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The latest legislation regulating financial services is the equivalent of putting the foxes in charge of the chickens, argues Leonard Ross, Lecturer in Economics at the Polytechnic of Central London. It gives City institutions carte blanche for the fixing of prices and the suppression of competition.

The Government's proposals for higher education run contrary to its emphasis on individual choice J R Shackleton (right), Lecturer in Economics at the Polytechnic of Central London, calls for privatisation to encourage innovation in provision extend individual choice, and remove a sizable burden from the taxpayer

This paper examines the effect of the polytechnic reform on geographical mobility. A polytechnic, higher education reform took place in Finland in the 1990s. It gradually transformed former vocational colleges into polytechnics and also brought higher education to regions that did not have a university before. This expansion of higher education provides exogenous variation in the regional supply of higher education. The reform raised the mobility of high school graduates across local labour markets in the years after they had completed their secondary studies, which indicated increased mobility between high school and post-secondary education. We estimate that the reform enhanced the annual migration rate of high school graduates by 1.2 percentage points over a 3-year follow-up period. This represents a substantial increase, because their baseline migration rate is 3.7 %. The effect fades several years after the completion of secondary studies.

The Financial Services Act has been variously criticised for obstructing competition and increasing operating costs for the producers of financial services in Britain. Robert R. Davis, Commissioner at the Commodity Futures Trading Commission in Washington DC, argues that there are 'public‐goods' considerations to justify the imposition of the Act, and that its internal guarantees will check the growth of regulation. Len Ross, Principal Lecturer in Economics at the Polytechnic of Central London, maintains his earlier charge that the Act will do immense damage to British trade in financial services.

The consequential failures of breakeven in respect to business expectations in Northern Nigeria drive around the competent knowledge acquired by entrepreneurs. This knowledge can be translated into identifiable opportunities with lucrative business openings. As such impacting knowledge on Entrepreneurship Education to yield employment opportunities through the entrepreneurship development was the bases of this Research work. Survey Method was designed and used with Multistage sampling procedure. The responses were categorized into four Stages. (9) local governments were randomly selected from three (3) senatorial zones in Stage One. In the second stage, fifty (50) Ramat Polytechnics graduates engaged in Entrepreneurship businesses in the areas of Technical, Vocational, Businesses etc. courses were purposively selected from 27 local governments of the state. Descriptive statistic and five point likert scale were used to analyze the data. The result shows that; there were several types of entrepreneurs that are products of Polytechnic Education fastened in economic growth with employment opportunities created through the entrepreneurship development through expanding of businesses and poverty reduction. It was recommended that Entrepreneurship development should become part and parcel of tertiary Institutions' curriculum so that youngsters will acquire the necessary skills from the onset.

In Indonesian educational institutions, religious education, including Christian Religious Education, must be taught to all students and Christian students. However, most students today focus on developing scientific competencies in a particular field rather than general compulsory learning such as Christian Religious Education. The objectives include determining the significance of Christian Religious Education in universities and the role and impact of education on student life at the Manado State Polytechnic. This research concluded that Christian Religious Education must still be taught in all universities because it has a vital role in the growth of intellectual, spiritual, moral, and social students.