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In Surrogates of the State Jennings explores the delicate relationship between development NGOs and the states they work in using his exhaustive and illuminating case study of Tanzania in the 1960s and 70s. During that time Tanzania instituted the rural socialist Ujamaa program, resulting in the forced resettlement of 6 million people to villages, transforming the map of the country. Rather than questioning this policy, NGOs working in the area (as typified by Oxfam) became surrogates of the state, helping to carry out the program. Jennings argues that the NGO community was seduced by its own interpretations of what Ujamaa represented, and was consequently blinded to the dark realities of resettlement. Bound by ideological chains of their own forging, organizations that in other contexts have criticized over-mighty states and the use of overt force, NGOs committed themselves fully to Tanzania and its development policy. Through this study, the book uncovers not just the story of development in Tanzania in this critical period, but the history of the NGO itself, in the process raising questions about the future direction of this institution which has become so prominent in international development

Higher education institutions (HEIs), based on learning, innovation, and research, can support the progress of civil society. Many HEIs are implementing sustainability practices and projects to counteract climate change, often involving youth participation. The present study aimed at identifying how sustainable communities may be fostered in a university setting. To that end, a questionnaire was administered to engineering students at the start and end of a course on energy issues, assessing their perceptions of sustainability using multi-criteria decision analysis. The results showed that students placed greater value on sustainability at the end of the course. Additionally, the findings highlight that the implementation of projects aimed at tackling real problems may be useful for disseminating knowledge and sustainable practices. The main implications of this study indicate that sustainable communities in academia lay on six foundational pillars: sustainable education, energy (and resource) independence, subsidies in support of the green economy, initiatives aimed at reducing the carbon footprint, energy community development, and new green professional opportunities.

This paper deals with the problem of relationship between the state and companies, which activity is subsidized by the government, given the strong influence of the state on the companies and a possibility of the state interference in the company activity. In such cases there is a conflict of interests between the state and company, i.e. depending on the subsidy level and the level of political risk for the company in the relationship due to the possibility of expropriation of funds from the cash flow controlled by company. In this case, value (utility) for one of the parties may be positive in the relationship, while for another one it may be negative. This paper deals with all possible cases of subsidy levels and expropriation parameter resulting in positive value for each party. It also deals with the issue: what conditions of subsidy level and expropriation parameter, as well as the level of efforts made by company result in value (utility) gain for each party. This record was migrated from the OpenDepot repository service in June, 2017 before shutting down.

This article offers an alternative understanding and a critique of how South Korea's development has been interpreted by various scholars. The proponents of developmental state overlook the fact that South Korean dirigisme harmed equity, democracy, social cohesion, and thus the people's ability to take the initiative and form a viable civil society. By considering how the state meddled with the economy as a deliberately selected course, an analysis can be made of the dysfunction of developmental statism or "diseased" dirigisme. The inequity between the deprivations suffered by small firm operators and other citizens and the gains reaped by a few business conglomerates (or chaebol), remains symptomatic of South Korea's dirigiste disease. The dominant themes in the current economic discourses are privatisation, marketisation, deregulation and the rolling-back of the welfare state. However, liberalising the economy without state reform may aggravate the dirigiste disease in South Korea. By linking the state-led and people-centred arguments, this article provides a fresh discourse on principles of policy-making and state-action to broaden the valuation of development beyond economic efficiency or competitiveness. (Asian J Pol Sci/DÜI)

Ireland's further education and training system faces major challenges at a time of severe economic crisis. The unprecedented level of unemployment -14.8% of our labour force is unemployed - has resulted in significantly increased demand for education and training. More and more people are seeking to upskill or reskill in order to enter or re-enter the labour market and the need to upskill those who have lost their jobs has become obvious to us all. The Government is re-inventing Ireland's economy so that it is competitive, sustainable and provides opportunities for all to secure employment. The State has a fundamental role in this challenge and there is a particular need to respond with activation measures that provide clear and purposeful pathways to employment, either directly or via further and higher education and training

Humanities discourse forms part of several Australian academic enabling programs, either embedded within the broader curriculum, or as part of a standalone unit. Within Edith Cowan University's UniPrep course, an introductory Humanities unit is offered to students as one of two electives alongside three other core units. The unit introduces students to key concepts within the Humanities, exploring disciplines such as ethics, philosophy, language, history, religion, politics, law, Indigenous studies and fine arts. In addition to offering students an understanding of these disciplines, studying Humanities within the context of an academic enabling program can provide students with several other benefits. Feedback from students enrolled in the UniPrep Humanities unit indicates that students experience an increased level of cultural competency, an evolution of worldview, and an enhanced level of critical thinking upon completion of the unit. Importantly, these areas align with research conducted into broader academic enabling principles. This article will explore these connections to suggest that the inclusion of Humanities within an academic enabling program can enhance students' preparedness for undergraduate study and life beyond university on several levels.