterorganisaties op halfjaarlijkse basis tussentijdse bevindingen bediscussiëren. De resultaten van deze discussies worden meegenomen in de halfjaarlijkse evaluaties van de voorbije onderzoekscyclus en de ontwikkeling van de volgende cyclus door alle betrokken partijen in het actieonderzoek. De consolidatie en valorisatie van de onderzoeksresultaten beoogt relevante kennisoverdracht naar zowel de praktijk- beleids-, onderzoeks- als onderwijscontext en omvat: de succesvolle overdracht en toepassing van de ontwikkelde instrumenten in de rechtstreeks betrokken welzijnsorganisaties én in het ruimere praktijkveld, toolkit voor meting van empowerment, vormingsprogramma over empowerment onderzoek en het meten van empowerment voor praktijkwerkers, beleidsaanbevelingen en onderzoeksaanbevelingen, integratie van de onderzoeksresultaten in het bachelor-programma voor maatschappelijk werkers. Literature Beaudry, D. N., Régnier, L. & Gagné, S. (2006), Development chaines for the results of university research with a potential for use by a firm or in another environment. Québec: Conseil de la science et de la technologie du Québec. Best, A., Trochim, W., Moor, G., Haggerty, J., & Norman, C. (2008), ‘Systems thinking for knowledge integration: New models for policy-research collaboration’ In: Ferlie, E., Hyde, P. & McKee, L. (Eds.). Organizing and Reorganizing: Power and Change in Health Care Organizations. London: Routledge. Casman, M.T., Vranken, J., Dierckx, D., Deflandre, D., Campaert, G., (2010), Experts by Experience in Poverty and Social Exclusion. Innovation Players in the Belgian Federal Public Services. Garant. Dierckx, D. (2008), Empowerment of people experiencing poverty: report for the Committee of Experts on Empowerment of People Experiencing Poverty. Strassbourg: Council of Europe Fetterman D. & Wandersman A. (ed.) (2005), Empowerment Evaluation. Principles in practice, The Guilford Press: New York/London, 231p. Freire P. (1975), Pedagogie van de onderdrukten, Anthos, In den Toren, Baarn, 176 p. Garretsen H. et al (2007), Bridging the gap between science and practice. Do applied academic centres contribute to a solution? A plea for international comparative research, Journal of comparative social welfare, 23 (1), p. 49-59. Gijselinckx C. & Steenssens K. (ed.) (2011), Naar waarde geschat. Valorisatie van onderzoek in de humane en sociale wetenschappen, Studiereeks 22, Vlaamse Raad voor Wetenschap en Innovatie, 386p. Hart E. & Bond M. (1995), Action research for health and social care; a guide to practice, Buckingham: Open University Press, Jacobs G. et al (2005), Op eigen kracht naar gezond leven. Empowerment in de gezondheidsbevordering: concepten, werkwijzen en onderzoeksmethoden, Universiteit voor Humanistiek, Utrecht (in opdracht van ZonMw), p.160. Jönsson, J.H. (2010), Beyond empowerment: changing local communities, International Social Work, 53(3), pp. 393-406. Katz D. N. & Kahn R. L. (1978), The social psychology of organizations, New York: Wiley. Munten G. et al (2010), Implementation of evidence-based practice in nursing action research: a review, Worldviews on Evidence Based Nursing, 7 (3), p. 135-157. Sackett D. et al (2000), Evidence-based medicine; How to practice and teach EBM, Edinburg: Churchill Livingstone. Payne M. (2005), Modern social work theory, New York: Palgrave Macmillan.


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Pease B. & Fook J. (1999), Transforming social work practice: Postmodern critical perspective, London/New York: Routledge. Peterson N.A. & Zimmerman M.A. (2004), Beyond the individual: Toward a nomological network of organizational empowerment, American Journal of Community Psychology, 13, 5, p.569-579. Piven F.F. & Cloward R.A. (1977), Poor people’s movements. Why they succeed, How they fail, Pantheon Books, New York, 381 p. Solomon B. (1976), Black empowerment. Social work in oppressed communities, Columbia University Press, New York, 437 p. Steenssens K., Van Regenmortel T. (coördinatie), Cortese V., Vanheerswyngels A. & Hamzaoui M. (2010), Evaluatie van het pilootproject ‘Ervaringsdeskundigen in de armoede en sociale uitsluiting in de federale overheidsdiensten’, HIVA-K.U.Leuven en METICES- TEF-ULB, 67p. (en synthese). Van Regenmortel T. (2010), Empowerment en participatie van kwetsbare burgers. Ervaringskennis als kracht, Amsterdam: SWP, 232p. Van Regenmortel T. (2008), Zwanger van empowerment. Een uitdagend kader voor sociale inclusie en moderne zorg’, oratie, Fontys Hogeschool Sociale Studies, Eindhoven, 76p. Zimmerman M.A. (2000), Empowerment theory: psychological, organizational and community levels of analysis, in Rappaport & Seidman (eds), Handbook of Community Psychology, Kluwer Academic/Plenum Publishers, New York, p.43-63.

WP 11 – Yearbook on Poverty and Social Exclusion Work package number

11

Work package title

Yearbook on poverty and social exclusion

Participants

1.1


56


2.1

1.

Name work package: Yearbook on Poverty and Social Exclusion

2.

Period: 01/01/2012 – 31/12/2015

3.

Person months

1-48 3.1

Junior: 48 months (4*12) Senior: 8 months (4*2) 4.


5.

Collaborative partners: a. Internal: Several researches conducted within the Policy Research Centre will be valorized by publication in this Yearbook b. External (other universities, research centres, civil society): Researchers from outside the consortium will be asked to contribute as guest authors. Civil society actors and policy makers are involved in the preparation process as well as in the debates organized during the annual public conference.

6.


The 'Yearbook on Poverty and Social Exclusion' offers an up-to-date overview of recent evolutions, research findings, practical developments and public policy in the field of poverty and social exclusion. The twentieth edition of the Yearbook will be published in December 2011. These 20 years of knowledge and experience have been built up by Prof. Dr. Jan Vranken, Prof. Dr. Danielle Dierckx and other researchers of OASeS (‘Centre on Inequality, Poverty, Social Exclusion and the City’) of the University of Antwerp.


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Structure of the book By way of introduction, the Yearbook offers the reader a guiding theoretical framework and considers some significant societal developments, which may influence (the perception of) poverty and social exclusion. Part 1 subsequently provides a bird’s eye view of the landscape of poverty and social exclusion. An overview is given of the exclusion issue in important societal areas, such as education or housing. Subsequently, we deal with the situation at the bottom end of the income and spending scale, the situation in the labour market, bottlenecks in the private rental sector, and premature exits from secondary education. We also consider an overview of the most significant developments in the poverty policies of the national, European and Flemish regional authorities. Part 2 contains different chapters focusing on a specific theme, differing yearly. The purpose is to collect different views from academics and other experts on a particular topic, to get an overview of which the difficulties, possibilities and perhaps policy options could be to improve certain situations of social inequality concerning the theme. The theme for the Yearbook on Poverty and Social Exclusion 2011 is ‘migration’. In 2010 the thematic part was tackling questions about the complex relationship between labour and poverty (an extensive list on the different topics in annex). Part 3, finally, focuses on the measurable reality of poverty and social exclusion. First and foremost, it considers the validity and reliability of various poverty figures and of the (statistical) procedures applied. Subsequently, it provides the reader with an annotated collection of the most relevant statistics on the various areas of social exclusion. Content and the making of Every year (since 2003) the editors choose a ‘central theme’ for the Yearbook. When a decision is made on the theme, a ‘round-table’ is organized. All the main actors on this topic are invited to debate for several hours. It gives the editors an idea of the key-issues of the specific topic. Moreover it’s a way to find possible authors and reviewers. Afterwards the editors decide which chapters could be written by which authors. After a whole process of contacting authors, editing, writing and reviewing, the yearbook is published. Although the Yearbook is the most visible and known result, this project contains more than the mere production of the Yearbook. On the one hand, the project includes the production of a databank which contains statistics, research material and bibliographies on the subject of poverty and social exclusion. On the other hand, there is the production of the ‘Yearbook on Poverty and Social Exclusion’ itself, in which the before mentioned and other data are collected and analyzed. As a result of the publication of the Yearbook, a press conference and public conference is organised. Each year the press-conference is widely covered by the main actors of radio, TV and newspapers. About 600 participants attended the ensuing public conference, ranging from a minister and several MPs to social workers and members of poverty associations. Impact of the yearbook The most general impact of the Yearbook is that its ‘multidimensional’ definition of poverty has been taken over by the Flemish and the federal government as their ‘official’ definition; it is also being used as the reference definition by almost all NGOs. Also, topics such as the high health risks of living in poverty, shortage in energy provision, increasing indebtedness of the poor, child poverty in general and the importance of early school attendance have been raised first in the Yearbook. Besides the scientific importance and awareness, special attention is drawn to the readability and the handling of the Yearbook: very different readers need to understand and use the book. Besides, information about poverty and social exclusion is published very fragmented. Due to our extended network we are able to collect all this information to provide it yearly. In this way, the Yearbook contributes to our knowledge and offers a clear overview. Compared to other similar ‘products’, such as ‘poverty barometers’ and ‘poverty monitors’, the strength of the Yearbook is that it provides a complete view on different aspects of poverty. Furthermore are the statistics accompanied by clear explanations and clarifications, with the intention to guide the reader to a correct and objective view of several data. The most important difference is the fact that the Yearbook goes further than merely an update of statistics: it goes into the depth by offering


Pagina 62

material concerning content, clarification, and explanation on relevant issues. By doing so, its relevance for policy makers is rated highly.

Summary of the different themes It’s only since the edition of 2003 that a specific theme was chosen for the Yearbook Poverty and Social Exclusion and its conference. We present a summary of all the themes from 2003 until 2011. 2003:

The daily life of the poor

2004:

Public Centres of Social Welfare (PCSW) and combating poverty

2005:

The poor have their say, 10th anniversary of ‘General Report on Poverty’

2006:

15th anniversary of the Yearbook:

2007:

Poverty and health

2008:

Life and life-events of the poor

2009:

European Year for combating poverty and social exclusion

2010:

The relation between labour and poverty

2011

Migration and poverty

The themes of the following editions will be discussed by the editors and the cabinet of the Ministry. Different factors are taken into account, such as political events (e.g. local elections), urgent new research topics, anniversaries of some social institutions (e.g. 30 years of PCSW), etcetera. The edition of 2012 will probably be dedicated to local policies to combat poverty and social exclusion, as response to the local elections of October 2012.

Planning activities 2012 January-February: decision about topic, brainstorm of possible subjects within the topic and deciding on possible guest authors. February-March: writing of an article based on Yearbook 2011 for specific journal. Inviting experts for discussion seminar. March: expert seminar, debating about key issues related with central theme. April-May: inviting guest-authors. May-July: writing first version of chapters. Inviting reviewers. Sending drafts to reviewers. August-September: rewriting chapters based on reviewers comments. October-November: ‘cleaning’ chapters (editing, spelling and grammar, lay-out, bibliography …). Test version of book: corrections December: publication of Yearbook, press conference, conference January-December: keeping database up-to-date

7.

Deliverables

The book is published in December every year.

8.

Valorisation

A conference will be held in the first week of December and aims for 400 to 600 participants. A press conference is organised in the week before the public conference. Three tv-channels, national radio and the most important newspapers are attending this press conference. Based on the Yearbook, seminars and training are offered to a diverse public (e.g. civil servants, social workers, students). Also articles are published in scientific and practice-oriented journals.


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9.Nederlandse samenvatting Het Jaarboek Armoede en Sociale Uitsluiting biedt een up-to-date overzicht van evoluties, onderzoeksbevindingen, praktische ontwikkelingen en beleid over armoede en sociale uitsluiting. Het komt tot stand door zowel onderzoekers binnen het consortium, als experts daarbuiten, die fungeren als gastauteurs. Het Jaarboek bestaat momenteel twintig jaar en is gebaseerd op de kennis die Prof. Dr. Jan Vranken, Prof. Dr. Danielle Dierckx en andere onderzoekers van OASeS (centrum Ongelijkheid, Armoede, Sociale Uitsluiting en de Stad) doorheen de jaren opbouwden. De inleiding van het Jaarboek biedt een theoretisch kader en beschrijft ontwikkelingen in de samenleving die armoede en ongelijkheid kunnen beïnvloeden. Het eerste deel van het Jaarboek presenteert een overzicht van diverse domeinen van armoede en sociale uitsluiting, zoals inkomen, werk, onderwijs en wonen. Daarbij komen de belangrijkste beleidsontwikkelingen op Vlaams, federaal en Europees niveau aan bod. In deel twee komt sinds 2003 een jaarlijks wisselend thema aan bod, waarbij diverse experts hun inzichten over een specifiek onderwerp bundelen om de moeilijkheden, mogelijkheden en beleidsopties gerelateerd aan het thema op te sporen. In 2011 luidde het thema ‘migratie’. Deel 3 gaat in op de validiteit en betrouwbaarheid van armoedecijfers en presenteert een overzicht van de recentste statistieken over diverse domeinen van armoede en sociale uitsluiting. Nadat de redactie het centrale thema heeft gekozen (in overleg met het kabinet van de minister), organiseert ze een expertseminarie waarbij relevante betrokkenen debatteren over de belangrijkste onderwerpen die bij het thema aan bod dienen te komen. Het geeft de redactie inzicht over mogelijke hoofdstukken en is een kans om gastauteurs en reviewers uit te nodigen. Na een proces van gastauteurs zoeken, schrijven, reviewers aantrekken en herschrijven, is het Jaarboek in december klaar voor publicatie. Het project omvat ook de productie van een databank met statistieken, onderzoeksmateriaal en bibliografieën over armoede en sociale uitsluiting. De meest zichtbare impact van het Jaarboek is dat de multidimensionele definitie van armoede werd overgenomen op het Vlaamse en federale beleidsniveau en binnen sociale organisaties. Specifieke onderwerpen komen vaak voor het eerst in het Jaarboek aan bod. Het Jaarboek is bovendien hanteerbaar voor een breed publiek. Het bundelt de gefragmenteerde kennis op het terrein en biedt zo een duidelijk overzicht. De meerwaarde ten opzichte van vergelijkbare producten zoals armoedebarometers, schuilt in het volledige beeld dat over alle aspecten van armoede geschetst wordt, waarbij inhoudelijk in de diepte wordt gegaan, op zoek naar verklaringen. De statistieken zijn bovendien niet zomaar een update, maar worden duidelijk toegelicht. Het Jaarboek wordt voorgesteld tijdens een persconferentie die kan rekenen op belangstelling van de geschreven en gesproken pers. Een week later organiseert OASeS een colloquium waar het Jaarboek wordt voorgesteld aan een ruim publiek van beleidsmakers, parlementsleden, hulpverleners, mensen in armoede en hun verenigingen. De valorisatie gebeurt verder in de vorm van lezingen, seminaries en publicaties in wetenschappelijke en vaktijdschriften. De thema’s voor de volgende jaren worden gekozen in overleg met het kabinet van de minister en houden rekening met gebeurtenissen zoals lokale verkiezingen of speciale gelegenheden.Er is momenteel het voorstel om als thema van het Jaarboek 2012 ‘het lokale armoedebestrijdingsbeleid’ te nemen, naar aanleiding van de lokale verkiezingen in oktober.

WP 12 – Knowledge Platform Work package number

12

Work package title

Governance challenges for social innovation

Participants

1.1


4

1.

Name work package: Knowledge Platform

2.

Period: 01/01/2012-31/12/2015


2.1

1-48 3.1


Pagina 64

3.

Person months: coordinator

4.


5.


Internal: OASeS, HIVA, CSB, KdG

b. External (other universities, research centres, civil society): governments, civil society, research centers 6.


A knowledge platform will be established as forum where different kinds of knowledge will be confronted and combined. Knowledge on poverty is produced by several actors, like researchers, practitioners, social workers, policy makers, civil servants and people experiencing poverty. These groups each offer their own expertise: expertise by experience, by research, by policy making, and by social work. In terms of Trevithick (2007), we may refer to theoretical, factual, practical and personal knowledge. Her framework acknowledges the knowledge that all parties bring to the encounter, including practitioners, other professionals and involved individuals. In particular, it reframes and elevates the knowledge that target groups, like people experiencing poverty or service users and carers bring by including their knowledge within the same framework as the knowledge demonstrated by academics, professionals, policy makers, thereby ensuring that all forms of knowledge are considered relevant and used in ways that can guide understanding and (policy) action. The task of reframing of target groups’, service users’ and carers’ knowledge in this way calls for careful consideration. With this work package, the Policy Research Centre subscribes the goal of the Flemish government to establish multi-actor governance or interactive policies, by creating space for the perspectives of a variety of stakeholders. So far, this multi-actor perspective was not yet developed in the field of poverty research. The setting of a knowledge platform should function like a laboratory, that aims in the long run to be integrated in regular social science research. The Knowledge Platform will be installed and gathers two times a year. It is conceived as a full day seminar on a specific research topic. Its agenda will be constructed at the first gathering and inspired by the Steering Group of the Policy Research Centre. This Knowledge Platform will consist of policy makers (Flemish, local, European), practitioners, people experiencing poverty and/or their representatives, researchers. We aim for a fixed nucleus of participants that may be complemented with other actors relevant for the topic of the day.

7.Deliverables Knowledge Platform Papers will be produced after each session 8.

Valorisation

Knowledge Platform Papers will be published on the website of the Policy Research Centre

9. Nederlandse samenvatting Het Kennisplatform is een instrument om interactief beleid vorm te geven. Verschillende actoren worden twee keer per jaar samengebracht gedurende een hele dag rond een specifiek thema; Dit thema wordt gekozen in overleg met de stuurgroep van het steunpunt.

Bibliography Trevithick, P. (2008), Revisiting the Knowledge Base of Social Work: A Framework for Practice, in British Journal of Social Work (2008) 38, 1212–1237


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WP 13 – Expert reports and Policy driven research projects Work package number

13

1-48

Work package title

Expert reports and policy driven research projects

Participants

1.1

1.2

2.1

3.1


x

x

x

x


1.

Name work package: Expert reports and Policy driven research projects

2.


3.

Person months: to be specified dependent on the priorities of the Policy Council

4.

Package leader: Coordinator

5.

Collaborative partners: University of Gent, University of Leuven, University of Antwerp

6.


This work package contains expert reports and policy driven (or ad hoc) research projects (B-projects). The ad-hoc research is to be divided by partners. It is not attributed beforehand. The tender document indicates that besides the results of the basic research the policy also needs thematic, policy-specific and supporting studies and analyses. These can be classified in two types. On the one hand, thematic issues will be tackled by various insights gained from the basic research. On the other hand, policyspecific analyses and studies concerning actual themes will be planned, which can influence the current policy formulation and implementation. The expert reports are in the first place an elaboration of research tracks formulated in the proposal of the PRC. We foresee an average of two expert reports per year. By subcontracting, researchers from outside the PRC are engaged to develop one or more expert reports. These experts will collaborate closely with the consortium of the PRC. The PRC remains responsible for interpreting the results and formulating the conclusions. The following topics and experts are already registered (see table). Other experts are as well interested to become involved in the research tracks of the PRC, but further consultation is needed. We mention: - University of Gent, Department Social Agogics, Prof. dr. Maria De Bie: the PRC will consider to collaborate in the Post-academic Course that the University of Gent is organizing on ‘poverty and sustainable development’. Research results may be integrated in the courses. Students may become involved in research. - Artevelde University College Gent, Department Bachelor in Social Care, Mrs. Hilde Linssen: collaboration would be possible on a.o. methods to support families in need Table: Experts and topics for subcontracting Year

Expert

Topic

2012

Isabelle Pannecoucke (Dr.), University of Gent, Department of Sociology

Poverty and social exclusion from a spatial angle

Koen Hermans (Prof. dr.), University of Leuven, LUCAS

Towards an integrated homelessness

2013

Catholic

Jan Vranken (Em. Prof. Dr), University of Antwerp, Department of Sociology

approach

of

Theory construction on poverty and other forms of social exclusion (I)

To be specified


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2014

Bernard Hubeau (Prof. dr), University of Antwerp, Faculty of Law

Human rights approach as a remedy for poverty situations

To be specified 2015

Jan Vranken (Em. Prof. Dr), University of Antwerp, Department of Sociology

Theory construction on poverty and other forms of social exclusion (II)

To be specified

Report 1. Poverty and social exclusion from a spatial angle (Dr. I. Pannecoucke) Poverty as an accumulation of interrelated forms of exclusion (Vranken, 2009: xxi) not only points out its multidimensionality. It also refers to the creation of social differences between people: it separates the poor from society’s generally accepted patterns of life. This differentiation has also a spatial dimension, in terms of segregation and concentration. We find for example regional differences between the Walloon provinces in Belgium, Flanders and Brussels (Vranken, Geldof & Van Menxel, 1997: 72-73). In the cities, which are confronted relatively more with poverty and social exclusion, problems are concentrated in certain neighborhoods (Kesteloot & Meys, 2008). Low-income households, the elderly, the unemployed, or lone parents for example are concentrated in certain parts of cities and regions (Musterd & Murie, 2002: 46). Due to the segregation of dwellings by price and rent ranges, and the resultant spatial sorting of households on the basis of socio-economic status, households aren’t free to live anywhere (Galster & Killen, 1995: 24). Not only the preferences of people play a role in the spatial sorting of households but also (and relatively more?) their financial means. Usually low-income families end up in poverty neighborhoods where they are confronted with several negative neighborhood characteristics. The spatial concentration of poverty for example can lead to a decline in the quality of a neighborhood (Van Kempen, 2001: 54) and negative effects on the essential facilities. The ‘neighborhood institutional resource model’ pays attention to the neighborhood infrastructure which is highly differentiated and marked by the location (Andersson, 2001: 154). Elements like the quality, the availability and diversity of services delivered at the neighborhood level can influence individual’s well-being (Ellen & Turner, 1997: 836). Also the social composition of the neighborhood is an important factor. The ‘collective socialization perspective’ emphasizes the positive impact of some (read: high-status) residents in the neighborhood on others. The middle-class can serve as role model for what young people can aspire to become, communicate values about the importance of education and work (Ellen & Turner, 1997: 838) and provide knowledge about and access to economic opportunities. The ‘contagion model’ however focuses on detrimental effects of the neighborhood composition (Mayer & Jencks, 1989; Crane, 1991). If the proportion of people with a low socio-economic status is high enough, the problematic modes of behavior associated with low status will spread to the other residents. Furthermore the perceived (negative) reputation of a neighborhood can structure the opportunities and experiences of the residents (Atkinson & Kintrea, 2001). All these neighborhood mechanisms point out that residential differentiation influences life chances by a differential access to scare sources (Savage & Warde, 1993; Gieryn, 2000). So on the one hand concentration is a result of a selection process, on the other hand the neighborhood as a weak developed opportunity structure can strengthen social exclusion, concentration. Because the origin of the research on neighborhood effects lies in the VS (Pannecoucke, 2010), one subject of discussion is if we can translate this into an (European) Flemish context which have a different welfare regime. Can we also speak of neighborhood effects in Flanders? And if so, how can we respond to it? Is creating social mix in poverty neighborhoods the key answer? That we have to be cautious we find in research carried out in the Netherlands and the UK. No unambiguous evidence is found that an influx of middle-class residents increases the social cohesion in the neighborhood and the growth of social capital of the original habitants (Arthurson, 2002; Ostendorf et al., 2001). And what about moving to a non-poverty neighborhood? When reading the literature on neighborhood effects we find that social capital receives a lot of attention. The negative consequences of moving or social mix strategies however is mostly neglected. Can moving lead to a breakdown of social capital, to a worsening of the situation of the poor?


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To find answers on these questions we review the existing international research on neighborhood effects. Then we translate these findings into a research agenda to investigate neighborhood effects in Flemish cities. Looking at the differences and similarities between Flanders and other countries (concerning the institutional context, the degree of segregation, policy responses) can shed light on the most relevant neighborhood mechanisms and strategies for Flanders. Isabelle Pannecoucke is a postdoctoral researcher at the Center for Social Theory of the Ghent University. In her dissertation ‘De buurt en de school: gescheiden contexten?’ (The neighborhood and school: separated contexts?) she studied the relation between the neighborhood of children, their school experiences and their perceived life chances. Currently, her research focuses on child poverty with a special focus on the spatial dimension, on the dynamics of gentrification process in city neighborhoods and the theoretical and empirical developments in the research on neighborhood effects. Andersson, R. (2001), ‘Spaces of Socialization and Social Network Competition: A Study of Neighbourhood Effects in Stockholm, Sweden’, in: Andersen, H. T. & R. van Kempen (eds.), Governing European Cities. Social fragmentation, social exclusion and urban governance. Aldershot: Ashgate Publishing Limited, 149-188. Arthurson, K. (2002), Creating Inclusive Communities through Balancing Social Mix: a Critical Relationship or Tenuous Link?, Urban Policy and Research, 20 (3): 245-261. Atkinson, R. & K. Kintrea (2001), Disentangling Area Effects: Evidence from Deprived and NonDeprived Neighbourhoods, Urban Studies, 38 (12): 2277-2298. Crane, J. (1991), The Epidemic Theory of Ghettos and Neighbourhood Effects on Dropping Out and Teenag Childbearing, American Journal of Sociology, 96 (5): 1226-59. De Decker, P. (2004), De ondraaglijke lichtheid van het beleid voor de stad in Vlaanderen. Van geïndividualiseerd woonmodel tot stedelijke crisis: een sociologische analyse. Doctoraatsverhandeling Politieke en Sociale Wetenschappen, Antwerpen: Universiteit Antwerpen. Ellen, I. & M. A. Turner (1997), Does Neighbourhood Matter? Assessing Recent Evidence, Housing Policy Debate, 8 (4): 833-866. Galster, G. & S. P. Killen (1995), The Geographic of Metropolitan Opportunity: A Reconnaissance and Conceptual Framework, Housing Policy Debate, 6 (1): 7-43. Gieryn, T. F. (2000), A Space for Place in Sociology, Annual Review Sociology, 26: 463-496. Kesteloot, C. & S. Meys (2008), Atlas van achtergestelde buurten in Vlaanderen en Brussel, KULeuven & Vlaamse interprovinciale werkgroep Sociale Planning. Mayer, S. & C. Jencks (1989), Growing up in poor neighborhoods: How much does it matter? Science, 243: 1441-45. Musterd, S. & A. Murie (eds.) (2002), The Spatial Dimensions of Urban Social Exclusion and Integration: Final Report, URBEX no.22, Amsterdam: AME. Ostendorf, W., Musterd, S. & S. Vos (2001), Social Mix and the Neighborhood Effect. Policy Ambitions and Empirical Evidence, Housing Studies, 16 (3): 371-380. Pannecoucke, I. (2010), De buurt en de school: gescheiden contexten? Een onderzoek bij kinderen naar de relatie tussen hun buurt en hun onderwijservaringen en –verwachtingen, Leuven: Acco. Savage, M. & A. Warde (1993), Urban sociology, capitalism and modernity, London: Macmillan. Van Kempen, R. (2001), ‘Social Exclusion: The Importance of Context’, in: Andersen, H. T. & van Kempen, R. (eds.), Governing European Cities. Social fragmentation, social exclusion and urban governance. Aldershot: Ashgate Publishing Limited, 41-69. Vranken, J. (2008), ‘From the Social to the Spatial: Stepping-Stones on My Way to a Conceptual Framework’, in: De Boyser, K., Dewilde, C., Dierckx, D. & J. Friedrichs (eds.), Between the Social and the Spatial. Exploring the Multiple Dimensions of Poverty and Social Exclusion, Surrey: Ashgate, xviixxvi.


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Vranken, J., Geldof, D. & G. Van Menxel (eds.) (1997), Armoede en Sociale Uitsluiting. Jaarboek 1997, Leuven: Acco.

Report 2: Towards an integrated approach of homelessness (Prof. dr. K. Hermans) The Flemish Action Plan to combat poverty underscores the importance of sufficient night shelters for the homeless. However, a more structural and integral strategy is needed which builds on the five goals of the European strategy to combat homelessness and housing exclusion. These goals stress the prevention of homelessness and the acceleration of the outflow out of specialized services for the homeless. These goals are confirmed by the Flemish government but need to be translated into policy actions and measures. Foreign successful evidence-based interventions build on a cooperation between the (social) housing sector, welfare services and mental health services. However, there is less research available in Flanders on services for the homeless. As a consequence, these services remain a black box, as less is known on their interventions and effects. This peer review describes successful evidence-based practices and interventions from al least three countries (Finland, Scotland, the Netherlands). In addition, promising innovative Flemish practices and interventions are described and compared to the current international evidence on successful strategies to combat homelessness. Finally, the peer review will describe the policy actions which are needed to implement the policy recommendations of the European Consensus Conference on homelessness in a Flemish context. Dr. Koen Hermans is projectleader at LUCAS, Centre for care research and consultancy, KU Leuven. The last three years, commissioned by the Flemish government. Commissioned by Feantsa and Habitact, he made up a peer review on the local strategy to combat homelessness in Amsterdam. In the past, he also worked together with Feantsa in a study commissioned by Cedefop (European Centre for the Development of Vocational Training) about generic competences of frontline workers in social care services. He is also co-promotor of the Policy Research Centre Welfare, Health and the family, in which he takes part in a research project on the evaluation of Public Centres for social welfare (OCMW) and Centres for general welfare (CAW) from the perspective of the user. Relevant publications: Demaerschalk, E., Hermans, K. (2011). Dak- en thuislozen. Het Vlaamse aanbod voor dak- en thuislozen gemoduleerd. OCMW Visies, 26 (1), 69-72. Hermans, K., Raeymaeckers, P., Casman, M. (2010). The active welfare state in Belgium. In: Poverty in Belgium, Chapt. 6 (pp. 103-124). Leuven / Den Haag:. Acco. Demaerschalk, E., Hermans, K. (2010). Aanbodverheldering Vlaamse thuislozenzorg, Leuven: LUCAS. Hermans, K. (2010). FEANTSA-HABITACT Peer Review on Homelessness Policies in Amsterdam. 34 maart 2011. Hermans, K., Demaerschalk, E. (2010). Gluren bij de Buren - Bestrijding van thuisloosheid. Lessen uit Amsterdam. Alert voor Sociaal Werk en Politiek (3), 44-53 DeSmet, A., Hermans, K., Verlinde, E., Willems, S., De Maeseneer, J., Van Audenhove, C. (2010). Het hulpaanbod voor mensen met depressieve klachten in (I)CAW en OCMW: beantwoordt het aanbod aan de vraag?. Leuven: SWVG. Hermans, K., De Coster, I., Van Audenhove, C. (2007). Bed Bad Brood - Laagdrempelige opvang van thuislozen. Antwerpen/Apeldoorn: Garant Declercq, A., Hermans, K. (2005). Recht op maatschappelijke dienstverlening. 1 : Expertennota: Welzijnsdiensten en mensen in armoede. In Op de Beeck, T. (Ed.), Armoede en sociale uitsluiting : eindverslag van het vooruitgangs- en toekomstcongres inzake de bestrijding van armoede en sociale uitsluiting in Vlaanderen - 2004. Vooruitgangs- en toekomstcongres inzake de bestrijding van armoede en sociale uitsluiting in Vlaanderen. Brussel, 6 mei 2004 (pp. 97-108). Brussel: Ministerie van de Vlaamse Gemeenschap. Administratie Gezin en maatschappelijk welzijn. Declercq, A., Hermans, K. (2005). Recht op wonen. 2 : Expertennota : recht op energie. In Op de Beeck, T. (Ed.), Armoede en sociale uitsluiting : eindverslag van het vooruitgangs- en


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toekomstcongres inzake de bestrijding van armoede en sociale uitsluiting in Vlaanderen - 2004. Vooruitgangs- en toekomstcongres inzake de bestrijding van armoede en sociale uitsluiting in Vlaanderen. Brussel, 6 mei 2004 (pp. 19-39). Brussel: Ministerie van de Vlaamse Gemeenschap. Administratie Gezin en maatschappelijk welzijn. Hermans, K., Declercq, A. (2003). Social assistance in Belgium. In: Buck T. (Eds.), Poor relief or poor deal? The social fund, safety nets and social security. Aldershot:. Ashgate.

Report 3: Theory construction on poverty and other forms of social exclusion (I + II) (Em. Prof. dr. Jan Vranken)

Part I - Following up of international developments in theory construction on poverty and other forms of social exclusion – so as to enrich the fragments that have been constructed by Flemish researchers. The negative connotations of theory are that it is something that has no practical significance, that it is only of interest to academics, and that it has almost no impact on the actions taken by experienced and successful managers. The positive connotations of theory are that it provides an explanation of what has happened and perhaps what will happen, it provides the 'invisible hand' that directs actions of policy-makers, even if they are not explicitly aware of its presence, or that it is a useful generalisation. Of special importance are: the relevance of the ‘culture of poverty’ – concept for a better understanding of poverty in contemporary societies; the perverse relationship between social exclusion/inclusion and social cohesion; the relevance of the triangle people-places-policies in relation to poverty and social exclusion; the place of ‘the poor’ in modern social stratification. My own experience of over forty years has confirmed R.K. Merton’s statement that ‘there is nothing so practical as good theory’.

Part II - Further development and possible applications of the ‘six perspectives on poverty’-model Originally limited to four perspectives (at the macro- and micro-level only), this model was further elaborated through discussions to six perspectives (inserting the meso- or institutional level) and connecting them to policy-making and social action (how could they be used for the analysis and appreciation of programmes and policies?). There is, however, much to do in terms of the specification of those perspectives (their strengths and weaknesses), of putting them in an international comparative framework (have they been identified elsewhere?), and of their usefulness to understand specific behaviour, actions, and policies. Internal cause

External cause

Individual

Deficiency model

Accident model

(micro)

(the person is responsible)

(accidents happen to everyone)

Meso

Institutional deficiencies

Institutional context

(Institutional)

(physical and social thresholds)

(Stigmatisation of social service)

Society

Structural model

Cyclical model

(macro)

(it’s the way society is organised)

(rapid social change, economic cycles)


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Jan Vranken (°1944), who is an emeritus full professor since 2009, has accumulated some expertise in these matters over many years – in fact since 1968 when he first attacked the problem of poverty. His CV is too long and too diverse to reproduce it here. Some important features (see www.oases.be): - He started editing a Flemish ‘Jaarboek Armoede en Sociale Uitsluiting’ in 1992 and produced 19 issues. -

He coordinates a parallel Belgian yearbook in 2010 (1st edition in 2011)

- He is the founding father of the Centre OASeS, managed the Centre until 2009 and was the promoter of many projects concerning a wide array of facets of poverty and social exclusion: structures of the daily life of the poor, poverty and social networks, poverty and homelessness, multidimensional measures of poverty, poverty and the life cycle, poverty and mental health, poverty and migrants, presentation of the poor in the daily press, poverty in an urban context, etc. - He has worked closely with policy-makers and thus knows how to connect both the scientific and policy relevance of research -

He co-ordinated several European projects, including two Framework projects

- He was and is invited by many internal and international organisations to formulate expert opinions on poverty and urban matters in expert reports (such as peer reviews in the OMC), invited keynote speeches, and lectures at universities. - He possesses a number of practical skills that could come in handy: he is well introduced in most common software, has a good to excellent knowledge of three languages (apart from Dutch, that is), is an experienced editor of texts and knows how/where to find relevant information. He is well read in the subject matters of this Policy Research Centre. (For publications: see section expertise OASeS)

Report 4: Human rights approach as a remedy for poverty situations (Prof. dr. Bernard Hubeau) The central debate is about the human rights approach as a remedy for poverty situations. Which role do the fundamental social and economic rights play or could play in poverty and situations of poverty, and in the improvement of the social and legal conditions of the population categories concerned? The question has a huge relevance for the situation of poor people in general and for their position towards welfare state policies and interventions, e.g. in the field of housing conditions and affordability of good housing. We would like to focus on the fundamental social and economic rights that have been included in the Belgian Constitution since 1994, and on the right to decent housing as a “case”. We’ll have to discuss the so-called “normative effectiveness” of the fundamental social and economic rights, focusing on situations of poverty: how do those rights affect situations of poverty? Another question is the debate on the content of the fundamental rights and the relation to poverty situations. And finally, do these rights apply directly to situations of poverty, and what is the role of the concept of “human dignity” as a general reference framework, and of the “standstill” principle as a guarantee for progress with respect to the effectiveness of fundamental rights? How are those principles applied by the legislator, by the judge and by actors and institutions of the welfare state in situations of poverty? See also: N. BERNARD and B. HUBEAU, “Poverty and Fundamental Social and Economic Rights: on the Effectiveness of the Right to Decent Housing”, in D. DIERCKX, N VAN HERCK and J. VRANKEN (eds.), Poverty in Belgium, Leuven/Dan Haag, Acco, 2010, 195-205

4 Opportunities to collaborate with other Policy Research Centres In this section we discuss how the research activities of the Policy Research Centre on Poverty and Social Exclusion relate to the other centers. In our application we emphasized that poverty is a multidimensional phenomenon. Consistent with this definition, we argue that policy research on poverty and social exclusion must be conducted taking the specific findings of other Policy Research Centres into account.


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Therefore our first aim is to make an effort to formulate our findings, research topics and publications relevant for different policy domains. To fulfill this goal we refer to the yearbook on poverty and exclusion which is part of Work Package 11 (WP 11). Since its first publication in 1991 the yearbook has become a reference work for policy representatives and the general public concerning research results on a large variety of poverty issues. Therefore we will use the yearbook to disseminate our findings. We also present the yearbook as a platform where researchers of other Policy Research Centres can valorize their research results. We contact other centers and invite them to publish their results that are relevant for poverty research. Next to the dissemination of results in the yearbook as a way to combine research insights from different policy domains, we will also conduct research in close collaboration with the other Policy Research Centres. In the following paragraphs, we demonstrate how the research activities of the Policy Research Centre on poverty can be considered as highly complementary with the research of other Policy Research Centres. Before we start our overview we emphasize the obvious statement that poverty is related to every other topic that is covered by the different research centers. The scope of this paragraph is therefore too limited to address the full overlap between poverty and all the other policy domains. For this reason we will focus on some very specific opportunities, research topics and data that facilitate a close and very fruitful collaboration. Here also, we must stress that every result from the collaboration with other research centers can be valorized in the yearbook of poverty and social exclusion, which is part of Work Package 11 (WP 11). In a last paragraph we will elaborate on our strategy how to develop a collaboration with the other centers.

1.

The Policy Research Centre on culture

The Policy Research Centre on culture plans to investigate the social and cultural participation of people in poverty. They will analyze the role of different resources such as physical capital (e.g. health, intelligence and looks), economic capital (education), social capital (networks) and cultural capital (norms and values). Our Work Packages on the measurement and description of poverty provide complementary insights concerning this issue(WP 1, WP 2 & WP 6). More specifically we make recommendations to improve the measurement of poverty when the impact of different determinants of social and cultural participation are being assessed. We suggest to improve the research on social and cultural participation of people in poverty by including measures of multidimensional poverty. Next, the PRC on culture investigates the social and cultural participation of ethnic minorities. Here, our multilevel research (WP 4) on the problems and solution strategies regarding migrants experiencing poverty contribute to an understanding on how to improve the cultural and social participation of ethnic minorities. More specifically, our WP 4 leads to a well-designed and very concrete set of policy recommendations to improve the social and cultural participation of ethnic minorities experiencing poverty. These recommendations will be based on the multilevel design of our research contributing to an understanding of how the well-being – also on the domain of social and cultural participation – of the target group of ethnic minorities can be enhanced.

2.

The Policy Research Centre on Youth

The Policy Research Centre on youth plans to organize a school survey and wants to include different measures of poverty. As stated in the above, the WPs 1, 2, 6 and 11 provide more knowledge on poverty trajectories and the measurement of multidimensional poverty. This expertise can be used by the Policy Research Centre on youth to improve their school survey and assess the poverty situation of their target group. More specifically, we formulate recommendations to include several deprivation indicators. Doing so, an in-depth analysis of how youth experiences poverty in its school environment becomes possible. Also, both research centers – PRC on poverty and PRC on youth - can profit of their combined effort to fulfill both of their research goals. Furthermore we noticed that the Policy Research Centre on youth aims to improve knowledge concerning social inequality and diversity of their target group. This goal relates to our Work Package 4 (WP 4) on the solution strategies concerning poverty amongst migrants. More specifically our results can contribute to knowledge on the solution strategies of young migrants coping with their poverty situation.


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Next, we stress that our WPs on public polices and strategies in Europe and Flanders seem to have an important added value to the research activities of the Policy Research Centre on youth. The work packages 7 and 8 are aimed to improve the knowledge dissemination of research towards representatives of the regional (Flemish) and European governments and to improve methodological skills on poverty proofing or poverty impact assessment. We state that these WPs help to compare, disseminate and assess the impact of good practices on the topic of the social and cultural integration of people in poverty and ethnic minorities (WP 8). 3.

The Policy Research Centre on Equal Opportunities

The Policy Research Centre on equality conducts research on processes of discrimination on the domain of physical and mental disability, gender and sexual identity. Our research can improve knowledge on the relation between discrimination and poverty. The expertise of the research centre on poverty can be used to provide information on different poverty measures (multidimensional, basket method) and to disseminate the results in the yearbook on poverty and social exclusion. Next, our focus on a multilevel analysis of solution strategies concerning the poverty risk of migrants (WP 4) sheds light on how different processes of discrimination influence the poverty risk of these target groups. Furthermore our WPs 10 and 12 on empowerment and capabilities improve insights on how specific target groups suffering from discrimination can be empowered so that they develop positive strategies to cope with their negative experiences. Here we can adopt our empowerment measures to assess the extent of empowerment. Finally we emphasize that the organization of the knowledge platform - which will be the result of WP 12 – will formulate recommendations on how to improve the empowerment of discriminated target groups at the actor, the community and the policylevel. 4.

The Policy Research Centre on Environment

The Policy Research Centre on environment investigates the impact of pollution on the health of the Flemish population. Our expertise can be used to analyze if people in poverty are more exposed to harmful pollution effects. More specifically, we propose to use the data gathered by the bio monitoring project and analyze the exposure of people in poverty. We emphasize that the results can be valorized in the yearbook of poverty and social exclusion. 5.

The Policy Research Centre on Welfare

The Policy Center on welfare is planning to screen the care needs of the Flemish Population. Our expertise on measurement of poverty can delimit the population in poverty in order to conduct a more in-depth analysis of their specific needs. These findings contribute to a significant improvement of welfare services towards the target group of people in poverty. Furthermore, the Policy Research Centre on Welfare and Policy Research centre Poverty contribute to the development of the ‘JONG intensive’ panel in the period 2012-2016. This topic will be discussed when we focus on the collaboration with the Policy Research Centre on Education in one of the following paragraphs. 6.

Policy Research Centre on space

Problems related to spatial issues are very relevant for the Policy Research Centre on poverty, especially for Work Package 9 (WP 9) on social innovation. In this WP we try to evaluate spatial innovative projects that focus on neighbourhoods that are confronted with a spatial concentration of social risks. These spatial innovative projects are very relevant within the framework of the ‘European Platform Against Poverty’ within the Europe 2020 strategy. The PRC on poverty will study social innovation at the local level and analyze the connection between the social and spatial dimension of poverty and social exclusion (WP 9). The bridge towards this PRC will also be formed by the expert paper of the University of Gent (I. Pannecoucke) that aims to investigate the spatial dimensions of poverty and social exclusion (see WP 13). 7.

Policy Research Centre on civic integration:

One of the aims of the Policy Research Centre on civic integration is to investigate the efficiency and effectiveness of migration and integration policies. Our multilevel analysis of solution strategies concerning migrants experiencing poverty (WP 4) can be complementary to the research agenda of the PRC on migration and integration in several ways. First of all our analyses will result in a better understanding of the context and poverty situation of different migration groups moving into Flanders. Second, the multilevel nature of our analysis allows us to formulate recommendations concerning migration policy aiming to lower the poverty risk of migrants in Flanders. These recommendations are related to different policy levels. Part 3 | Acroniem: VLAS

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We also stress the relevance of WP 9 that focuses on social innovative projects in poor city neighbourhoods. This WP will focus on projects where migrants are involved and therefore can directly lead to more knowledge on how to ‘mitigate’ the negative societal effects of poor neighbourhoods with a large majority of migrants. Recommendations will be formulated towards policy makers on how to organize and evaluate such innovative projects. 8.

Policy Research Centre on housing

It is obvious that the Policy Research Centre on housing conducts research that is closely related to the poverty issue. Housing can be considered as a very relevant policy domain for all of our work packages. For example, we will include housing variables to assess a multidimensional poverty measures. Next, we also look at the housing situation when different vulnerable groups such as young children and migrants are involved (WP 3,4 & 5). Furthermore, when looking at social innovation at the spatial level, we find it important to include the housing dimension. More in specific we plan to collaborate with the research activities of the Policy Research Centre on housing concerning migration and ageing. This collaboration will be executed as part of WP 9 that analyzes social innovative projects at the local level. Finally the Policy Research Centre on poverty also finances consultancy assignments on homelessness, which is closely related to housing (see WP 13). 9.

Policy Research Centre on Education

The research of the Policy Centre Research on Education provides many opportunities to develop an extensive collaboration on topics related to poverty. One of the goals of the PRC on education is to provide a very extensive evaluation of the Flemish Equal Educational Opportunities Policy. To this aim the researchers of the PRC on education analyze attendance rates and student outcomes. Furthermore, the role of teacher expectations, grade retention and referral to special education on the educational gap between middle and low SES/ethnic minority students will be investigated. These research goals are complementary with our Work Packages on the measurement of poverty (WP 1, WP 2 & WP 6). Further we argue that WP 4 on the multilevel analysis concerning the vulnerable migrant population could lead to interesting, complementary insights. On a more concrete level the PRC on Poverty will collaborate on the data collection and analysis of the ‘JONG-intensive’ panel in the period 2012-2016, three policy research centres join efforts to invest in data collection and open opportunities for collaborative research. Primarily funding will be provided by the initiator of the panel, the Policy Research Centre ‘Well-being, health and family’. Negotiations lead to the involvement of the PRC ‘study and school careers’ and the PRC ‘Poverty’. The PRC ‘study and school careers’ aims at surveying kindergarten teachers. The PRC ‘Poverty’ will focus on extending the existing sample with 100 socially disadvantaged children (and their families) from the initial cohort. As such, coordination of activities between these PRC’s will lead to efficiency gains in data collection and opens up the opportunity for future collaborative research. 10.

Policy Research Centre on work and social economy

The Policy Research Centre on poverty will focus on topics of work and social economy where the European recommendation on active inclusion is involved. Since 2006 the aim of the new active inclusion approach that has become key to the social Open Method of Coordination is to achieve a better balance between growth, jobs and social inclusion. For this aim we collaborate with the Policy Research Centre on work and social economy when activation policies are involved. One of the aims of the WP 8 is to formulate recommendations on how European policy can be implemented at the regional level in Flanders. More particular, we can analyze and evaluate social innovative activation projects trying to activate people in poverty (WP 9). Good practices of activation policies at the local level can be formulated and compared among different regions other European countries (WP 9 & WP 8). Furthermore, we include findings from our research on empowerment and capabilities research. We collaborate with the Policy Research Centre on work and social economy to implement empowering activation policies and strategies of people in poverty and special vulnerable target groups such as migrants (WP 4). Finally, we argue that an intensive collaboration with the PRC on work and social economy is necessary where the topic of empowerment is concerned. The Policy center on welfare will conduct research to implement the empowerment framework in the social economy. The development of the integrated empowerment theory for social entrepreneurship will be inspired by and worked out in line with the development of the integrated empowerment theory for social inclusion by the Policy Research Centre on poverty (WP 10). Likewise, the same methodology with respect to


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the development of instruments/scales for the measurement of empowerment processes and outcomes by Policy Research Centre on poverty will be followed in order to capture the aspects of 'empowering work' and 'community empowerment' through social entrepreneurship. This means that these research activities will take place along the lines of the 'empowering Applied Academic Centre' developed by the Policy Research Centre on poverty. In other words, the research activities undertaken to develop instruments/scales for the measurement of empowerment processes and outcomes will be joint activities by the researchers and representatives of the relevant stakeholders of social enterprises. Therefore, a project group and user platform will be established, with clear agreements on the timing, scope and methodology. We aim to arrive at the construction of instruments/scales for empowerment that are realistic and agreed upon by the field. We also aim at the formulation of realistic policy recommendations. Therefore joint production of knowledge on empowerment outcomes, processes and conditions is deemed necessary. This way, we want to offer innovative scientific support to actors in the social economy, the society at large, and governments responsible for the creation of a facilitating framework for the development of a more social economy. At the end of the research period, extensive dissemination is foreseen (seminars with practitioners and policy makers, concrete guidelines for the implementation of empowerment measurement).

11.

Different ways to improve collaboration

As stated in the above we are convinced that ‘good’ policy research on poverty must be conducted in close collaboration with different Policy Research Centres working on a large variety of topics. We made some very specific propositions on how collaboration between other Policy Research Centres is possible. How are we going to put these ideas into practice? First of all we plan to attend at least one meeting of the steering groups of the different Policy Research Centres mentioned in the above. We get a close look at their research activities and we point out very specific recommendations on how to include the topic of poverty into the research plan of the different centers. Second, we will put the topic of poverty on the agenda of the coordinating meeting of all research centers (‘Steunpuntforum’). More specifically, we will discuss different research themes, concepts, methodologies and valorization strategies to support other centers to conduct their research and disseminate their findings taking the issue of poverty into account. Finally we propose to conduct research in a co-operative setting, transcending the boundaries among different Policy Research Centres. For example, researchers of the policy center on poverty can help to conduct fieldwork, to construct survey questions, to interpret data and to act as co-authors on publications. To summarize we emphasize that we will make a great effort to support, promote and sensitize the other Policy Research Centres to conduct research on poverty. To fulfill this aim, we will develop a very intensive collaboration with different relevant research centers by participating in steering groups and the coordinating meeting, but also by maintaining informal contacts among researchers and actually co-operate in different stages of the research activities from other centers.


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5 Management 5.1 Algemeen management Het VLAS wil een sterke interdisciplinaire teamwerking uitbouwen. Verschillende academische disciplines zijn in de onderzoeksgroep aanwezig: economie, sociologie, geografie, psychologie,…. Door de combinatie van jonge en ervaren onderzoekers worden onderzoekers van bij de start opgevolgd en krijgen ze feedback van collega’s uit de eigen en andere disciplines. De meeste promotoren en onderzoekers hebben reeds constructief met elkaar samengewerkt in vroegere onderzoeksprojecten. Het organorgram wordt hier schematisch weergegeven.

Schema: Organisatiestructuur

Beleidsraad

Dagelijks bestuur

Directeur

Stuurgroep

Logistieke cel

Transversale onderzoeksactiviteiten

Onderzoekslijn armoede en sociale uitsluiting

Onderzoekslijn armoedebestrijding en -beleid

De eindverantwoordelijkheid voor de werking van het Steunpunt ligt bij de promotor-coördinator of Directeur, die als voorzitter van het Dagelijks Bestuur de werking stuurt en ingrijpt wanneer nodig. In het meerjarenprogramma (zie deel 3) wordt het eerste werkpakket (WP 0) besteedt aan de taken van het algemeen management, dat aan de Directeur wordt toegedicht. Het Dagelijks Bestuur bestaat uit de inhoudelijke eindverantwoordelijken vanuit de vier partners. Hierin aangevuld met een doctorandus. Het dagelijks bestuur komt minimaal 4 keer per jaar samen.


Pagina 76

De Stuurgroep bestaat uit een afgevaardigde van het kabinet van de bevoegde minister, van de bevoegde administratie, de promotor-coördinator van het steunpunt, een (ander) lid van het Dagelijks Bestuur, een lid van de Strategische Adviesraad, een vertegenwoordiger van het Vlaams Netwerk van Verenigingen waar armen het woord nemen. De Beleidsraad bestaat uit een afgevaardigde van het kabinet van de bevoegde minister, van de bevoegde administratie, aangevuld met de promotor-coördinator op expliciete vraag van het kabinet. De frequentie waarmee de Beleidsraad samenkomt wordt aangegeven door het kabinet. De onderzoekers bewegen zich in de verschillende onderzoekslijnen. Tweemaandelijks wordt inhoudelijk overlegd over de geclusterde projecten. Minimum tweemaal per jaar worden alle onderzoekers samengebracht om de inhoudelijke lijnen te bespreken. Het kennisplatform zal omtrent specifieke onderwerpen mee een klankbord vormen om de inhoudelijke lijnen verder te verfijnen of bij te sturen. Jaarplannen worden opgemaakt en nauw opgevolgd door het DB. Wanneer nodig worden wijzigingen in de planning in het DB bekeken en met de opdrachtgever doorgepraat. Een overzichtstabel met stand van zaken wordt per werkpakket opgemaakt en ook aan de stuurgroep doorgegeven, inclusief de te verwachten deliverables. Concrete invulling van functies -

-

-

Promotor-coördinator / directeur: Danielle Dierckx Dagelijks Bestuur / Executive Board: o Inhoudelijk verantwoordelijken: UA, OASeS (2): Danielle Dierckx, Stijn Oosterlynck, KUL / HIVA (2): Tine Van Regenmortel, Ides Nicaise (vervanger: Steven Groenez) UA, CSB (1): Natascha Van Mechelen KdG Hogeschool (1): Kristel Driessens UGent (1): Michel Vandenbroeck o Andere leden: doctorandus Peter Raeymaeckers Stuurgroep / Steering Committee: kabinet, administratie, coördinator, lid van Dagelijks Bestuur, lid van Strategische Adviesraad, Vlaams Netwerk van Verenigingen waar armen het woord nemen o Voorzitter: Magda De Meyer o Secretaris: Youssef El Boutaibe Beleidsraad / Policy Council: kabinet, administratie, coördinator enkel aanwezig op expliciete vraag van kabinet

5.2 HRM –beleid Het steunpunt zal in totaal over een onderzoeksequipe beschikken van een 14-tal junior en senior onderzoekers en/of projectleiders. Bij de samenstelling van deze onderzoeksequipe zal rekening worden gehouden met een aantal elementen: -

Wetenschappelijke kwaliteit: de onderzoekers moeten beantwoorden aan kwaliteitsnormen inzake wetenschapsbeoefening; dit uit zich in de behaalde graden aan de universiteit, maar ook in de wetenschappelijke gedrevenheid Ervaring: er zal een evenwicht nagestreefd worden tussen doctors, senior medewerkers en junior medewerkers Teamsamenstelling: er zal gestreefd worden naar complementariteit inzake competenties en disciplines in het team. Expliciete aandacht gaat naar de criteria diversiteit en gender.


Pagina 77

Voor de personeelsbezetting van de programma’s worden bij voorkeur personeelsleden ingezet die de intentie hebben om te doctoreren, zodat Vlaanderen na een periode van 5 jaar beschikt over een kritische massa aan doctors gespecialiseerd in beleidsgericht onderzoek in armoede en sociale uitsluiting. De personeelsleden die ingezet worden voor de programma’s zullen in arbeidsovereenkomst krijgen van 5 jaar, weliswaar met een ingebouwde proefperiode.

principe

een

De verschillende elementen van de HRM-cyclus zullen als volgt worden ingevuld: -

-

Werving en selectie: Er zal eerst nagegaan worden in welke mate het bestaand personeel van de verschillende entiteiten in aanmerking komt voor het steunpunt. Dit zal in hoge mate het geval zijn, wat een extra meerwaarde betekent inzake ervaring en expertise. Aanvullend zullen nieuwe medewerkers gerekruteerd worden via diverse kanalen (internet, netwerking, advertenties, ...); Er zal een preselectie doorgevoerd worden op basis van CV; de eigenlijke selectie gebeurt via situatieproeven en interviews door leden van het DB en nauw betrokken experten. Criteria gender en diversiteit maken inherent deel uit van de selectie. Evaluatie: medewerkers zullen maximaal gestimuleerd worden om zich bij te scholen en zich te vormen; een belangrijk element hierin is de deelname aan netwerken en de participatie aan (internationale) congressen Verloning: de verloning gebeurt volgens de barema’s van de universiteiten en hogescholen (bursaal, assistent barema 43, doctor assistent barema 44)

De dagelijkse sturing en coaching van de onderzoekers gebeurt door de projectleiders en door de ZAP-verantwoordelijken. Teamwerking binnen elke entiteit en tussen de verschillende entiteiten zal maximaal gestimuleerd worden. Belangrijke instrumenten hiertoe zijn de interne stafvergaderingen per onderzoekslijn en de overlegmomenten met het gehele consortium. De teamwerking dient verder als een belangrijk instrument voor kennisdeling. Verder wordt het intranet van het Steunpunt gebruikt om data en bronnen op te slaan en open te stellen voor collega-onderzoekers.

5.3 Financieel beheer Alle leden van het consortium hebben het formele engagement van hun instelling, dat de onderdelen van het steunpunt binnen de respectievelijke instellingen een aparte entiteit vormen en dat tegelijkertijd de nodige afstemming tussen die entiteiten en de instellingen zal plaatsvinden en dit conform de oproep. Dientengevolge verklaren alle verantwoordelijken dat de instellingen een afzonderlijke boekhouding zullen voeren voor de transacties van de entiteiten en het Steunpunt. De financiële opvolging gebeurt per lid van het consortium door de administratie van de betrokken instelling conform de geldende regelgeving voor de universiteiten. De operationele financiële opvolging gebeurt door de verantwoordelijke per entiteit en voor de consolidering door de promotorcoördinator. De rapportage gebeurt binnen het Dagelijks Bestuur met de periodiciteit van haar samenkomsten of volgens behoefte. De promotor-coördinator rapporteert aan de stuurgroep van het Steunpunt. Het Dagelijks Bestuur doet voorstellen om eventueel en binnen de grenzen van het project, overdracht van middelen naar volgende jaren te doen. Het financieel plan wordt voorgesteld samen met het jaarlijkse operationele plan en dit voor het afsluiten van de jaarlijkse beheersovereenkomst. Het financieel rapport wordt jaarlijks opgemaakt, per entiteit door de instellingen, en samengevat en geconsolideerd door de coördinator.

5.4 Logistiek Het consortium zal op verschillende fysieke locaties zitten, met name in Leuven en Antwerpen (Universiteit en Hogeschool).


Pagina 78

Alle leden van het consortium hebben het formele engagement van hun instelling dat de onderdelen van het steunpunt binnen de respectievelijke instellingen een aparte entiteit vormen en dat tegelijkertijd de nodige afstemming tussen die entiteiten en de instellingen zullen gebeuren en dit conform de oproep. Dientengevolge verklaren de instellingen van alle entiteiten dat conform de vereisten van de oproep aan de afdelingen van het steunpunt de huisvesting wordt gegarandeerd (zie ook deel 6), met name in een omgeving die geschikt is voor deze activiteit en met een duidelijke herkenbaarheid voor de gebruiker. Dit impliceert een voldoende functionele ruimte zowel naar kwantiteit als naar kwaliteit en uitrusting. Naast de fysieke aspecten zal er ook een virtuele en unieke toegang zijn tot het Steunpunt via een website die met de nodige zorg wordt opgesteld en bekendgemaakt.

5.5 Huisvesting 5.5.1

Universiteit Antwerpen

Binnen de Universiteit Antwerpen garandeert de academische overheid de huisvesting van het steunpunt binnen de lokalen van de vernieuwde Stadscampus van de Universiteit Antwerpen, gelegen in de binnenstad. Volgende locatie wordt voorgesteld: gebouw B, Stadscampus Prinsstraat 13. De inbedding van het onderzoekscentrum wordt zichtbaar gemaakt aan de buitengevel en signalisatie wordt voorzien in de inkom van het gebouw.

5.5.2

HIVA-K.U.Leuven

Binnen de Universiteit Leuven zullen de promotoren en wetenschappelijke medewerkers gehuisvest zijn bij het HIVA, Parkstraat 47, 3000 Leuven. De medewerkers zullen beschikken over een eigen lokaal voorzien van de nodige uitrusting (kantoormeubilair, telefoon, internetaansluiting …).

5.5.3

Karel de Grote-Hogeschool

De onderzoekers van de Karel de Grote-Hogeschool verbonden aan het steunpunt zullen worden gehuisvest op de onderzoeks- en administratieve campus van het departement Sociaal-Agogisch Werk, gelegen in de nabijheid van het nieuwe justitiepaleis, adres: Brusselstraat 45, 2018 Antwerpen.

5.6 Algemene diensten en faciliteiten 5.6.1

Universiteit Antwerpen

Het steunpunt kan een beroep doen op de algemene diensten en faciliteiten van de Universiteit Antwerpen, zowel ten aanzien van het personeel als ten aanzien van de uitvoering van het wetenschappelijk onderzoek en de disseminatieactiviteiten:

ICT-ondersteuning Het departement ICT levert ondersteuning op logistiek, technisch en inhoudelijk vlak. Dit gebeurt vanuit de doelstelling om de werking van het steunpunt zoveel mogelijk te faciliteren en ervoor te zorgen dat de onderzoekers zich in ideale omstandigheden kunnen wijden aan hun kerntaken. Inzake de logistieke en technische ondersteuning krijgen onderzoekers van het steunpunt volgende faciliteiten aangeboden: • • • • • • •

Mogelijkheid tot voordelige aankopen van PC’s en randapparatuur via het raamcontract van de Universiteit Antwerpen met de leverancier; Performante toegang tot het internet en het interne netwerk vanuit de campus (ook draadloos) en toegang tot het intranet vanuit externe locaties; E-mailfaciliteiten met toegang vanuit elke locatie (web-gebaseerd); Breed gamma aan software voor administratief en academisch gebruik, aangeboden via campuslicenties; Centrale helpdesk voor oplossen van computer-technische problemen; Toegang tot geavanceerde applicaties om de projecten zowel administratief als financieel op te volgen; Actieve ondersteuning van de Nieuwe Media Dienst op het vlak van het aanmaken, beheren en ontsluiten van multimedia (geluid, beeld, video, streaming …) en op het vlak van vormgeving van publicaties.


Pagina 79

Daarnaast levert het departement ICT ook specifieke academische ondersteuning. Specifieke academische software kan worden voorzien door de centrale ICT-diensten. Die zorgen dan voor de licentie en het beheer, initiëren de noodzakelijke opleidingen en zorgen voor de documentatie en de inhoudelijke academische ondersteuning. Ten slotte biedt het departement ICT ook maatwerk en ondersteuning van webgebaseerde tools voor online samenwerking en verspreiding van informatie via het internet: • •

Afgeschermde web-omgeving waar onderzoekers kunnen communiceren (synchroon en asynchroon), informatie en werkdocumenten kunnen delen, een kalender en agenda bijhouden, … Assistentie bij opbouw website per steunpunt voor de disseminatie van de resultaten, met decentrale invoer via een content management systeem, achterliggende database voor het dynamisch publiceren van rapporten en resultaten, mogelijkheid tot het inbouwen van beveiliging, …

Universiteitsbibliotheek Het steunpunt en zijn onderzoekers kunnen gebruik maken van de diensten en faciliteiten van de Antwerpse Universiteitsbibliotheek. Die bundelt vier bibliotheken – één per campus. In november 2007 werd de nieuwe bibliotheek op de Stadscampus voor de humane en sociale wetenschappen in de onmiddellijke nabijheid van de steunpuntvestiging in gebruik genomen. De nieuwe bibliotheek humane en sociale wetenschappen heeft een oppervlakte van 17.000², een openkast-opstelling van meer dan 500.000 volumes. In 2008 is de nieuwe biomedische bibliotheek op Campus Drie Eiken in gebruik genomen. Op dit moment worden plannen gemaakt voor een nieuwe bibliotheek Wetenschappen, inclusief de Industriele Wetenschappen op Campus Groenenborger. Alle bibliotheken hebben ruime openingstijden. De universiteitsbibliotheek is een hybride bibliotheek met zowel klassieke papieren als elektronische informatie. De papieren info kan geconsulteerd, geleend, gefotokopieerd of gescand worden in de bibliotheken op de vier campussen. De elektronische informatie is beschikbaar via de servers van de bibliotheek of via externe servers op basis van licentieovereenkomsten. De elektronische informatie, circa 12.000 elektronische tijdschriften, ruim 100 databanken, elektronische boeken, gedigitaliseerde boeken uit de eigen historische collectie zijn 7 dagen per week en 24u per dag beschikbaar. Thuis en overal ter wereld hebben de geregistreerde gebruikers van de Universiteit Antwerpen toegang tot de digitale collecties via VPN. De elektronische bibliotheek in de humane, sociale en economische wetenschappen groeit snel. De UA heeft elektronische toegang tot vrijwel alle tijdschriften van de grote uitgevers als Elsevier, Springer, Blackwell en Wiley. Electronisch beschikbare tijdschriften in o.m. economie (1.755 titels), politieke en sociale wetenschappen (1.295 titels), recht (396 titels). Daarnaast is de UA-bibliotheek ook betrokken bij de internationale Open Access publicaties o.a. door haar lidmaatschap van PuBMed. Er is een digitale repository server, waar de UA-publicaties worden opgeslagen. Het betreft bijvoorbeeld artikelen en monografieën en doctoraatsthesissen (vanaf 2011) van het personeel van de UA. Die server kan via het harvesting-protocol aangesloten worden op andere nationale en internationale harvesting machines, zodat UA-publicaties op die wijze snel deel zullen uitmaken van wereldwijde repository systemen voor elektronische informatie. De bibliotheek biedt onder meer volgende dienstverlening aan de onderzoekers: • •

• • • • • • • • • • • •

SDI: Systematische opvolging van onderzoek rond bepaalde topics; De bibliotheek creëert de databank Academische Bibliografie, welke een overzicht biedt van de wetenschappelijke publicaties van de onderzoekers van de UA. De Academische bibliografie is online te raadplegen; Analyse en evaluatie van wetenschappelijke productie van individuele AP-leden, van onderzoeksgroepen, departementen, faculteiten of van onderzoek in het algemeen; Opleiding wetenschappelijke informatie zoeken en vinden voor onderzoekers + individuele opleiding van onderzoekers in gebruik van complexe databanken; VPN toegang: raadpleging van vrijwel alle databanken en elektronische tijdschriften ook buiten de UAcampussen voor UA-leden; Maandelijkse aanwinstenlijsten met de nieuwe publicaties via de website van de bibliotheek; Export van referenties naar bibliografische software (vb. EndNote of Zotero) is mogelijk vanuit de catalogus en heel wat databanken; Via interbibliothecair leenverkeer (IBL) kunnen boeken/artikelen van andere bibliotheken aangevraagd worden. IBL is niet gratis; Men beschikt over een UA-account waarmee men kan inloggen op computers in het open studielandschap van de leeszalen en in de computerklassen en groepsruimten; Snel draadloos net werk; Internettoegang; Toegang tot bepaalde academische software en office toepassingen; Persoonlijke opslagschijf (H:) Na activering heeft men toegang tot het UA-netwerk met de eigen laptop.


Pagina 80

Locaties en organisatie van bijeenkomsten Voor de organisatie van bijeenkomsten, congressen of andere disseminatieactiviteiten van het steunpunt kan kosteloos beroep gedaan worden op de vergaderzalen, leslokalen en aula’s van de Universiteit Antwerpen, zowel op de Stadcampus als buitencampussen, met inbegrip van het historische Hof van Liere (Prinsstraat 13). Het Departement Communicatie en de Dienst Nieuwe Media bieden ondersteuning bij de grafische vormgeving van publicaties, uitnodigingen en disseminatiemateriaal. Verder kan men voor hulp bij het organiseren van congressen en expertmeetings terecht bij de congrescoördinator verbonden aan het departement sociale culturele en studentgerichte diensten. Deze geeft praktische ondersteuning bij het hosten van congressen en legt ook de contacten met de cateringdienst. Wetenschapscommunicatie De wetenschapscommunicator van de Universiteit Antwerpen is beschikbaar voor het steunpunt, en adviseert en ondersteunt bij de communicatie van wetenschappelijke informatie en onderzoeksresultaten naar het publiek. Dit kan gaan van het uitdenken van communicatie-acties, afbakenen van doelgroepen, de keuze van communicatiekanalen tot het (her)schrijven van teksten. Doctoraatsopleiding Medewerkers van het steunpunt die in het kader van het onderzoek binnen het steunpunt een doctoraat maken, genieten de doctoraatsopleiding van de Universiteit Antwerpen. Deze opleiding beoogt de kennis en vaardigheden van de onderzoeker binnen en buiten zijn of haar discipline en onderzoeksdomein te verdiepen en te verbreden. Ook het stimuleren van de mondelinge en schriftelijke (interdisciplinaire) communicatie tussen onderzoekers onderling en tussen onderzoekers en de maatschappij is een aandachtspunt. De invulling van de doctoraatsopleiding is flexibel en wordt gestuurd door de vraag van de doctorandus en door het deels verplichte aanbod vanuit de faculteiten en vanuit de universiteit. De universiteit biedt in dit kader opleidingkredieten aan haar doctorandi aan. Nieuwe Media Dienst Medewerkers van het steunpunt kunnen bij de Nieuwe Media Dienst (NMD) van de Universiteit Antwerpen terecht voor de productie van nieuwe media en het gebruik van de audiovisuele infrastructuur in de leslokalen. Er is een afdeling van de Nieuwe Media Dienst (NMD) op elke campus. De NMD maakt deel uit van het Departement ICT. De NMD kan ook in staan voor grafische producten zoals: drukwerk, affiches, folders en uitnodigingen voor congressen, grafisch werk voor wetenschappelijke publicaties. De NMD ondersteunt tevens bij het gebruik van van videoconferences.

5.6.2

HIVA-K.U.Leuven

De medewerkers van het steunpunt kunnen gebruik maken van de bibliotheek en het intern computernetwerk (inclusief beschikbare software) van het HIVA. Het HIVA heeft een samenwerkingsverband met de bibliotheek van het Departement Sociale Wetenschappen (SBIB) en beschikt daarnaast over een beperkte eigen bibliotheek. Daarnaast kunnen zij tevens gebruik maken van de centrale bibliotheek van de Katholieke Universiteit Leuven en van de toegangsmogelijkheden tot het internet in het algemeen waarover de Katholieke Universiteit Leuven beschikt. Via Librisource is er toegang tot vele internationale tijdschriften. De HIVA-medewerkers kunnen collega’s, gespecialiseerd in aanverwante domeinen (bv. migratie, wonen, sociale zekerheid, onderwijs, arbeid) vragen om wetenschappelijk advies. Dit gebeurt zowel op formele wijze (via briefings en lunchseminaries) als op informele wijze. De Onderzoeksgroep, is multidisciplinair samengesteld, en heeft ook op methodologisch vlak experten in huis. Op het vlak van survey en data-invoer kan een beroep worden gedaan op de Surveydienst van het HIVA. Deze dienst beschikt over expertise en organisatiecapactiteit voor het organiseren van diverse mogelijke vormen van bevragingen (face-to-face, schriftelijk, telefonisch, post, internet, ….). Het HIVA beschikt over een relatief stabiel interviewernetwerk, dat gespreid is over Vlaanderen, en dat bestaat uit 55 freelance interviewers. Deze pool wordt regelmatig aangezuiverd. Alle interviewers zijn getraind in de afname van face-to-face interviews. Ze worden ingeschakeld op zelfstandige basis, de betaling gebeurt per gerealiseerde enquête. De dienst beschikt ook over 10 eenheden voor telefonische enquêtes met rechtstreekse data-invoer (CATI) (PC’s, telefoons met hoofdtelefoon). Deze dienst volgt de nieuwe ontwikkelingen op het vlak van bevragingsmethoden en data-invoer op.

5.6.3

Karel de Grote Hogeschool

ICT-ondersteuning


Pagina 81

De dienst ICT levert ondersteuning op logistiek en technisch vlak. Dit gebeurt vanuit de doelstelling om de werking van het steunpunt zoveel mogelijk te faciliteren en ervoor te zorgen dat de onderzoekers zich in ideale omstandigheden kunnen wijden aan hun kerntaken. Inzake de logistieke en technische ondersteuning krijgen onderzoekers van het steunpunt volgende faciliteiten aangeboden: •

Mogelijkheid tot voordelige aankopen van PC’s en randapparatuur via het raamcontract van de Karel de Grote-Hogeschool met de leverancier;

•

Performante toegang tot het internet en het interne netwerk vanuit de campus (ook draadloos) en toegang tot het intranet vanuit externe locaties;

•

E-mailfaciliteiten met toegang vanuit elke locatie (web-gebaseerd);

•

Breed gamma aan campuslicenties;

•

Centrale helpdesk voor oplossen van computer-technische problemen;

•

Toegang tot geavanceerde applicaties om de projecten zowel administratief als financieel op te volgen;

•

Het installeren van specifieke academische software noodzakelijk voor onderzoek;

•

Toegang voor docenten en studenten die niet tot de Karel de Grote-Hogeschool behoren via Eduroam;

•

Toegang tot elektronische databanken;

•

Mogelijk voor onderzoekers om gebruik te maken van de elektronische leeromgeving van de hogeschool;

software

voor

administratief

en

academisch

gebruik,

aangeboden

via

Daarnaast levert de dienst ICT ook specifieke ondersteuning: •

Onderzoek naar specifieke academische software;

•

Advies bij de uitbouw van applicaties ter ondersteuning van de onderzoekers;

•

Virtuele omgeving voor onderzoeksdoeleinden;

•

Advies bij opbouw van: onderzoekswebsites, achterliggende database voor het dynamisch publiceren van rapporten en resultaten, mogelijkheid tot het inbouwen van beveiliging, …;

•

Ter beschikking stellen van webruimte voor onderzoekers;

•

Ondersteuning bij de uitbouw van een onderzoeksnetwerk;

•

Ondersteuning bij het opzetten van Video Conferencing en andere elektronische communicatiemiddelen;

KdG-bibliotheken Het steunpunt en zijn onderzoekers kunnen gebruik maken van de diensten en faciliteiten van de zeven bibliotheken van de hogeschool. De departementen hebben elk hun eigen bibliotheek. In 2015 worden de 4 bibliotheken van de departementen Sociaal-Agogisch Werk, Gezondheidszorg en Lerarenopleiding één geheel . De nieuwe bibliotheek zal een oppervlakte van 2.000 m² hebben en naast een uitgebreide collectie tijdschriften, dvd’s en cd-roms 70.000 gedrukte boeken bevatten. De bibliotheek van Handelswetenschappen is in september 2011 volledig vernieuwd. De bibliotheken van de departementen Industriële Wetenschappen en Sint Lucas Antwerpen hebben uitgebreide collecties over hun vakgebied. Alle bibliotheken hebben openingstijden aangepast aan de noden van hun gebruikers. De bibliotheken zijn hybride bibliotheken met zowel papieren als elektronische informatie. De papieren info kan geconsulteerd, geleend, gefotokopieerd of gescand worden in de bibliotheken op alle campussen. De elektronische informatie is beschikbaar via de servers van de bibliotheek of via externe servers op basis van licentieovereenkomsten. De elektronische informatie, circa 5.700 elektronische tijdschriften en 15.000 elektronische boeken, is dag en nacht beschikbaar. Geregistreerde gebruikers van KdG hebben overal toegang tot de digitale collecties. De bibliotheek biedt onder meer volgende dienstverlening aan de onderzoekers: •

Zeer gedetailleerde onderwerpsontsluiting van de hele bibliotheekcatalogus

•

Excerperen van tijdschriftartikelen van tijdschriften op het vlak van sociologie en gezondheidzorg

•

SDI: Systematische opvolging van onderzoek rond bepaalde topics;


Pagina 82

•

EHIS: via de federated search engine EbscoHost Integrated Search kan er snel en eenvoudig opgezocht worden in de elektronische tijdschriften

•

De bibliotheek creëert de databanken Academische Bibliografie en Vlaams Academisch Bibliografisch Bestand Humane en Sociale Wetenschappen, welke een overzicht bieden van de wetenschappelijke publicaties van de onderzoekers van KdG. Deze databanken zijn online raadpleegbaar;

•

Opleiding wetenschappelijke informatie zoeken en vinden voor onderzoekers en individuele opleiding van onderzoekers in gebruik van alle databanken;

•

Raadpleging van databanken, elektronische tijdschriften en e-books ook buiten de KdG-campussen voor KdG-leden;

•

Maandelijkse aanwinstenlijsten met de nieuwe publicaties via de website van de bibliotheek;

•

Export van referenties naar bibliografische software (vb. EndNote Web) is mogelijk vanuit de catalogus en de databanken;

•

Via interbibliothecair leenverkeer (IBL) en document delivery kunnen boeken/artikelen van andere bibliotheken aangevraagd worden. IBL is niet gratis;

•

Men beschikt over een KdG-account waarmee men kan inloggen op computers in het open studielandschap van de leeszalen en in de computerklassen en groepsruimten;

•

Snel draadloos netwerk;

•

Internettoegang;

•

Toegang tot alle academische software en office toepassingen;

•

Persoonlijke opslagschijf (H:)

•

Na activering heeft men toegang tot het KdG-netwerk met de eigen laptop.

•

Door onderlinge afspraken tussen de AUHA-bibliotheken hebben onderzoekers gratis toegang tot de AUHA-bibliotheken en mogen ze gratis lenen en de databanken raadplegen.

Locaties en organisatie van bijeenkomsten Voor de organisatie van bijeenkomsten, congressen of andere disseminatieactiviteiten van het steunpunt kan kosteloos een beroep gedaan worden op de infrastructurele faciliteiten van de campus aan de Brusselstraat en zijn de aula’s van de andere campussen in Antwerpen waaronder die op de Groenplaats ook beschikbaar. Ondersteuning bij de logistieke en organisatorische aspecten van congressen, symposia en studiedagen ten behoeve van het steunpunt wordt geboden door de event-planner van de dienst onderzoek en maatschappelijke dienstverlening. De dienst communicatie met inbegrip van de cel wetenschapscommunicatie verzorgt mee de bekendmaking van events onder meer door publicatie op de website.

5.7 Andere departementen 5.7.1

Universiteit van Antwerpen

Departement Onderzoek Het administratieve Departement Onderzoek geeft ondersteuning aan het steunpunt o.m. bij de uitwerking en de onderhandeling van mogelijke onderzoeksovereenkomsten. Departementen Financiën en Personeel Het Departement Financiën voert het beheer van de financiering in samenspraak met de persoon die decentraal, binnen het steunpunt de financiële opvolging waarneemt. Binnen het Departement Financiën wordt een persoon aangeduid voor opvolging van het dossier steunpuntfinanciering. Het Departement Personeel biedt ondersteuning bij het aantrekken en aanwerven van het personeel.

5.7.2

HIVA-K.U.Leuven

Net als andere entiteiten kan het HIVA beroep doen op de ondersteunende diensten van de K.U.Leuven, o.a. voor ICT, communicatie, financiën, personeelsbeleid…

5.7.3

Karel de Grote-Hogeschool

Dienst Onderzoek en Maatschappelijke dienstverlening


Pagina 83

De dienst onderzoek en maatschappelijke dienstverlening coördineert het geheel aan onderzoeksactiviteiten van de hogeschool. Zij biedt ondersteuning aan de onderzoekers bij het opstellen en onderhandelen van onderzoeksovereenkomsten, het uitwerken van projectdossiers, adviseert bij de uitvoering van het onderzoek en begeleidt de valorisatie van onderzoeksresultaten. Dienst Financiën en Personeel De dienst financiën verzorgt in samenspraak met de departementaal financieel verantwoordelijke het financieel beheer voor onze activiteiten in het steunpunt. Zij staat in voor de correcte verwerking van de facturen, het voeren van een analytische boekhouding en het aanleveren van financiële informatie ten behoeve van de onderzoekersverantwoordelijken en externe partijen. De personeelsdienst ondersteunt bij aanwervingsprocedures en verzorgt het administratieve personeelsbeheer.


Pagina 84

6 Budget 6.1 Global budget Personeelsinzet (in persoonsmaanden)

2012

2013

2014

2015

Werkpakket 1

2,00

2,00

2,00

2,00

8,00

Werkpakket 2

9,00

9,00

9,00

9,33

36,33

Directe personeelsinzet

Totaal 380,13

Werkpakket 3

7,00

7,00

7,00

7,00

28,00

Werkpakket 4

13,50

13,50

13,50

13,50

54,00

Werkpakket 5

19,95

19,95

19,95

19,95

79,80

Werkpakket 6

2,00

2,00

2,00

2,00

8,00

Werkpakket 7

2,00

2,00

2,00

2,00

8,00

Werkpakket 8

3,00

3,00

3,00

3,00

12,00

Werkpakket 9

12,00

12,00

12,00

12,00

48,00

Werkpakket 10

9,50

9,50

9,50

9,50

38,00

Werkpakket 11

14,00

14,00

14,00

14,00

56,00

Werkpakket 12

1,00

1,00

1,00

1,00

4,00 nog niet bepaald

Werkpakket 0

6,00

6,00

6,00

6,00

24,00

Werkpakket 3, 5, 8, 10

0,50

0,50

0,50

0,50

2,00

Totaal aantal persoonsmaanden

0,00

0,00

0,00

0,00

406,13

Werkpakket 13 Indirecte personeelsinzet

26,00


Pagina 85

2012

Beschikbaar budget Inkomst: Financiering Vlaamse Overheid Basisfinanciering Cofinanciering

€ €

Inkomst: Andere financiering of eigen inkomsten

2013

600.000,00 600.000,00

€

-

Inkomst: Reserveoverdracht van jaar ervoor Totaal beschikbaar budget:

€

Personeelskost

€ €

600.000,00

2014

600.000,00 600.000,00

€

€ €

-

2015

600.000,00 600.000,00

€

€ €

-

600.000,00 600.000,00

€

-

€

17.213,30

€

5,80

€

3.214,70

€

617.213,30

€

600.005,80

€

603.214,70

2012

2013

2014

2015

Kost: Personeel, direct 1.1 OASeS (UA) 1.2 CSB (UA) 2.1 HIVA (KUL) 3.1 KdG B-projecten Kost: Personeel, indirect 1.1 OASeS (UA)

€ € € € € € € €

411.257,00 185.940,00 42.317,00 145.600,00 17.400,00 20.000,00 74.000,00 62.200,00

€ € € € € € € €

437.155,00 195.635,00 59.420,00 153.400,00 8.700,00 20.000,00 76.070,00 63.770,00

€ € € € € € € €

421.261,00 204.800,00 48.443,00 132.400,00 14.818,00 20.800,00 76.070,00 66.670,00

€ € € € € € € €

421.000,45 227.100,00 21.617,00 125.769,45 25.518,00 20.996,00 84.920,00 76.020,00

2.1 HIVA (KUL)

€

11.800,00

€

12.300,00

€

9.400,00

€

8.900,00

Totaal kost personeel:

€

485.257,00

€

513.225,00

€

497.331,00

€

505.920,45

Werkingskost

2012

Kost: Werking, direct Diverse werkingskosten 1.1 OASeS (UA)

2013

2014

2015

€

19.410,00

€

19.200,00

€

22.500,00

€

20.437,55

€ €

19.410,00 3.000,00

€ €

19.200,00 3.500,00

€ €

22.500,00 6.000,00

€ €

20.437,55 6.000,00


Pagina 86

1.2 CSB (UA) 2.1 HIVA (KUL) 3.1 KdG Kost: Werking, indirect

€ € € €

1.500,00 13.910,00 1.000,00 6.230,00

€ € € €

1.600,00 13.100,00 1.000,00 6.400,00

€ € € €

4.200,00 11.300,00 1.000,00 9.070,00

€ € € €

1.437,55 11.000,00 2.000,00 8.382,27

1.1 OASeS (UA)

€ €

6.230,00 2.200,00

€ €

6.400,00 2.200,00

€ €

9.070,00 5.770,00

€ €

8.382,27 5.282,27

2.1 HIVA (KUL)

€

4.030,00

€

4.200,00

€

3.300,00

€

3.100,00

Totaal kost werking:

€

25.640,00

€

25.600,00

€

31.570,00

€

28.819,82

Totaal personeelskost en werkingskost

€

510.897,00

€

538.825,00

€

528.901,00

€

534.740,27

Centrale beheerskosten en algemene exploitatiekosten

€

51.089,70

€

53.882,50

€

52.890,10

€

53.474,03

Diverse werkingskosten

Onderaannemingskost

2012

2013

2014

€

15.000,00

€

15.000,00

1.2 CSB (UA)

€

5.800,00

€

9.500,00

Totaal kost onderaanneming:

€

20.800,00

€

Totale kost:

€

582.786,70

Saldo

€

17.213,30

2015

€

15.000,00

€

15.000,00

24.500,00

€

15.000,00

€

15.000,00

€

617.207,50

€

596.791,10

€

603.214,30

€

5,80

€

3.214,70

€

0,40


Pagina 87

6.2 Jaarbudget 2012 Steunpunt: Promotor-coördinator: Begrotingsjaar:

Personeelskosten

Vlaams Armoedesteunpunt (VLAS) Daniëlle DIERCKX 2012 bezetting (in persoonsmaanden)

in EUR

Directe personeelsinzet 1.1 OASeS (UA) 1.2 CSB (UA) 2.1 HIVA (KUL) 3.1 KdG B-projecten

85,00 45,00 7,50 22,50 6,00 4,00

€ € € € € €

411.257,00 185.940,00 42.317,00 145.600,00 17.400,00 20.000,00

Indirecte personeelsinzet 1.1 OASeS (UA) 2.1 HIVA (KUL) Totaal aantal persoonsmaanden

12,80 10,80 2,00 110,60

€ € € €

74.000,00 62.200,00 11.800,00 485.257,00

Totale personeelskost


Pagina 88

Werkingskost Kost: Werking, direct Informatie en documentatie 1.1 OASeS (UA) 1.2 CSB (UA) 2.1 HIVA (KUL) 3.1 KdG ICT 1.1 OASeS (UA) 1.2 CSB (UA) 2.1 HIVA (KUL) 3.1 KdG Uitrusting 1.1 OASeS (UA) 1.2 CSB (UA) 2.1 HIVA (KUL) 3.1 KdG Reiskosten 1.1 OASeS (UA) 1.2 CSB (UA) 2.1 HIVA (KUL) 3.1 KdG Valorisatie 1.1 OASeS (UA) 1.2 CSB (UA) 2.1 HIVA (KUL) 3.1 KdG Kost: Werking, indirect Informatie en documentatie 1.1 OASeS (UA) 2.1 HIVA (KUL) ICT 1.1 OASeS (UA) 2.1 HIVA (KUL) Uitrusting 1.1 OASeS (UA) 2.1 HIVA (KUL) Reiskosten 1.1 OASeS (UA) 2.1 HIVA (KUL) Valorisatie 1.1 OASeS (UA) 2.1 HIVA (KUL)

€ € € €

19.410,00 1.100,00 800,00 200,00

€ € € €

100,00 2.400,00 800,00 1.300,00

€ €

300,00 -

€ €

1.400,00 800,00

€ € €

600,00 14.510,00 600,00

€

13.910,00

€ € €

6.230,00 200,00 200,00

€ €

1.000,00 1.000,00

€

-

€ €

1.000,00 1.000,00

€

4.030,00

€

4.030,00


€

25.640,00


€

510.897,00


€

51.089,70

Onderaannemingskost


Pagina 89

LUCAS (KUL) en Sociologie Ugent 1.2 CSB (UA)

€ €

15.000,00 5.800,00


€

20.800,00

Totale kost:

€

582.786,70

Beschikbaar budget Inkomst: Financiering Vlaamse Overheid Basisfinanciering Cofinanciering Inkomst: Andere financiering of eigen inkomsten

€ €

600.000,00 600.000,00

€

-

Inkomst: Reserveoverdracht van jaar ervoor Totaal beschikbaar budget:

€

Balans

6.2.1

600.000,00

€

17.213,30

Partner 1.1 UA, OASeS

deelnemer: Steunpunt: Begrotingsjaar:

Personeelskosten Directe personeelsinzet Danielle Dierckx / WP 6, 7, 12 Jill Coene / WP 11 Sylvie Van Dam / WP 4 NN / WP 9 NN / WP 1, 11 Indirecte personeelsinzet Danielle Dierckx / WP 0 NN / WP 0 Totaal aantal persoonsmaanden

OASeS (UA) Vlaams Armoedesteunpunt (VLAS) 2012 bezetting (in persoonsmaanden) 45,00 4,20 12,00 12,00 12,00 4,80 10,80 6,00 4,80 55,80

Werkingskost Kost: Werking, direct € Informatie en documentatie € Aankoop documentatie en data €

Informaticaondersteuning

ICT € €


€ € € € € € € € €

in EUR 185.940,00 30.380,00 58.000,00 36.500,00 36.500,00 24.560,00 62.200,00 43.400,00 18.800,00

€

248.140,00

3.000,00 800,00 800,00 800,00 800,00


Pagina 90

Uitrusting

€

-

Reiskosten VVK vergaderingen & congressen

€ €

800,00 800,00

Valorisatie € €

600,00 600,00

Kost: Werking, indirect € Informatie en documentatie € Aankoop documentatie en data €

2.200,00 200,00 200,00

ICT € €

1.000,00 1.000,00

Informaticaondersteuning

Uitrusting

€

Reiskosten VVK vergaderingen & congressen

€ €

-

1.000,00 1.000,00

Valorisatie €

-


€

5.200,00


€

253.340,00


€

25.334,00

Onderaannemingskost

Totaal kost onderaanneming: Totale kost:

€ €

278.674,00


Pagina 91

6.2.2

Partner 1.2, UA – CSB


CSB Vlaams Armoedesteunpunt (VLAS) 2012 bezetting (in persoonsmaanden) 7,50 4,00 3,50 0,00

Personeelskosten Directe personeelsinzet Bursaal / WP 2 Bérénice Storms / WP2 Indirecte personeelsinzet



7,50

Werkingskost Kost: Werking, direct Informatie en documentatie copiekosten … ICT Laptop

€ € €

1.500,00 200,00 200,00

€ €

1.300,00 1.300,00

Uitrusting €

-

Reiskosten €

-

Valorisatie €

-

Kost: Werking, indirect € Informatie en documentatie €

€ € € €

in EUR 42.317,00 12.567,00 29.750,00 -

€

42.317,00

-

ICT €

-

Uitrusting €

-

Reiskosten €

-

Valorisatie €

-


Pagina 92


€

1.500,00


€

43.817,00


€

4.381,70

Onderaannemingskost

€

5.800,00


€

5.800,00

Totale kost:

€

53.998,70


Pagina 93

6.2.3

Partner 2.1, KULeuven – HIVA


HIVA VLAS 2012 bezetting (in persoonsmaanden) 22,50 3,00 3,00 6,00 0,50 3,00 4,00 3,00

Personeelskosten Directe personeelsinzet Katrien Steenssens / WP 10 Tine Van Regenmortel / WP 10 NN WP 3 Steven Groenez WP 3 NN WP 5 Steven Groenez WP 5 NN WP 8 Indirecte personeelsinzet



22,50

Werkingskost Kost: Werking, direct € Informatie en documentatie € [Detail] … ICT €

€

157.400,00

-

Reiskosten €

-

€ € € € € €

in EUR 145.600,00 21.200,00 32.100,00 24.640,00 4.970,00 10.190,00 32.900,00 19.600,00 11.800,00

13.910,00 -

Uitrusting €

Valorisatie WP 3 WP 5 WP 8 WP 10 Kost: Werking, indirect Informatie en documentatie

€ € € € € € € € €

7.350,00 3.060,00 500,00 3.000,00 4.030,00 -

ICT €

-

Uitrusting €

-

Reiskosten €

-

Valorisatie WP 3

€

1.050,00 Part 3 | Acroniem: VLAS

Pagina 94

WP 5 WP 10 WP 8

€ € €

1.580,00 900,00 500,00


€

17.940,00


€

175.340,00


€

17.534,00

Onderaannemingskost Totaal kost onderaanneming: Totale kost:

€ €

192.874,00


Pagina 95

6.2.4

Partner 3.1, Karel de Grote-Hogeschool


Karel de Grote Hogeschool Armoede 2012 bezetting (in persoonsmaanden) 6,00 6,00

Personeelskosten Directe personeelsinzet Jan Depauw / werkpakket 10 Naam 2 / werkpakket Indirecte personeelsinzet Naam 1 Naam 2

€ €

0,00


€


6,00

Werkingskost Kost: Werking, direct [Berekende waarde] Informatie en documentatie Aankoop boeken en studiemateriaal … ICT aandeel in SPSS-licentie

€ € €

1.000,00 100,00 100,00

€ €

300,00 300,00

Uitrusting €

600,00

€

600,00

Valorisatie €

Kost: Werking, indirect € Informatie en documentatie €

€

-

17.400,00

-

Reiskosten € Verplaatsingen voor veldwerk en overleg

in EUR 17.400,00 17.400,00

-

-

ICT €

-

Uitrusting €

-

Reiskosten €

-

Valorisatie €

-


Pagina 96


€

1.000,00


€

18.400,00


€

1.840,00

Onderaannemingskost

Totaal kost onderaanneming: Totale kost:

€ €

20.240,00


Pagina 97

7 ADDENDUM BIJ DE BEGROTING Voor de Universiteit Gent wordt bijkomende financiering voorzien buiten de begroting van het VLAS, voor de uitvoering van werkpakket 5b. Deze financiering stemt overeen met onderstaande berekening.

2012

2013

2014

2015

Totaal

Junior researcher 100%

37.675,47

39.200,64

40.509,00

41.385,48

158.770,59

Senior researcher 5%

4.142,79

4.233,72

4.468,86

4.887,78

17.733,15

Werkingskost

5.000,00

5.000,00

5.000,00

10.000,0

25.000,00

Subtotal

46.818,26

48.434,36

49.977,86

56.273,26

201.503,74

+ Overhead 10%

51.510,09

53.277,80

54.975,65

61.900,59

221.664,13

BTW 21%

10.817,12

11.188,34

11.544,89

12.999,12

46.549,47

Total

62.327,21

64.466,14

66.520,54

74.899,71

268.213,60

EXPERTISE VAN PARTNER 4.1: Department of Social Welfare Studies, Ghent University 1. Expertise The Department of Social Welfare Studies is one of the ten Departments based at the Faculty of Psychology and Educational Sciences of Ghent University, and is involved in teaching and research as one of the three Departments in the field of Educational Sciences (respectively the Department of Social Welfare Studies, the Department of Education, and the Department of Special Education). The range of degrees include Bachelors, Masters and Doctors in Educational Sciences, and Masters and Doctors in Social Work. The Department of Social Welfare Studies coordinates the Master in Social Work, provided by UGent, Arteveldehogeschool, Hogeschool Gent en Hogeschool West Vlaanderen. The Department of Social Welfare Studies comprises three interconnected strands of research: social pedagogy, social work, and family pedagogy and parent support. The Department aims at studying the interactions between the construction of social problems, social policy and social work. The reciprocity between theory, policy and practice is a point of particular interest. This implies a specific way to understand the production, transmission and dissemination of scientific knowledge and a commitment to social change. At the Department, the interaction between the rationale of social problem construction processes at play in social work interventions and the life world orientation of problem carriers (e.g. people in poverty) comprises a point of particular interest. A group of researchers works


Pagina 98

in close conjunction in diverse fields of study, including the study of pedagogical and social welfare interventions in the field of social work, early childhood education and poverty. The Department has developed a strong tradition of research in social work. Originated from a chair in child protection in 1974, it gradually broadened its scope to the more general field of social work, with a special focus on policy and practice with children and families. One of its focal points has been the debates on right-based versus help-based approaches and consequently on basic social and public services as entitlements. The research at the department is based in a social pedagogical grounding. Social work practice is considered as pedagogical in nature, meaning as sites where individual and collective learning takes place, related to the inevitable tensions between the private sphere of the family and the public spheres of society as embedded in policy as well as in constructions of social cohesion and community building. The study of social work from a social pedagogical perspective entails historical and societal dimensions as well as an interest in how social work practice coconstructs social policy and societal developments, including processes of marginalisation and social exclusion. The department’s main research topics in the area of family pedagogy and parent support are child care, early childhood education and care, social inclusion and parent support. Poverty and social vulnerability/exclusion are recurrent themes in all of the department’s research activities. Several research entities are connected to the Department of Welfare Studies and play an important role in relating research, policy and practice: the Centre for Children’s Rights (KeKi), the Youth Research Platform (JOP), and the Research and Resource Centre for Early Childhood Education and Care (VBJK). Since the 1980s, the researchers associated to VBJK have developed a methodology in asking questions together with policy makers, representatives of the sector of child care, parents and children; searching for fitting solutions that can inspire pedagogical and social practice. Previous research at the Department with a focus on these issues in poverty situations conceptually linked the use of societal resources to combating poverty, and results in the post-academic course Poverty & Participation (organized by our department since 2002, since 2011 ‘Poverty and Sustainable Development’). This post-academic course started with Prof. Dr. Maria De Bie as coordinator and continues to run now under the guidance of Dr. Griet Roets and Dr. Rudi Roose. Each year, a group of front-line social workers becomes familiar with new insights from poverty research and in turn, their experiences inform researchers about newly emerging research themes regarding social work and poverty. The post-academic course deliberately connects with the education of future masters in educational sciences through the courses on “poverty and sustainable development”, taken up by Dr. Griet Roets.

2. Relevant projects Mothers and children as carriers of poverty: strategies for activation in social work practices in relation to poverty FWO research by Griet Roets (2010-2013) Promotor: Maria Bouverne-De Bie This research project examines which strategies are developed by mothers and children to make use of societal resources through intergenerational dimensions of time and how these strategies relate to social work activation strategies.

Leasure time for children in poverty Promotor: Marie Bouverne-De Bie and Nicole Vettenburg; researchers: Filip Coussée and Griet Roets. Flemish Community, Minstry of Culture, Youth, Sports and Media. This study looks at the meaning making of children in poverty about leisure time activities, in order to inform governmental policy. Developing a theory on the societal functions of early childhood education Completed Ph.D. research (2004) Promotor: Prof. M. Bouverne-De Bie; researcher: Michel Vandenbroeck


Pagina 99

This study makes use of genealogical methodologies and document analyses to study the relationships between socio-political contexts and the meaning of early childhood education, with a particular focus on social in- and exclusion in contexts of diversity. Accessibility of early childhood education and care in Brussels Promotor: Michel Vandenbroeck; researcher: Karen Van Nuffel Commission of the Flemisch Community, 2005 This study mapped the thresholds and possibilities for ethnic minority families, single parent families and families in poverty, regarding access and enrolment of their children in early child care. Accessibility of early childhood education and care in Brussels Revisited Promotor: Michel Vandenbroeck; researcher: Naomi Geens Commission of the Flemisch Community, 2010 This study mapped the effects of policy measures and support on the accessibility of early childhood education and care, compared to the 2005 study. Parenting conditions and parent support Promotor: Michel Vandenbroeck; researcher Tom Boonaert Commission of the Flemish Community, 2007 This study used a survey of a representative sample of parents, looking at their parenting conditions, unmet needs for support, with a particular focus on informal social support. Programme development in early childhood education and care in contexts of racial and ethnic divisions Promotor: Michel Vandenbroeck and Prof. Ilana Seda Santana (Universita Autonoma de Mexico); researchers: Zvi Bekerman (Hebrew University Jerusalem) , John Bennett (OECD, Unicef), Karina Davis (University of Melbourne, Australia), Silvia Helena Koller (Universidad federal do Rio Grande do Sul, Brasil), Mugyeong Moon (Korea Institute of Child Care and Education), Rita Swinnen (independent consultant), Zorica Trikić (Centre for Interactive Pedagogy, Serbia). UNA Global, 2008-2010 This global study looked at the state of the art literature and projects on effective programs for early childhood education in relation to ethnic diversity and socio-economic exclusion. Parenting conditions and parent support Promotor: Michel Vandenbroeck; researcher Tom Boonaert Commission of the Flemisch Community, 2007 This study used a survey of a representative sample of parents, looking at their parenting conditions, unmet needs for support, with a particular focus on informal social support. Caring and Learning Together Promotor: Michel Vandenbroeck and Jan Peeters UNESCO’s 2008-2009 biennial programme, 2008 A country report on Flanders and a case study on the city of Gent on the integration of education and care for 0 to 6 years old. Parents’ preferences regarding preventive health care and parent support Promotor: Michel Vandenbroeck and Maria Bouverne-De Bie; researcher: Lieve Bradt Kind en Gezin (Child and Family), 2009-2010 A large-scale survey on worries, needs, and preferences for formal and informal support in parents with young children Competence requirements of staff in early childhood education and care. Promotor: Michel Vandenbroeck and Mathias Urban (University of East London); researchers: Jan Peeters, Katrien Van Laere and Arianna Lazarri European Commission, Directorate General for Education and Culture, 2010-2011 A literature study, a survey in 15 EU countries and ten in-depth case studies on competence requirements and pathways to professionalisation in early childhood education and care Preliminary study of the features of social work for disadvantaged youngsters Supervisors: N. Vettenburg and R. Roose.


Pagina 100

Flemish Community, January-May 2010 Analysis of relations between “Equality of Life Chances” and “Early Childhood Care and Education”, as foundations for social justice and human development: a case study of Mauritius PhD research by Christian Morabito (United Nations Development Program) Supervisor: Michel Vandenbroeck A study of the legitimations of investments in early childhood education and care as a means of poverty reduction and rising equality. The theoretical analysis will be followed by a case study in SubSaharan Africa.

Relationships between parents and professionals in parenting support Ph.D. research by Sabine Van Houtte Supervisor: Maria Bouverne-De Bie This 4-year study deals with the differential relations between parents and professionals in the Centres for Family Support and Child Care, looking at triangulations between policy, paretns’ perspectives and practitioners’ perspectives, with a particular focus on social exclsuion. A conceptual model of parenting support: an investigation of interactions among parents and between parents and professionals. PhD research by Naomi Geens Supervisor: Michel Vandenbroeck A 4-year study looking at possibilities for informal social support and social cohesion in early childhood education and care in contexts of diversity. Conceptualisations of education and care in early childhood education and care PhD research by Katrien Van Laere Supervisor: Michel Vandenbroeck A 4-year study looking at how education and care are enacted in policy and practice in early childhood education and care. The study will look at concrete practices, as well as the meaning making by parents, with a particular attention for parents in poverty and for the functions of teacher assistants Evaluation research of the ESF-project People with experience of poverty in federal public services POD Social Integration March-July 2008 Supervisors: M. Bouverne-De Bie and G. Van Hove Research on Poverty and Youth Protection (AGORA-PCP) Steunpunt ter Bestrijding van Armoede, Bestaansonzekerheid en Sociale Uitsluiting October 2006-October 2008 Supervisor: M. Bouverne-De Bie PhD research project Youth protection as educator, R. Roose (2006) Supervisor M. Bouverne-De Bie

2. Curriculum Vitae

Personal information Griet Roets First name(s) / Surname(s)


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Address

Department of Social Welfare Studies, Ghent University Henri Dunantlaan 2 9000 Gent

Telephone(s)

+32 9 264 62 93

Fax

+ 32 9 264 64 93

E-mail

[email protected]

Nationality

Belgian

Gender

Female

Work experience Dates Occupation or position held

Main activities and responsabilities Name and address of employer

Dates

2010 – present Postdoctoral Researcher: Mothers and children as carriers of poverty: social work activation strategies in relation to living in poverty Promotor: Prof. Dr. Maria Bouverne-De Bie Teaching courses and carrying out research on poverty and inequality, and social work Ghent University

2005-2008

Occupation or position held PhD-student Main activities and responsabilities PhD: Roets, G. (2008). Connecting Activism with Academia: a postmodernist feminist perspective in disability studies. Orthopedagogische reeks, Nr. 30. Supervisors: Prof. Dr. Geert Van Hove (Department of Special Education, Ghent University) and Prof. Dr. Dan Goodley (Manchester Metropolitan University, UK)

Name and address of employer

Dates Occupation or position held Main activities and responsabilities Name and address of employer

Department of Special Education, Ghent University

2000-2005 Researcher Research Department of Special Education, Ghent University

Education Dates Name and type of organization providing education and training

1995 – 2000 Ghent University


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Principal Subjects

Master in Educational Sciences Title of dissertation: “Maak je zelf eens wakker … de wekker is een coach!” Het perspectief van een self-advocate over de ondersteuning die een coach kan geven aan de hand van een coöperatief onderzoek (1999-2000) Course General Introductory Course in Women’s Studies 2006, Nederlandse Onderzoeksschool Vrouwenstudies (NOV), Universiteit Utrecht, docenten Prof. Dr. Rosi Braidotti en Prof. Dr. Rosemarie Buikema Course The Body in Feminist Research and Practice 2006, Nederlandse Onderzoekschool Vrouwenstudies (NOV), Universiteit Utrecht, docent Prof. Dr. Rosi Braidotti

MOTHER TONGUE OTHER LANGUAGES

Dutch English French

Additional information Editor of journals Memberships

Core editor of Handboek Integrale Jeugdhulp Core member of European Sociological Association Research Network 4 (ESA RN4) Sociology of Children and Childhood

Fellowships FWO Postdoctoral Research 2010-now

Selected Publications Roets, G., Van Hove, G. (2003). The Story of Belle, Minnie, Louise & the Sovjets: throwing light on the dark side of an institution. Disability & Society, 18(5), 599-624. Roets, G., Van de Perre, D., Van Hove, G., Schoeters, L., De Schauwer, E. (2004). One for All – All for One! An account of the joint fight for human rights by Flemish Musketeers and their Tinker Ladies. British Journal of Learning Disabilities, 32(2), 54-64. Schoeters, L., Schelfhout, P., Roets, G., Van Hove, G., Townson, L., Chapman, R., Buchanan, I. (2005). Partnership Working between University Researchers and Self-advocacy Organisations: “a way forward for inclusion” in England and “fine feathers make a fine bird” in Flanders (Belgium). Journal Of Learning Disability, 9(4), 345-357 (Special Issue Guest Editor Paul Ramcharam). Roets, G., Adams, M., Van Hove, G. (2006). Challenging The Monologue about Silent Sterilization: implications for self-advocacy. British Journal of Learning Disabilities (BJLD) Special edition on The History of Self-Advocacy for People with Learning Difficulties: International Comparisons, 34(3), 167174. Roets, G., Goedgeluck, M. (2007). Daisies On The Road: tracing the political potential of our postmodernist feminist approach to life story research. Qualitative Inquiry, 13(1), 58-84. Part 3 | Acroniem: VLAS

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Roets, G., Kristiansen, K., Van Hove, G., Vanderplasschen, W. (2007). Living Through Exposure to Toxic Psychiatric Orthodoxies: exploring narratives of survivors who are seeking employment in the open labour market. Disability & Society, 22(3), 267-281. Roets, G., Goodley, D., Van Hove, G. (2007). Narrative in a Nutshell: sharing hopes, fears and dreams with self-advocates. Intellectual and Developmental Disabilities (previously Mental Retardation), 45(5), 323-334. Roets, G., Reinaart, R., Adams, M., Van Hove, G. (2008). Looking At Lived Experiences of SelfAdvocacy Through Gendered Eyes: becoming femme fatale with/out ‘learning difficulties’. Gender and Education, 20(1), 15-29. Roets, G., Reinaart, R., Van Hove, G. (2008). Living Between Borderlands: discovering a sense of nomadic subjectivity throughout Rosa’s Life Story. Journal of Gender Studies, 17(2), 99-115. Goodley, D., Roets, G. (2008). The (Be)comings and Goings of Developmental Disabilities: the cultural politics of ‘impairment’. Discourse: Studies in the Cultural Politics of Education, 29(2), 241-257. Roets, G., Goodley, D. (2008). Disability, Citizenship and Uncivilised Society: the smooth and nomadic qualities of self-advocacy. Disability Studies Quarterly, 28(4): online journal http://www.dsqsds.org/article/view/131/131 Vandenbroeck, M., Roets, G., Snoeck, A. (2009). Immigrant Mothers Crossing Borders: nomadic identities and multiple belongings in early childhood education, European Early Childhood Education Research Journal, 17(2), 203-216 Coussée, F., Roets, G., De Bie, M. (2009). Empowering The Powerful: challenging hidden processes of marginalization in youth work policy and practice in Belgium. Critical Social Policy, 29(3): 421-442 Roets, G. (2009). Unravelling Mr. President’s Nomadic Life: travelling to interdisciplinary frontiers of knowledge in disability studies. Disability & Society, 24(6), 689-701. Roets, G., Roose, R., Claes, L., Verstraeten, M., Vandekinderen, C. (2009). The Pointer Sisters: creating cartographies of the present. Journal of Contemporary Ethnography, 38(6), 734-753. Bouverne-De Bie, M., Roets, G., Roose, R. (2010) Kinderrechten en kinderarmoede, T.J.K. Tijdschrift voor Jeugdrecht en Kinderrechten, 11,5, 261-267. Roets, G., Roose, R., Bouverne-De Bie, M. (2010). Ouders en kinderen in armoede en onderwijs : slechts kinderspel ? T.O.R.B. Tijdschrift voor Onderwijsrecht en onderwijsbeleid,2009-2010,5, 443451. Roets, G., Roose, R., Claes, L., Vandekinderen, C., Van Hove, G., Vanderplasschen, W. (2011). Reinventing the employable citizen: a perspective for social work. British Journal of Social Work, published in advanced access. Roose, R., Roets, G., Bouverne-De Bie, M. (2011). Irony and social work: in search of the Happy Sisyphus. British Journal of Social Work, published in advanced access. Roose, R., Roets, G., Van Houte, S., Vandenhole, W., Reynaert, D. From parental engagement to the engagement of social work services: discussing reductionist and democratic forms of partnership with families. Child & Family Social Work, accepted for publication. Roets, G., Vandenabeele, J., Bouverne-De Bie, M. Acknowledging ambivalence in a multicultural neighbourhood: in search for an educational space in narrative practices. Special issue of International Journal of Lifelong Education, accepted for publication. Book chapters


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Van Hove, G., Roets, G. (2003) ‘Empowerment’ en volwassenen met een verstandelijke beperking, in: Bouverne-De Bie, M., Claeys, A., De Cock, A., Vanhee, J. (Eds.) Armoede en Participatie. Academia Press: Gent. Roets, G., Van de Perre, D., Van Hove, G., Schoeters, L., De Schauwer, E. (2005) Apple Tree Of Knowledge: activist tales as theoretical discourse, in: Goodley, D., Van Hove, G. (eds.) Another Disability Studies Reader? People with Learning Difficulties and a Disabling World. Garant: Leuven/Apeldoorn. Van Hove, G., Roets, G., Goodley, D. (2005) Disability Studies: about relationships, power and knowing as form of participation, in: Goodley, D., Van Hove, G. (Eds.) Another Disability Studies Reader? People with Learning Difficulties and a Disabling World. Garant: Leuven/Apeldoorn. Vanderplasschen, W., Lievens, K., Roets, G. (2006). Opvang en behandeling van kinderen en jongeren en van volwassenen met verstandelijke beperkingen binnen de geestelijke gezondheidszorg, in: Vanderplasschen, W., Vandevelde, S., Claes, C., Broekaert, E., Van Hove, G. (Eds.) Orthopedagogische werkvelden in beweging: organisatie en tendensen. Garant: Antwerpen/ Apeldoorn. Van Hove, G., Roets, G., Mortier, K., De Schauwer, E., M. Leroy, M., Broekaert, E. (2008). Research in inclusive education as a possible opening to disability studies in education, in: Gabel, S., Danforth, S. (eds.) Disability studies and the politics of education. An international reader, 121–39. New York: Peter Lang Publishers. Roets, G., Goodley, D. (2009). Travellers in an uncivilised society: unveiling nomadic subcultures and intensities of self-advocacy/Op reis in een ongeciviliseerde samenleving: een kritische exploratie van nomadische subculturen in de self-advocacy beweging, in: Foundation Difference on Display/Stichting Niet Normaal (eds.). Niet Normaal: diversiteit in kunst, wetenschap & samenleving. Amsterdam: NAI Uitgevers, 308-315. Roose, R., Roets, G., Reynaert, D., Bouverne-De Bie, M. (2010). Child poverty, children‟s rights and participation: a perspective from social work. In: VANDENHOLE, W., VRANKEN, J., DE BOYSER, K. (eds). Why care? Children’s Rights and Child Poverty (pp. 57-70).Mortsel:Intersentia. Roets, G., Braidotti, R. Theorizing the unity of bodies and minds: nomadology in disability studies. In: Goodley, D., Hughes, B., Davis, L. (Eds.). Disability and Social Theory: New developments and directions. London: Palgrave. Accepted for publication. Lenaerts, G., Roets, G., Bouverne-De Bie, M. (2011). Een pad bezaaid met exclusiecriteria. Handboek Integrale Jeugdhulp, Afl. 8: 1-23. Vandenbroeck, M., Roose, R., Roets, G. (2011). Ouders als onderzoekers, opvoedingsondersteuning en evidence-based werken, Handboek Integrale Jeugdhulp, Afl.8, 1-28. Roets, G., De Cock, R., Roose, R., Bouverne-De Bie, M. (2011). Rechten van kinderen in armoede: hefboom tot armoedebeheersing of armoedebestrijding. In: Didier Reynaert, D., Roose, R., Vandenhole, W., Vlieghe, K. (eds.) Kinderrechten : springplank of struikelblok? Naar een kritische benadering van kinderrechten. Antwerpen/Oxford: Intersentia.


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Michel Vandenbroeck

PERSONAL INFORMATION Name Address

Telephone Fax E-mail Nationality Date of birth

Michel Vandenbroeck Department of Social Welfare Studies, Ghent University Dunantlaan 2 9000 Gent +32 9 264 62 89 32 9 264 64 93 [email protected] Belgian 7 March 1959

CURRENT POSITION

WORK EXPERIENCE • Dates (from – to) • Name and address of employer • Type of business or sector • Occupation or position held • Main activities and responsibilities

• Dates (from – to) • Name and address of employer • Type of business or sector • Occupation or position held • Main activities and responsibilities

• Dates (from – to) • Name and address of employer • Type of business or sector • Occupation or position held • Main activities and responsibilities

1 October 2009 - present Department of Social Welfare Studies Ghent University Professor Teaching Early Childhood Care and Education; Family pedagogy; and Planning in Social Work Policy Research on ECEC and parent support Since October 2011: president of the Curriculum Commission of the Master in Social Work 1 February 2006 – 30 September 2009 Department of Social Welfare Studies Ghent University Doctor Assistant Teaching Early Childhood Care and Education; Family pedagogy; and Professionalisation of social work Research on ECEC and parent support

16 March 1986 – 31 January 2006 Research and Resource Centre on Early Childhood Care and Education VBJK Research institution Project coordinator Coordinate action research projects on diversity and social inclusion, as well as on pedagogical innovation in early childhood education

EDUCATION AND TRAINING • Dates (from – to) • Name and type of organization providing education and training • Principal subjects/occupational

1977 – 1981 Vrije Universiteit Brussel (Free University of Brussels) Education Part 3 | Acroniem: VLAS

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skills covered • Title of qualification awarded • Dates (from – to) • Name and type of organization providing education and training • Principal subjects/occupational skills covered • Title of qualification awarded • Dates (from – to) • Name and type of organization providing education and training • Principal subjects/occupational skills covered

Licentiaat (Master) in Psychology and Educational Sciences 2004 – 2006 Ghent University Early Childhood Education Doctor (PhD) in Educational Sciences 2008 Ghent University and Department of Primary health Care, Oxford University Qualitative data analysis


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PERSONAL SKILLSAND COMPETENCES MOTHER TONGUE OTHER LANGUAGES

Dutch (C2) and French (C2) English (C2 ) German (B1)

SELECTED PUBLICATIONS (IN ADDITION TO PROJECT REPORTS) Journal articles

Vandenbroeck, M. & Bouverne-De Bie, M. (2006) Children’s Agency and Educational Norms: A Tensed Negotiation. Childhood, 13 (1) 127-143. Vandenbroeck, M. (2006) The Persistent Gap between Education and Care. An ‘History of the Present’ Research on Belgian Child Care Provision and Policy. Paedagogica Historica, 42 (3) 363-383. Vandenbroeck, M.; Verschelden, G.; Boonaert, T. & Van Haute, L. (2007) Changes in the digital divide: a case from Belgium. British Journal of Educational Technology, 38(4), 742-743. Vandenbroeck, M. (2007) Beyond Anti-Bias Education: Changing Conceptions of Diversity and Equity in European Early Childhood Education. European Early Childhood Education Research Journal, 15 (1). 21-35. Vandenbroeck, M.; Verschelden, G. & Boonaert, T. (2008) E-learning in a female low-status profession: The role of motivation, anxiety and social support in the learning divide. Journal of Computer Assisted Learning, 24, 181-190. Vandenbroeck, M.; De Visscher, S.; Van Nuffel, K. & Ferla, J. (2008). Mothers’ Search for Infant Child Care: The Dynamic Relation between Availability and Desirability in a Continental European Welfare State. Early Childhood Research Quarterly, 23(2) pp 245-258. De Mey, W.; Coussée, F.; Vandenbroeck, M.; & Bouverne-De Bie, M. (2009). Social work and parent support in reaction to children's antisocial behaviour: constructions and effects. International Journal of Social Welfare, 18. 299-306. Vandenbroeck, M.; Roets, G. & Snoeck, A. (2009). Immigrant mothers crossing borders: Nomadic identities and multiple belongings in early childhood education. European Early Childhood Education Research Journal 17(2). 203-216. (EECERA/ Routledge Annual EECERJ Best Published Paper Award) Vandenbroeck, M. (2009). Let us disagree. European Early Childhood Education Research Journal 17(2). 165170. Vandenbroeck, M.; Boonaert, T.; Van der Mespel, S.; De Brabandere, K. (2009). Dialogical spaces to reconceptualize parent support in the social investment state. Contemporary Issues in Early Childhood, 10(1). 66-77. Vandenbroeck, M.; Coussee, F. & Bradt, L. (2010). The social and political construction of early childhood education. British Journal of Educational Studies, 58(2).139-153. Vandenbroeck, M.; Peeters, J. & Bouverne-De Bie, M. (forthcoming). Lifelong learning and the counter/professionalisation of child care: A case study of local hybridizations of global European discourses. European Early Childhood Education Research Journal Geens, N. & Vandenbroeck, M. (forthcoming). Early childhood education and care as a space for social support in urban contexts of diversity. European Early Childhood Education Research Journal


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Books

Vandenbroeck, M. (1999) De Blik van de Yeti. Over het opvoeden van jonge kinderen tot zelfbewustzijn en verbondenheid. Amsterdam: SWP. Vandenbroeck, M. (2001) The view of the Yeti. Bringing up children in the spirit of self-awareness and kindredship. The Hague: Bernard Van Leer Foundation. Boudry, C. & Vandenbroeck, M. (2001) Spiegeltje, spiegeltje. Een werkboek voor de kinderopvang over identiteit en respect. Amsterdam: SWP. Vandenbroeck, M. (2004) In verzekerde bewaring. Honderd vijftig jaar kinderen, ouders en kinderopvang. Amsterdam: SWP. Vandenbroeck, M. (2004) Με τη µατια του Γετι. Η καλλιεργεια του “αλλου” στην εκπαιδευση. Athens: Nissos Publications. Vandenbroeck, M. (2005). Eduquer nos enfants à la diversité. Toulouse: Érès Vandenbroeck, M. (2009). In verzekerde bewaring. Honderd vijftig jaar kinderen, ouders en kinderopvang. Tweede volledig bijgewerkte druk. Amsterdam: SWP. Vandenbroeck, M. (2011) Educare alla diversità sociale, culturale, etnica, familiare. Azzane San Paolo: Edizioni Junior


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Chapters in books

Vandenbroeck, M. (2004) Condemning prejudice. In: Van Keulen, A. (ed) Young children aren’t biased, are they? How to handle diversity in early childhood education and school. 57-64. Amsterdam: SWP. Vandenbroeck, M. (2005) Respect for diversity in early childhood education. In: Grietens, H., Vandemeulebroecke, L., Hellinckx, W., et al (ed) In the best interests of children and youth. International perspectives. Studia Paedagogica 42. 197-213. Brougère, G. & Vandenbroeck, M. (2007) Pourquoi de nouveaux paradigmes ? In : Brougère, G. & Vandenbroeck, M. Repenser l’éducation des jeunes enfants. Bruxelles : Peter Lang. 9-19. Humblet, P. & Vandenbroeck, M. (2007) Sauver l’enfant pour sauver le monde : le « care » et la (re)construction de problèmes sociaux. In : Brougère, G. & Vandenbroeck, M. Repenser l’éducation des jeunes enfants. Bruxelles : Peter Lang. 189-206. Vandenbroeck, M. (2008). The challenge for early childhood education and care. In: Woodhead, M. & Brooker, E. (Eds.). Early Childhood Education in Focus (3). Diversity and Young Children. Milton Keynes: Open University. 23-32. Vandenbroeck, M. (2008). Early Childhood Education and Poverty. In: Schronen, D. & Urbé, R. (eds.). Socialalmanach 2008. Schwerpunkt Kinderarmut & Bilding. Luxembourg: Caritas Service de Recherche et Développement. 255-267. Vandenbroeck, M. & Bouverne-De Bie, M. (2010). Lasten toimijuus ja kasvatuksen normit: neuvoteltu yhtälö. In: Kallio, K.P.; Ritala-Koskinen, A. & Rutanen, N. (eds.). Missä lapsuutta tehdään? Helsinki: Nuorisotutkimusseura. 17-32. Vandenbroeck, M. (2010). Participation in ECEC Programs: Equity, Diversity and Educational Disadvantage. In P. Peterson, E. Baker & B. McGaw (Eds.), International Encyclopedia of Education (Vol. 2, pp. 81-85). Oxford: Elsevier. Vandenbroeck, M. (2010). Changing values: migrant parents’ experience of childcare. In: Brooker, E. & Woodhead, M. (Eds.). Early Childhood Education in Focus (6). Early learning in cultural contexts. Milton Keynes: Open University. 23-24. Vandenbroeck, M.; Roose, R. & De Bie, M. (2010) Governing families in the social investment state. In: Canella, G. & Diaz Soto, L. (eds). Childhoods: A handbook. New York: Peter Lang Publishing.119-129. Vandenbroeck, M. (2010). La construction de savoirs sur l’enfance et sur la parentalité dans l’Etat-providence actif : la prévention précoce comme cas emblématique. In : Brougère, G. (dir.). Parents, pratiques et savoirs au préscolaire. Bruxelles : Peter Lang. 93-114. Vandenbroeck, M. (2011) Early childhood education and care: equity and excellence in the foundational stage. In: K. Van den Branden, P. Van Avermaet & M. Van Houtte (eds.). Equity and excellence in education. Towards maximal learning opportunities for all students. London: Routledge.145-165. Peeters, J. & Vandenbroeck, M. (2011) Childcare practitioners and the process of professionalization. In: L. Miller & C. Cable (eds.). Professionalisation, leadership and management in the early years. London: Sage. 6276. Vandenbroeck, M. (2011). Diversity in early childhood services. In R. Tremblay, M. Boivin, R. Peters & R. Barr (Eds.), Encyclopedia on Early Childhood Development [online] (Vol. 1-6). Montreal: Centre of Excellence for Early Childhood Development. Vandenbroeck, M.; Cousée, F.; Bradt, L. & Roose, R. (2011). Diversity in Early Childhood Education: a Matter of Social Pedagogical Embarrassment. In: Cameron, C. & Moss, P. (eds.). Social Pedagogy and Working with Children. Engaging with Children in Care. London: Jessica Kingsley Publishers. 53-68. Vandenbroeck, M.; De Stercke, N. & Gobeyn, H. (forthcoming). What if the rich child has poor parents? In: P. Moss (ed.). Contesting the relation between early childhood education and compulsory education. London: Routledge.


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SELECTED LECTURES AND PRESENTATIONS Vandenbroeck, M. & Van Nuffel, K. (2003) Respect for Diversity in Early Childhood Education. Symposium presented at the European Scientific Association for Residential and Foster Care for Children and Adolescents Conference. Leuven: EUSARF – AIFREF – KULeuven. Vandenbroeck, M. (2003) Constructions of childhood, motherhood and social exclusion in day care centres in Brussels, Belgium. Paper presented at the European Early Childhood Education Research Association Conference. Glasgow: EECERA – Strathclyde University. Vandenbroeck, M. (2003) Constructions of motherhood and childhood and inclusion/exclusion in the history of Belgian child care. Paper presented at the 11th Conference Reconceptualizing Early Childhood Education. Phoenix: Arizona State University. Vandenbroeck, M. (2004) Diverse aspects of diversity. A European perspective. Invited keynote presentation at the Centre for Innovation and Equity in Early Childhood Conference. Melbourne: CEIEC – Melbourne University. Vandenbroeck, M. (2004). Far posto alla diversità nei servizi per l’infanzia. Invited paper presented at the Conference La culture dell’infanzia – Cultures of childhood. Genova: Gruppo Nazionale Nidi Infanzia. Vandenbroeck, M. (2004) I am who I am: cultural (and other) identities. Invited keynote lecture at the Conference Diversity in Early Childhood Education. Athens: Schedia – Nissos Publications. Fee, J.; Lee, P.; Peeters, J.; Singer, E.; Vandenbroeck, M. & Van Keulen, A. (2004) Diversity in Early Childhood Education. Symposium at the European Early Childhood Education Research Association 14th annual conference “Quality Curricula: The Influence of Research, Policy and Praxis”. Malta: EECERA. Vandenbroeck, M. (2004) Subsidized Liberty. Paper presented at the 12th Conference Reconceptualising Early Childhood Education, Research, Theory and Practice. Oslo: Oslo University College. Vandenbroeck, M. (2005) From Child Mortality to Children’s Rights: Education and Research as Technologies to Individualize the Social. Paper to be presented at the 13th conference Reconceptualizing Early Childhood Education, Research , Theory and Practice. Madison: University of Madison-Wisconsin. Vandenbroeck, M. (2005). Diverse diversities: the (re)construction of equity in Early Childhood Education. Paper to be presented at the EECERA 15th annual conference. Dublin: EECERA. Bloch, M.; Canella, G.; Madler, S.; Miller, M.; Moss, P.; Polakow, V.; Swadener, E. & Vandenbroeck, M. (2005) Critical Early Childhood Public Policy: Analysis of Contemporary Practices in the U.S. and Internationally. Symposium at the American Educational Research Association Annual meeting 2005: “Demography and Democracy in the Era of Accountability”, Montreal: AERA. Vandenbroeck, M. (2006) Accessibility of early years provisions in Brussels. A case study of unequal opportunities at the beginning of life. Paper presented at the European Conference on Equal Opportunities. Antwerp: Policy Research Centre on Equal Opportunities. Vandenbroeck, M. (2006) Diversité et inclusion sociale dans les lieux d’accueil petite enfance. Assises Petite Enfance. Paris: UNESCO. Vandenbroeck, M. (2006) Diversity education in late modern societies: emerging challenges of globalization. Keynote paper presented at the 8th annual ISSA conference Promoting diversity through education: Eliminating exclusion and challenging discrimination. Bratislava: ISSA. Vandenbroeck, M. (2007) The role of parents in the early years: The relationship between research, ethics and politics. Paper presented at the 17th EECERA Annual conference. Prague: EECERA.


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Vandenbroeck, M. (2007) Early Childhood Care and Education in today’s society. Keynote paper presented at the conference Childcare has a future. Interlaken: OMEP – Schweizerischer Krippenverband. Vandenbroeck, M. (2008) Parent Support and Early Childhood Education in the Social Investment State. Paper presented at the 18th European Early Childhood Education Research Association’s conference. Stavanger: University of Stavanger - EECERA. Vandenbroeck, M. (2007) Policies for diversity and social inclusion in early childhood care and education. Keynote presentation at the OECD workshop, Brussels: OECD – Kind en Gezin Academie. Vandenbroeck, M. (2007) Governing Families in the Social Investment State. New Emerging Salvation Themes in Early Childhood Education. Paper presented at the 15th Conference Reconceptualizing Early Childhood Education. Hong Kong: Hong Kong Institute of Education. Vandenbroeck, M. (2009). Children’s agency and educational norms: a tensed negotiation. Invited keynote presentation at the 2nd conference on Childhood Research: Childhood spaces, children’s places. Tampere: Finnish Society for Childhood Research. Vandenbroeck, M. (2009) La construction de savoirs sur l’enfance et sur la parentalité dans l’Etat Providence Actif : la prévention précoce comme cas emblématique. Présentation à la Onzième rencontre du Réseau International de Recherche en Education et Formation (REF). Nantes : REF. Vandenbroeck, M. (2009) Let us disagree. Invited keynote at the 19th European Early Childhood Education Research Association’s conference. Strasbourg: EECERA – Le Furet. Vandenbroeck, M. (2009). Training for diversity and inclusion. Keynote lecture at the conference Diversity, inclusion and the values of democracy. Building teachers competences for intercultural education. Ljubljana: INTER-network – International Step by Step Association – Educational Research Institute of Slovenia. Vandenbroeck, M. (2009). Co-éducation : responsabilités divisées ou partagées? Présentation à la journée d’étude internationale La coéducation en question. Strasbourg : Le Furet. Vandenbroeck, M. (2010) Working with families: about reciprocity in asymmetrical relationships. Invited keynote at the Disabilities in Education Second City Conference. Ghent: Ghent University. Urban, M.; Vandenbroeck, M.; Lazzari, A. & Peeters, J. (2010). Competence requirements for staff in Early Childhood Education and care. Self Organised Symposium at the 20th European Early Childhood Education Research Association’s conference. Birmingham: Centre for Research in Early Childhood – University of Birmingham Vandenbroeck, M. (2010). La diversità in educazione. Invited keynote at the XVII Convegno Nazionale Servizi Educativi per l’Infanzia. Torino: Gruppo Nazionale Nidi e Infanzia. Vandenbroeck, M. (2010). Early Childhood Education in a Multicultural World. Paper presented at the special event of the Unesco World Conference on ECEC. Moscow: UNESCO Chair on International and Multicultural Education of the Moscow Institute of Open Education, in cooperation with the UNITWIN Network


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Vandenbroeck, M.; Rayna, S. Musatti, T. & Hoshi-Watanabe, M. (2010). Similarities and differences omong new emerging services in four countries. Self Organised Symposium at the 20th European Early Childhood Education Research Association’s conference. Birmingham: Centre for Research in Early Childhood – University of Birmingham. Vandenbroeck, M. (2010). Social support in urban contexts: feasibilities and limitations. Invited keynote at the 13th International Conference on Education Familiale et Services pour l’Enfance. Florence: AIFREF. Vandenbroeck, M. (2010). Invited speaker in Commission 2.3 on “Regional experiences: North America and Europe” at the World Conference on Early Childhood Care and Education: Building the Wealth of Nations. Moscow: UNESCO. Vandenbroeck, M. (2011). Invited keynote at the Colloquio Internacional Cuidado y Bienestar Infantil: Perspectivas Multiples. Ciudad de Mexico: Universidad Nacional Autonoma de Mexico (UNAM). Vandenbroeck, M. (2011). Evidence-based practice, professionalism and diversity: a tensed relation. Invited keynote at the 12th Annual Conference of the Pacific Early Childhood Education Research Association. Kobe, Japan: Kobe University. Urban, M.; Vandenbroeck, M.; Peeters, J.; Lazarri, A. & Van Laere K. (2011). The competent system? A critical ecological perspective on the professionalisation of the early childhood workforce in Europe. Symposium presented at the 21st European Early Childhood Education Research Association’s conference. Genève: EECERA – Université de Genève. Vandenbroeck, M.; Van Laere K.; Peeters, J. & Lazarri, A. (2011). Professional development strategies for lowqualified ECEC staff: valuing formal and informal learning moments. Symposium presented at the 21st European Early Childhood Education Research Association’s conference. Genève: EECERA – Université de Genève. Vandenbroeck, M. (2011). Chair of Working Section 4 on “Staff Competences” at the conference “Excellence and Equity in Early Childhood Education and Care”. Budapest: Hungarian Presidency of the Council of the European Union in cooperation with the European Commission Vandenbroeck, M. (2011). The question of the question. Evidence based early childhood education. Guest lecture at the University of Jyväskyllä and the University of Tampere.


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Meerjarenplan. Steunpunt VLAS Vlaams Armoedesteunpunt. Promotor-coördinator: Danielle Dierckx, Centrum OASeS, Universiteit Antwerpen

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