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1.
In the area of education and training, different configurations of government with different institutional structures may produce similar or quite different educational and employment outcomes. Other factors come into play in assessing outcomes. For example, young people's transitions from education to work are shaped by a variety of structural and institutional relations in education and the labour market. We argue that analysis of developments in approaches to education and training benefits from including these perspectives. This article explores these differences and similarities in a comparative transnational context across two continents. The article suggests that it not useful, whether from a policy or scholarly perspective, to link education and employment without examining the role and type of the welfare state, including the role and type of capitalism within that state, and the relationship of the welfare state to transition systems. With these concerns as our focus, the article has two objectives. The first is to establish some links between comparative research on transition systems and the literatures on welfare state regimes and varieties of capitalism. The second is to draw out some of these links with two concrete and contrasting examples in a comparative manner, focussing on Denmark and Australia. 相似文献
2.
Jinting Wu 《International Journal of Lifelong Education》2019,38(1):88-102
ABSTRACTThe Chinese are one of the oldest immigrant communities in Europe, and in some countries among the most economically successful. Media portraits of immigrant Chinese, however, are often filtered through racialised stereotypes, as culturally insular and economically savvy opportunists working in low-end take-outs, retails, and garment workshops. Based on ethnographic research conducted in a small European state Luxembourg, this article examines different modalities of learning and transnational strategies among three groups of Chinese migrants – temporary workers, visa overstayers, and restaurant owners. In analysing their pragmatic struggles, creative agency, and unending hopes for better lives, the paper illustrates how they engage in what Aihwa Ong calls the dual process of self-making and being made, vis-à-vis the Eurocentric citizenship regime, knowledge hierarchies, and exclusionary labour market. I offer a reading of their agentic, melodramatic everyday experiences as forms of lifelong learning, whether intended or unintended, that are rendered invisible and deficient in immigration laws, labour market practices, and sociocultural expectations. The paper challenges the Eurocentric citizenship regime and highlights immigrants’ heterogeneous ways of learning and transnational practices as part of the humanness often silenced in the global cycle of coloniality and inequality. 相似文献
3.
Claire Evans 《Journal of Education & Work》2016,29(3):263-283
An important driver of change in work, employment and skills is European Union policy aims of sustainable economic growth and the cultivation of a green economy. Part of the latter – which is supported by increasing environmental regulation – focuses on the development of a ‘green skills agenda’, which involves the ‘greening’ of existing occupations as well as meeting the skill needs of new environmental sectors and occupations. In this paper, we compare attempts to ‘green’ work and skills through an examination of engineering apprenticeships within the German and British steel industries. We argue that efforts to ‘green’ skills are taking place at varying degrees of intensity, mostly because of variations in institutional context. The evidence we present suggests that implementation of change is much more dynamic in the context of Coordinated Market Economies such as Germany, where development is shaped by robust VET frameworks and wider processes of environmental innovation. In contrast, within Liberal Market Economies such as the UK, there are significant barriers to the vision for and investments in skills generally, as well as those necessary for greening the labour process, with an extant development paradigm that is driven by short-term benefits and a limited focus on environmental compliance. 相似文献
4.
LUKAS GRAF 《European Journal of Education》2009,44(4):569-585
In recent years, the global market for higher education has expanded rapidly, while internationalisation strategies have been developed at university, national and European levels to increase the competitiveness of higher education institutions. This article asks how institutional settings prevailing in national models of capitalism motivate distinct national approaches with regard to the internationalisation, globalisation, and Europeanisation of higher education systems. While the university is defined as an organisational actor embedded in the higher education system, the higher education system itself represents an institutional subsystem within the national model of capitalism. An analytical framework is then developed on the basis of the Varieties of Capitalism approach to compare the internationalisation of German and British universities. Findings indicate that the relations between the various actors involved in the internationalisation of universities are based largely on market coordination in the British case. In contrast, this process in Germany relies more on strategic interactions between the various organisational actors in higher education. The development paths in the internationalisation of universities are found to be influenced by and reflect the specific mode of coordination in the respective higher education system and the national model of capitalism more generally. This comparative case study shows that recent conceptions of path dependence as well as conceptual tools developed in the Varieties of Capitalism literature, such as institutional complementarity and comparative institutional advantage, may be fruitfully applied to research on institutional change in higher education systems. 相似文献
5.
Gerhard Welbers 《European Journal of Education》2011,46(1):54-69
Since its creation in 1958, the European Social Fund (ESF) has played a major role in supporting the development of vocational training in the Member States. However, compared to other, more recently launched, EU programmes and initiatives in the area of education and training, the ESF has not made a significant contribution to the debate about European cooperation in this field. This article argues that the ESF has made a mistake in this respect. It also seeks to illustrate and analyse the important changes that the ESF has undergone over the years in addressing the issue of vocational education and training (VET) and to demonstrate that it has substantial resources, in terms of money and experience, that can be used to adapt education and training systems to labour market requirements and to the needs of a knowledge-based economy. The article places a deliberate, though not an exclusive, emphasis on vocational education and training for young people and on the extension of transnational cooperation within the framework of the ESF. 相似文献
6.
Jeroen Lavrijsen Ides Nicaise 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2017,63(2):257-280
An important issue in the design of secondary-level education is the balance between conveying general and occupation-specific (vocational) skills. On the one hand, vocationally oriented programmes, providing occupation-specific skills with immediate labour market relevance, have repeatedly been shown to secure safe pathways into employment. On the other hand, these programmes tend to put less emphasis on developing general knowledge, skills and competencies, including numeracy and literacy, which are foundational to lifelong learning. Hence, when the needs of the labour market change, employees who opted for a vocational track when they were at secondary school risk being less flexible in adapting to such changes later in their career. The authors of this article examine whether this results in a trade-off between short-term gains and long-term losses by considering differences in the labour market careers of vocationally and generally educated respondents in the 2012 Programme for the International Assessment of Adult Competencies (PIAAC). Their results suggest that early labour market benefits of vocational specialisation decrease over time; the authors relate this to its lower ability to equip secondary school students – future employees – with skills for lifelong learning. 相似文献
7.
Johanna L. Waters 《Globalisation, Societies & Education》2009,7(2):113-129
This paper examines the role of specific and place‐based social capital in the recognition and evaluation of international credentials. Whilst research on labour market segmentation has contributed towards an understanding of the spatial variability of the value of human capital, very little attention has been paid to the ways in which the credentials of more privileged social groups may in certain local contexts become valorised. At the same time, an increasing body of work in sociology has drawn attention to the globalisation of credentials and labour market competition. This paper brings together these perspectives, demonstrating how transnational social connections are put to work in the valourisation of ‘overseas credentials’ within a particular local labour market – Hong Kong’s financial services sector. It reveals the extent to which social capital, which is at once transnational and locally embedded, confers value upon particular international credentials, with consequences for individuals’ employment prospects. The paper stresses the continuing need to examine international academic credentials in localised contexts. 相似文献
8.
公司的演变和全球化 总被引：1，自引：0，他引：1
杨伯溆 《华中科技大学学报(社会科学版)》2001,15(2):53-59
全球化的核心推动力量是跨国公司。西方资本主义的发展是从竞争型资本主义发展为垄断型资本主义的过程。全球化是这个过程的最新表现。具体到公司，就是从地方性公司发展为跨州（省）跨国的过程。在这个过程中，大多数公司也蜕变为除了为自己的股东牟利以外，很少顾及它们的正式和非正式社会责任的公司。与此同时，在西方，国家这部政治机器在相当程度上也已经从公司的监督洛落为公司的伙伴甚至附庸。本的讨论表明，公司的膨胀会带来政治上的特权。在全球化的今天，我们有理由担心，跨国公司终有一天就像统治市场一样来统治国家和世界的政治领域。 相似文献
9.
高宁宇 《石家庄职业技术学院学报》2002,14(3):27-29
当代世界经济的发展呈现新的特点，经济发展的全球化，跨国公司在世界经济发展中的地位越来越重要，经济发展的不平衡加剧，从而加剧了资本主义基本矛盾。 相似文献
10.
Mary Darmanin 《Gender and education》1992,4(1-2):105-126
This article uses the case of Maltese girls and women to examine the relationship between schooling and the economy. It is clear that not only have education and economic planners sought to strengthen the links between school and work in planning for different courses for children of different sexes, but also that the allocation of pupils to subjects has in itself worked as a labour market. Interestingly, private schools have also responded to their interpretations of labour market demand in producing feminised choices for girls. Some Maltese girls do achieve well, compared both to Maltese boys and their European counterparts. This is largely due to a combination of single‐sex and selective secondary education. Nevertheless, these same girls continue to have lower and feminised occupational aspirations which mirror the job opportunities in the labour market. Others are incapacitated by their schooling and have until recently been channelled into the labour intensive jobs on which Malta's economy depended in the first phase of industrialisation in the 1960s and 1970s. Of late it seems as if rising educational standards and social awareness (propagated by women's organisations) have led to reluctance on the part of these girls and women to participate in the same way in the workforce. With struggle, the needs of patriarchy and capitalism will not always be perfectly served. 相似文献
11.
经济全球化实质上就是资本主义基本矛盾在全球范围内的展开和集中表现，即以发达国家为首的资本主义借助科技进步，以国际金融资本为主导资本形态。以跨国公司为主要媒介，逐步发展和形成世界市场的过程。它的发展经历了商业资本全球化、金融资本全球化和产业资本全球化三个阶段，分别形成了世界商品市场、世界金融市场和世界生产体系。 相似文献
12.
13.
Zhao Wei 《Educational Philosophy and Theory》2019,51(8):757-766
This speculative paper enquires into the discourse of the ‘end of labour’ or ‘disappearance of labour’ as a result of the development of ‘intelligent capitalism’ clearly seen in ‘intelligent manufacturing’ systems that are now pursued and developed as Industry 4.0 strategy in East Asia, Germany and others parts of the world. When ‘intelligent capitalism’ becomes the norm rather the exception what happens to labour as a factor of production and what happens to economy and society based on capital and labour? The paper briefly reviews the sociology of labour from a Marxist view to examine conceptions of Fordist and post-Fordist capitalism, and explore the advert of ‘intelligent capitalism’ to pose the question concerning education. 相似文献
14.
Skills development is critical to South Africa's development. It has been argued that South Africa's twin post-Apartheid challenges, poverty and unemployment requires a level of skills development not undertaken before (0300 and 0045). The creation of a separate ministry, the department of higher education and training (DHET), which has incorporated institutional entities from former Ministries of Education and Labour has engendered an expectation for the realisation of a co-ordinated and integrated post school education and training system. The establishment of this entity for the first time anticipates a coherent response to the education, training and skills development challenges faced by the country. The initial anticipation that this development will provide the basis for a coherent post-school education, training and skills development system, that is responsive to national development encapsulated by the notion of inclusive growth, have waned somewhat. In an attempt to link education and labour market more deliberately, it attempts to respond to both the education and labour market constituencies for greater synergy. The reality of success of a new institutional structure, within a wider structure embedded in the older pre-merged configuration, has proved more difficult than anticipated. The notion of ‘policy as boundary object’ is considered a critical missing element in the current re-positioning and the changed political circumstances represent a golden moment to do things differently. This paper explores the current structural re-configuration, as it has, and is likely to, impact on the skills development provisioning in the country. In particular, it focuses on the impact of current developments on the delivery of intermediate level skills, and the likely role of the beleaguered public FET Colleges (FETCs) in this regard. Whilst it is accepted that the current development is new and unlikely to have a track record, the current context is critically evaluated in terms of the potentials and challenges identified against the empirical experience of ten years of skills development in the country. 相似文献
15.
朱启才 《云南师范大学学报(哲学社会科学版)》2002,34(5):16-19
资本主义通过建立分散的权力结构，以适应市场经济和资本主义的意识形态。19世纪资本主义的产权与市场是一种古典状态，20世纪，资本主义通过其制度内的变革，获得了经济的巨大发展，但是，面对新经济和全球化，资本主义经济又面临新的矛盾和危机。 相似文献
16.
周志斌 《常熟理工学院学报》2002,16(5):111-116
现今常熟乡镇的基本格局莫定于明清时期。明清两代是常熟市镇经济发展的鼎盛时期＾①，许多官僚、地主和商人纷纷创立市镇，招商集贾。常熟市镇的发展过程充分体现了江南水乡特色，布局结构多为夹河为市、沿水成街。一些市镇形成颇具特色的手工业和专业市场。随着市镇的手工业、商业发展，市镇人口结构逐渐变化，工商人口比重越来越大，外来人口越来越多。清末民初，常熟市镇的棉纺织业劳动形式广泛采用具有资本主义性质的雇佣劳动。 相似文献
17.
Peter Plant 《International journal for the advancement of counseling》1992,15(2):69-77
In the Single European Market, which will come into effect at the end of 1992 transnational vocational guidance will play an important role as one of the measures to enhance mobility within and between the twelve member states of the European Community (EC). The mobility of goods, services, capital, and people are essential to obtaining economic growth, which, in turn, is one of the most important political goals of the Single European Market.Of the four types of mobility, vocational guidance deals with people. Transnational vocational guidance supports individuals in their attempt to become more mobile across country borders. In order to map the existing transnational guidance provisions in the EC, a study on eight border regions was made in 1990 (Plant, 1990a). The idea was that this small-scale picture would point to some of challenges for guidance in the large-scale Single Market.From 1992 guidance services in the EC will have to adapt not only to rapid changes in national labour market conditions, but also to the demands of information on education, training, employment opportunities, study grants etc. in other member states. In these terms, psychological counselling dealing with possible personal problems in relation to transnational mobility is not at the heart of the matter. 相似文献
18.
王兵 《楚雄师范学院学报》2003,18(5):83-86
中国在唐代处于世界经济的前列，其生产力和商品经济的发达程度并不逊色于中世纪的欧洲，却没能像当时的欧洲一样催生出资本主义萌芽，这说明当时的上层建筑严重阻滞了经济的进一步发展。这种对经济的阻滞集中体现在唐代商人的法律地位低下对中国资本主义萌芽产生的抑制作用上。研究唐代商人法律地位，可以找出中国封建社会商品经济长期停滞不前、资本主义萌芽很晚才得以产生的原因，也可为今天的社会主义市场经济建设立法提供一些有益的启示。 相似文献
19.
方兴起 《华南师范大学学报(社会科学版)》2008,(1):3-7
社会主义可以被理解为“在保证社会劳动生产力极高度发展的同时又保证人类最全面的发展的这样一种经济形态”。在社会主义初级阶段中建设社会主义,必须建立与垄断资本主义统治的世界市场的联系,并通过国家资本主义来利用垄断资本主义的一切肯定成果,以完善和发展公有制经济。探索国家资本主义及其二重性质,是马克思主义经济学的一项重大研究课题。 相似文献
20.
Alan Bourke 《Globalisation, Societies & Education》2013,11(4):498-519
This article explores a key point of tension in contemporary discussions of community-university research engagement. Two perspectives are discussed. The first suggests that changes in the nature and structure of research have helped create democratic research spaces and opportunities within the university for communities. In this emerging (global) knowledge democracy movement, community-based researchers are increasingly seeking to connect lessons learned in local settings to the global context. The second perspective situates such developments in the context of the knowledge economy of higher education and suggests that community engagement is also developing in a manner that supports the advance of knowledge capitalism. The decisive tension is that universities around the world are being encouraged by governments to assume greater responsibility for economic development and to translate knowledge into products and services for the market – whilst at the same time being tasked to work with communities in alleviating the social and economic excesses of the market. 相似文献