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This study aims to understand how goals of activation and gender equality interact in labor market programs directed towards activating unemployed participants. The study draws on interviews with 28 social workers and managers at four Swedish municipally governed labor market programs typically targeted towards poor, unemployed individuals with little to no attachment to the labor market or social insurance system. Our findings show that activation goals are understood to be clear cut and a dominant logic within the labor market programs. The gender equality goals are understood as fuzzy and subordinate to the activation logic. Our theoretical analysis, based on neo-institutional theory, shows that gendered activation as a hybrid logic is created within the four programs as a means of handling the competing logics of gender equality and activation. Gendered activation may be reasonable on an individual level, where women in long-term unemployment can sustain a higher income through work and become financially independent. In the context of the gender segregated labor market, gendered activation reproduces gendered inequalities when an increasing interest for activation policy among welfare states overshadows claims of gender equality. Furthermore, our study exemplifies the systemic reproduction of racist discourse within social- and labour market policies. Within the logic of gendered activation, migrant women become singled out as specifically problematic for Swedish society to handle when unemployment is given gendered and cultural explanations. Through the logic of gendered activation, gender equality goals become no-matter-what employment rather than employment leading to equal outcomes.

he first ever strategy for the Further Education and Training (FET) sector is being launched by the Minister for Education and Skills, Ruair�_ Quinn T.D., and Minister of State for Training and Skills Ciarn Cannon T.D. The overall aim of the Strategy is to develop a world-class integrated system of further education and training in Ireland, which will promote economic development and meet the needs of all citizens. The new strategy was developed by SOLAS with assistance from the ESRI which was commissioned to carry out evidence based research and assist in the development of the Strategy. Five high level strategic goals have been identified: -Skills for the Economy: to address the current and future needs of learners, jobseekers, employers and employees and to contribute to national economic development -Active Inclusion: to support the active inclusion of people of all abilities in society with special reference to literacy and numeracy -Quality Provision: to provide high quality education and training programmes and to meet the appropriate national and international quality standards -Integrated Planning and Funding: FET provision will be planned and funded on the basis of objective analysis of needs and evidence of social and economic impact -Standing of FET: to ensure a valued learning path leading to agreed employment, career, developmental, personal and social options. The Strategy follows a radical overhaul of the structure of the sector by the Government which includes the streamlining of 33 existing VECs into 16 Education and Training Boards (ETBs), the abolition of F́S and creation of SOLAS, the Further Education and Training Authority. Speaking at the launch in the Chester Beatty li

"Für die Gewerkschaften ergeben sich aus aktiven Beschäftigungsstrategien komplexe Fragen und Erwägungen. Dies gilt ganz besonders für Aktivierungsmaßnahmen. Wenn sie eine ablehnende Haltung gegenüber Aktivierungsstrategien einnehmen, wird es schwierig für sie sein, eine bedeutende Rolle in der heutigen Debatte zu spielen. Wenn sie hingegen die aktuellen Aktivierungspolitiken befürworten, dann tragen sie auch die Verantwortung für die damit verbundenen Risiken. Dieser Artikel versucht, einen Ausweg aus diesem Dilemma zu finden. Im Mittelpunkt steht die Frage, welche Haltung die Gewerkschaften in einer Situation, in der Vollbeschäftigung kein realistisches Ziel darstellt, gegenüber Aktivierungspolitiken einnehmen sollten. Der Autor beschreibt einen möglichen Ausweg aus diesem Dilemma aus zweierlei Perspektiven. Der erste basiert auf einem gegenseitigen, kundenorientierten Ansatz in Bezug auf Anspruchsberechtigte mit Rechten und Pflichten, die aus gewerkschaftlicher Sicht vertretbar sind Der zweite beruht auf einem breiteren Konzept der sozialen Teilnahme, die über die bezahlte Beschäftigung auf dem normalen Arbeitsmarkt hinausgeht. Es macht jedoch nur dann Sinn, diese Ideen zu formulieren, wenn die Gewerkschaften auch darauf vorbereitet und fähig sind, sie mit Gewerkschaftsmacht zu unterstützen. Im letzten Teil des Artikels befasst sich der Autor mit der Frage, wie die Gewerkschaften ihre Position bezüglich der Aktivierung mit Gewerkschaftsmacht untermauern können." (Autorenreferat, IAB-Doku)

The present research threw light on a number of issues related to personalization. Furthermore, an attempt was made to cast light on some wrong practices performed by teachers in their classes that negatively influence the educational process and compromise individual differences. In order to answer the research's questions and yield results, the qualitative descriptive method was employed. Having reviewed the theoretical literature, the effective way of considering individual differences was revealed. Moreover, having interviewed 20 teachers, I found the factors leading teachers to make errors regarding personalization, causing the latter not to accrue benefits. Accordingly, teachers were categorized in three groups: First: Teachers who do not perform what they disbelieve in, causing the practices not to accrue any benefits; Second: Teachers who are immersed in normative practices but ignore benefits; and Third: Teachers who consciously consider individual differences, as well as study and analyze students' patterns but increase rather than decrease those differences. Furthermore, appropriate solutions were presented to address those errors and to reach useful practices regarding personalization. Based on the results, a number of suggestions and recommendations were given which could help address personalization-related problems. Real observations, scientific discussions and long conversations were objectively made with a number of teachers. Whatever presented in this study was based on my observation from teachers' plans and some of their courses. I also monitored students' development and academic achievement. Over our discussions, teachers frequently asked "what is the problem?!" They put the blame on learners and sporadically on the social environment in which students grew up. They also sometimes considered families to be accountable in this regard. Rarely ever can a wise teacher be found to attribute the problem to his method and thus make systematic and insightful, not experiential and arbitrary, evaluation and correction. Furthermore, an effective teacher assumes full responsibility for his work and knows his class is part of a larger society. Therefore, he or she should not expect the best in everything, but he or she should let their holy profession alone create a perfect society. The more a teacher notches success and be sincere in his or her work, the closer we will be to a mature, effective and productive society, though the teacher may not realize that. Finally, I would emphasize we must change our expectations before our practices or our changes will accrue no benefits. Moreover, we must determine our needs in such a way that suit our students. We should not imitate others' practices without understanding how effective they will be in our classes and their current circumstances. Most importantly, a student should feel he or she is really actualizing himself or herself at any moment, and is acquiring new knowledge and skills after each class.

Received: 19 October 2021 / Accepted: 31 December 2021 / Published: 5 March 2022

Abstract
This article provides a critical commentary on Irish activation policy. It is framed with reference to the point made in Pathways to Work 2016–2020 that a key purpose of activation is 'to help ensure a supply of labour at competitive rates'. It looks at how a tougher work-first activation regime can be situated within the wider landscape of reform and retrenchment in the social protection system following the 2008 financial crisis. Broadly utilising Pierson's concepts of programmatic and systemic retrenchment, it situates the roll-out of activation within shifts toward greater reliance on means-tested benefits for the unemployed, and toward work first, with varying degrees of compulsion, for other working-age adults in the social protection system. Suggesting that this results in a hierarchy of 'welfare sacrifice' for the sake of the competitiveness of the Irish economy, it also looks briefly at how some of these 'sacrifices' are experienced by different groups both in and out of the labour market. The article concludes by noting that the Covid-19 pandemic has temporarily transformed state–market relations such as these; however, whether this offers the opportunity to forge a more supportive turn in activation policy post-pandemic remains an open question.