Policy interpretation and enactment within the everyday practices of frontline education bureaucrats in India and its impact on the quality of service

前线官员预计将执行一系列任务，其复杂程度各不相同。该项目将借鉴现有的官僚主义和问责制的奖学金，以了解为什么前线官员优先考虑某些任务，以及他们如何有效地执行某些任务，而不是其他任务。通过让人们更好地了解前线官僚的日常做法及其对提供服务的影响，该项目将有助于官僚和公共服务提供领域。本项目将试图扩大对“能力”和“问责制”范围以外的执行问题的理论理解和框架。通过将一线教育官员视为知识的共同创造者，该项目将试图强调有效实施的关键原则，尽管存在一个功能失调的系统的限制，该系统优先考虑遵守规则而不是响应。在这样做的时候，该项目还将提供一个“厚”，描述性的政策在次国家一级的日常实施（格尔茨1973年）。最后，该项目将有助于更好地了解官僚机构（侧重于公共服务）在低能力环境中的实际运作方式，使研究结果也适用于其他低收入和中低收入国家。

Frontline officials are expected to perform a range of tasks, with differing levels of complexity. This project will draw on existing scholarship on bureaucracy and accountability to understand why frontline officials prioritise certain tasks over others, and how they perform some tasks effectively, and not others. By providing a greater understanding of the everyday practices of frontline bureaucrats and their implications for service delivery, this project will contribute to the fields of bureaucracy and public service delivery. This project will attempt to expand the theoretical understanding and framing of implementation issues beyond the scope of 'capacity' and 'accountability'. By viewing frontline education officials as cocreators of knowledge, the project will attempt to highlight key principles of effective implementation despite the constraints of a dysfunctional system that prioritises rule-following over responsiveness. In doing so, the project will also provide a 'thick', descriptive account of the everyday implementation of policy at the sub-state level (Geertz 1973). Lastly, the project will contribute towards a greater understanding of how bureaucracies (focused on public services) function in practice in low-capacity environments, making the findings also applicable to other low and lower middle-income countries.