From Policy To Action
When implementing projects, EuropeAid takes account of EU policy strategies and long-term programmes for the delivery of aid. It translates policies into practical actions and develops new ways of delivering aid, such as budget support and through sectoral approaches. It also issues guidelines and makes evaluations of aid implementation. In addition, it is responsible for the proper management of funds and must use clear and transparent tendering and contracting procedures. The programming cycle and responsibilities have evolved with the creation of the European External Action Service EEAS. The EEAS has a key role in the programming of geographic instruments with EuropeAid and the EU Delegations.
EuropeAid is responsible for all the steps of an aid delivery project: after identifying needs, it carries out feasibility studies and prepares all the necessary financial decisions and controls. It then moves on to drawing up the required tendering, monitoring and evaluation procedures. EuropeAid often publishes these evaluations in its website, aiming to improve management, in particular by taking into account the lessons of past public actions and to reinforce capacity to account for, and to ensure, better transparency.
EuropeAid is a decentralised organisation. Two out of three Commission staff members working on aid implementation are based in the field. That is why most of the preparatory and implementation work is done through the EU Delegations in the beneficiary countries. EuropeAid is made up of more than 45 units divided into nine directorates attached to the Director General.
Read more about this topic: Europe Aid Development And Cooperation
Famous quotes containing the words policy and/or action:
“If matrimony be really beneficial to society, the custom that ... married women alone are allowed any claim to place, is as useful a piece of policy as ever was invented.... The ridicule fixed on the appellation of old maid hath, I doubt not, frightened a very large number into the bonds of wedlock.”
—Sarah Fielding (1710–1768)
“For the child whose impulsiveness is indulged, who retains his primitive-discharge mechanisms, is not only an ill-behaved child but a child whose intellectual development is slowed down. No matter how well he is endowed intellectually, if direct action and immediate gratification are the guiding principles of his behavior, there will be less incentive to develop the higher mental processes, to reason, to employ the imagination creatively. . . .”
—Selma H. Fraiberg (20th century)