This article is an Inquires on the effectiveness of the tools employed by the government in realizing sustainable, effective and proficient public institutions. Early childhood education is the epicenter of the analysis, with the active integration of third parties in the public platform being one of the major emphases.
Major theme of the article and the hypothesis developed
This article examines the effectiveness of the diverse tools used by the government in the realization of proficient institutional outlook. The evaluation is pivoted on three major tools – vouchers, subsidies and contractual agreements.
The authors differentiate institutional practices into four main components – managerial potential, realistic managerial outcomes, viability of the program and the resultant program outcome- In a bid to fully conceptualize the manner in which government tools impact service delivery in federal funded institutions.
Empirical evidence shows that each of the varied tools employed by the government serves a unique role in the execution of early childhood programs, with government subsidies impacting highly on the achievement of positive outcomes. (Sandford, 2008, p. 1)
Authors’ support of the main premise
In this seminal work, the author supports the major hypotheses by reviewing the development of Public Administration policies of investing on nursery schools, reflecting the ideal expectation of a fully-fledged and performing public organization.
The author draws a broad spectrum of empirical findings from third-party, public organizations and weighs their contribution to the advancement of a better pre-school endowment- justifying the premise along the public administration theoretical framework (Sandford, 2008, p. 1).
Having noted the wide range of deviation between the intended policy projection and the realistic state of third-party public organizations, the author advocates for proper implementation of various government instruments such as monitoring services by public managers, a continuous assessment of organizational performance, observing social laws and facilitating financial empowerment to institutions.
For instance, the use of government grants to finance pre-school institutions offload families and education managers of unnecessary financial strain in implementing early childhood education (Sandford, 2008, p. 1).
Federal contracts provide another avenue of financing government enterprises and have proved to be very reliable in educating young children. The last major tool employed in pre-school institutions is the use of vouchers, which enhance parent autonomy such that they can attend to their career responsibilities without much strain (Sandford, 2008, p. 1).
Style and the substance of the article
This article takes a variety of styles; from the investigative touch of relating public administration theoretical concepts with empirical and tangible evidence accumulated from third-party public stakeholders, to its persuasive elegance in a bid to bring its recommendations to the attention of both macro-level and micro-level stakeholders of early childhood education.
Recommendation
I recommend this article to both macro-level and micro-level practitioners. This is because of its utilitarian approach not only in implementing government tools; giving viable strategies and alternatives of funding public institutions caring and educating pre-school pupils, but also in providing invaluable tenets on drawing governmental policy tools for evaluating the performance of early childhood organizations.
Reference List
Sandfort , J. et al (2008). Do Government Tools Influence Organizational Performance? Examining Their Implementation in Early Childhood Education. Web.