The prefects and party‐state relations in Fascist Italy

Abstract

This is a study of the prefects, the arm of central government in the provinces, under the Fascist regime. Using the author's own survey of those appointed prefects after the decision to establish the ‘totalitarian’ state, it considers the phenomenon of the ‘Fascist prefects’ in relation to the progress of career officials, methods of recruitment and the prevailing bureaucratic culture, in order to assess the extent of the ‘Fascistization’ of the Interior Ministry. It then looks at how both career and ‘Fascist prefects’ actually operated on the ground and their relations with the Fascist Party in the provinces. The article concludes, on the evidence of continuing party‐state conflict throughout the 1930s, that there was a ‘totalitarian’ regime in the making.     

State Support for Higher Education: A Political Economy Approach

This research examines state support for higher education by first ascertaining the amount supplied and demanded of this service. The approach assumes that supply and demand occur simultaneously, and that each is affected by higher education spending policies among the states. We argue that enrollment is the most satisfactory proxy for both supply and demand. State policy is measured as expenditure effort. We estimate three time-series equations using two-stage least squares regression with data for the years 1986–95. In the final equation, supply/demand (enrollment) emerges as the strongest predictor of state spending effort. Commitment to higher education (effort) is also especially sensitive to variations in the number of employees (per student). Employee costs clearly are a major factor in fueling increases in state higher education spending effort. State per capita income exerts a negative effect on the final dependent variable. Poor states exert greater financial effort in support of their colleges and universities than do more affluent states.     

Local Markets and the Polarization of Public-Sector Schools in England and Wales

Notwithstanding the recent change of government, UK educational policy continues to stress school performance tables, parental choice and competition – reflecting an acceptance by New Labour of Tory notions concerning the role that market mechanisms play in improving school performance. In view of the 1997 Education White Paper's insistence that the new government's goal was to 'overcome the spiral of disadvantage … passed from one generation to the next', this implies that the DfEE remains unimpressed by long-standing arguments concerning the socially-divisive consequences of market forces in education.
This paper seeks to add empirical weight to this debate. Arguing that recent analyses of aggregate levels of social stratification have masked polarization occurring at the local level, our analysis places schools in the context of the local markets within which they operate. This yields clear evidence that educational markets tend to exacerbate existing differences between schools in terms of both their performance and social status.     

On the urns of a dilemma: radiocarbon and the Peterborough problem

Radiocarbon dates are presented for distinctive types of British Late Neolithic pottery, identifying questions which cannot yet be resolved.     

Literary and social criticism

John Docker, Australian Cultural Elites: Intellectual Traditions in Sydney and Melbourne, Angus and Robertson, Sydney, 1974, pp. xii + 182. $5.95, paper.     

ACADEMIA AND THE FEDERAL GOVERNMENT

In recent years a revolutionary shift has occurred in the federal goovernment—-higher education relationship. Why didn't higher education resist more vigorously federal encroachment in its autonomy? First, academia focused its attention on the wrong kind of threat. Second, federal involvement was useful for solving problems on campus and often was in keeping with objectives and values supported in academia institutions. Third, the rise of public institutions altered the receptivity of higher education to accepting federal funds and pursuing direct solutions to society's problems, i.e. to being “involved” at the expense of autonomy. Finally, higher education's traditional strategy of being aloof from partisan politics kept it from vigorously defending its interests. Alternatives for the future appear to be: 1) a reorganisation of higher education to make it a clear, systematic agent of national policy, or 2) a successful effort by higher education to convert itself into an effective national interest group.