Suchergebnisse

This thesis investigates the interaction between the sectoral balance sheets in Denmark, as they are crucial for understanding the impact and transmission of economic shocks and policies for the economy. This is particularly important in the context of rapid financial balance sheet expansion that preceded the Global Financial Crisis. The thesis thus addresses four key objectives: The first is to identify what the primary source of change in sector balance sheets is; the second is to empirically identify the connections and dependencies (interactions) between the three primary sectors - the private sector, the government sector and the foreign sector; the third is to explore the implications of these interactions, and extends this analysis to include a disaggregated private sector - split into the household sector, the non-financial corporate sector and the financial corporate sector; and, the fourth is to assimilate these interactions into a single macroeconomic framework - in order to examine the transmission of economic shocks or policy measures throughout the economy - and to use this framework to investigate the causes and implications of the unprecedented expansion of private debt relative to disposable income of Danish households. The thesis addresses these issues within the Post Keynesian economic paradigm and the Babylonian mode of thinking, where path dependency and a pluralist approach to method and methodology are encouraged. This is accomplished in the form of five independent, but progressive and related articles.

This article focuses on the Building Colleges for the Future (BCF) initiative (2008) which saw a wave of new-build Further Education (FE) colleges spring up across England in the final years of the New Labour government. It draws on qualitative data from a research study focusing on four new-build colleges in the West Midlands of England to theorise the BCF initiative. Using theory derived primarily from Lefebvre, the paper contextualises BCF within a frame of neoliberalisation and discusses the impact of the 'production of space' represented by the initiative with a research focus on two areas: pedagogy and ideology. The main findings are that these new-build colleges can be interpreted as spatial expressions of policymakers and others' perceptions of teaching and learning; in ideological terms, they also trumpet a 'new lifestyle' and a 'new art of living' for FE staff and students that is however, in tension with residual pedagogical practices and values. The article concludes that despite being an expression of neoliberal abstract space, these new-builds can still be seen as providing a frame for alternative individual and collective encounters with education which may subvert and outlast the processes of neoliberalisation that they appear to embody.

Made available by the Northern Territory Library via the Publications (Legal Deposit) Act 2004 (NT). ; The title of this memoir is a dig at Tim Fischer's book 'Seven days in East Timor'. He was in East Timor for the 30th August 1999 election that gave East Timor its Independence from Indonesian military rule. This recollection of 117 days starts when Wesley-Smith arrived on 9th October 1999, using his diary notes and memories at this stage. It is not claimed to be a complete history but just about his involvement. ; "Written in December 2012 from my diaries." --Front cover.

In this chapter, a decade on from the financial crisis that heralded the introduction of austerity measures in the UK, we will outline our perspective on the impact of cuts on adult participation in further education. Then, through reference to the FE in England: Transforming Lives and Communities research project – a study that set out to identify and celebrate examples of transformative teaching and learning in further education – we will illustrate how further education still transcends its reductive and instrumentalist neoliberal purposing by providing a counter-hegemonic and 'differential' space for adult learners. Evidence from the project shows how despite straitened finances and the constraints of a constantly-changing annual funding methodology that incentivises college self-interest and gaming, further education providers continue to empower people and their communities. In doing so, they challenge intergenerational inequality and enhance agency and hope. Since Prime Minister Jim Callaghan's Great Debate speech of 1976, the policy agenda in the UK has placed an increasingly instrumentalist onus on compulsory education to connect with the needs of industry. The Further and Higher Education Act of 1992 incorporated further education colleges, thereby laying the ground for a transformation of their role away from being historically rooted, organic expressions of local and municipal industrial need and into agents of national economic and skills policy (Smith 2013). The Act restructured educational provision for adults and young people over the age of 16 and connected the new further education 'sector' through the umbilicus of a newly devised funding methodology to central government. Apart from the erosion of further education teachers' working conditions and a series of disruptive re-regulations of their professional status, the last quarter century has been characterised by a string of policy interventions (for example, General National Vocational Qualification (1994), Modern Apprenticeships (2001), Train to Gain (2006), Entry to Employment (2003), the 14–19 diploma (2008) and the launch of 'New' Apprenticeships (2017), see Smith and O'Leary 2015: 176) many of these having a significant impact on college teachers' work and students' learning experiences. While there was a policy commitment to lifelong learning during this period, since 2009 this has increasingly fallen by the wayside. The focus instead has been on 16-19 provision, the recent setting of a target for the recruitment of 3 million apprentices by 2020 being the latest example in a line of 'new' vocational qualifications.

This article originates in a piece of educational research into the experiences of Further Education (FE) student teachers in the West Midlands region of England. This cohort of students experienced significant upheaval in their college workplaces and placements during the 2010/11 academic year. Pressures on FE funding were exacerbated by a Comprehensive Spending Review by the coalition government in late 2010 - prompted by the on-going global economic crisis. Some of the repercussions of these funding cuts for staff and students in the sector are discussed in this paper, as perceived by this cohort of student teachers working in a range of FE providers across the West Midlands. Many of these repercussions can broadly be seen as an extension of existing managerialist practices, as the justification for an increasing squeeze on local resource allocation continues to be a wider appeal to global market 'realities'. But we theorise that NPM plays an important role in a reductive kind of knowledge production for policy makers which fuels and legitimises on-going policy intervention and see this as an important shaping force in the emerging professional identity of these new teachers.

This book invites readers to engage with the rich and complex debates of contemporary English education, outlining new possibilities to revive the teaching of English. Bringing together diverse voices and insights from educators in English across the primary, secondary, further and higher education phases, the book offers reflections and critical engagement with the lived experiences of English teachers and pupils in contemporary educational spaces. Each chapter includes example vignettes from classrooms which tell something of the story of English teaching today. The book considers how politics and policy have worked to close the opportunities of the English classroom for self-expression and critical engagement with the world - a murder. The authors then offer an exploration of the opportunities for a re-imagining of English - the murmurs of teachers and pupils that resist such closures. The chapters explore new thinking, new practices and new possibilities for English classrooms as inclusive, emancipatory, critical and creative spaces. Offering a thoughtful and hopeful dialogue from practising English teacher-researchers, the book will be essential reading for researchers and students of English language and literature education, as well as trainee teachers of English.

First paragraph: Critics of the dominant model of education argue that the education curriculum across nations has a strong utilitarian function, which selects and distributes dominant education in different ways to different social groups, reproducing class inequalities which fail to address issues of power relations in the learners' lives. We see, for example, the hidden curriculum of formal schooling serving and reflecting the social, economic and moral hierarchy that drives the needs of neo-liberal global capitalism, a framework that is closely bound to ideologies that stem from production and economic values. Where the dominant discourse, political focus and language of policy highlight only the performative function of education in getting work or securing 'better' work, the broader values of education aligned to the value of the individual beyond economic productivity are lost. It is within this context that educational systems shape identities and notions of worth and indeed lack of worth. Within this performative landscape humanistic, transformative and holistic visions of lifelong learning for all have been marginalised, silenced and neglected ; Output Type: Editorial

Illegal diversification strategies in farming contexts are neglected in research terms. There are endogenous and exogenous factors that influence the potential strategic capability and activity of illegal entrepreneurs and criminal farmers. Internal factors include the personal characteristics of the farmer–qualities and skills. External factors, outside the control of the individual illegal entrepreneur, include the activities and processes undertaken by them, the characteristics of the illegal enterprise, government policies, markets and environmental factors. Using a documentary research methodology of 210 case studies, located on the internet, from across the UK (where farmers had been charged with criminal offences relating to their occupation), the article contributes to the literature on farm diversification and rural crime.