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Knowledge and Practice in Business and Organisations contributes to
scholarly understanding of knowledge and practice, mapping the
conceptual terrain, providing a critical review of debates in the
field and setting out key theoretical perspectives. Knowledge and
practice are explored in a range of organisational and policy
settings through six context-specific discussions. The collection
helps shape the field, identify areas for future research inquiry,
and suggest implications for practitioners. The range of sites of
inquiry represented in the book (e.g. craft working, accounting,
public sector organisations, creative industries, health care, and
so on) make the book distinctive, enabling the reader to connect
debates and ideas from across a range of sectors and disciplines.
The book charts different currents of debate which have hitherto
tended to remain unconnected. In one accessible volume, this book
provides an excellent introduction to a set of concepts that have
animated scholarly conversations across a range of disciplines and
provides cases and examples of practices which come from beyond any
one particular sector. Aimed at researchers and academics in the
field, this book is valuable source, helping define and progress
the scholarly debate.
This book explores new and distinctive forms of higher vocational
education across the globe, and asks how the sector is changing in
response to the demands of the 21st century. These new forms of
education respond to two key policy concerns: an emphasis on high
skills as a means to achieve economic competitiveness, and the
promise of open access for adults hitherto excluded from higher
education. Examining a range of geographic contexts, the editors
and contributors aim to address these contexts and highlight
various similarities and differences in developments. They locate
their analyses within the various political and socio-economic
contexts, which can make particular reforms possible and achievable
in one context and almost unthinkable in another. Ultimately, the
book promotes a critical understanding of evolving provisions of
higher vocational education, refusing assumptions that policy
borrowing from apparently 'successful' countries offers a
straightforward model for others to adopt.
Knowledge and Practice in Business and Organisations contributes to
scholarly understanding of knowledge and practice, mapping the
conceptual terrain, providing a critical review of debates in the
field and setting out key theoretical perspectives. Knowledge and
practice are explored in a range of organisational and policy
settings through six context-specific discussions. The collection
helps shape the field, identify areas for future research inquiry,
and suggest implications for practitioners. The range of sites of
inquiry represented in the book (e.g. craft working, accounting,
public sector organisations, creative industries, health care, and
so on) make the book distinctive, enabling the reader to connect
debates and ideas from across a range of sectors and disciplines.
The book charts different currents of debate which have hitherto
tended to remain unconnected. In one accessible volume, this book
provides an excellent introduction to a set of concepts that have
animated scholarly conversations across a range of disciplines and
provides cases and examples of practices which come from beyond any
one particular sector. Aimed at researchers and academics in the
field, this book is valuable source, helping define and progress
the scholarly debate.
As the number of higher education (HE) courses offered in further
education (FE) settings increases, so does the need for teachers
and trainee teachers to develop their teaching skills. This text is
written for all teachers and trainee teachers in FE. It considers
what it means to teach HE in FE and how an HE environment can be
created in an FE setting. The text covers day-to-day aspects of
teaching including planning and assessment, giving guidance on the
unique needs of HE students. Chapters on research and quality
assurance support the reader in developing some advanced teaching
skills. This is a practical guide for FE teachers and trainee
teachers as the sector adapts to the needs of education today.
In the past decade the global financial assistance for AIDS
responses increased tremendously and the donor community provided
greater resources to community responses. Yet little is known about
the global magnitude of these resources and their allocation among
HIV and AIDS activities and services. To address this knowledge
gap, this report pulls together evidence from several different
sources (donor data bases, surveys of civil society organisations,
country funding profiles) to determine, among other things, how
funds are reaching civil society and community-based organisations,
how these funds are being used, and the degree to which these
organisations rely on other sources of funding. The analysis
suggests that funding flows have increased dramatically for civil
society organisations (CSOs), reaching at least $690 million per
year on average during the period 2003 - 2009. However, much
smaller funding is reaching organisations at local level. The
report documents the impact achieved by this funding.
Traditionally, civil society organisations have been perceived at
times to be providers of humanitarian aid, innovators in
implementing responses adapted to local needs, or inefficient
actors diverting public funds from more effective uses. The report
argues that current evidence shows that community responses play a
useful complementary role to national AIDS programs that has been
achieved with relatively little funding. Contrary to a widespread
view, the report highlights that community responses add resources
to national programs. In Kenya, Nigeria and Zimbabwe, substantial
mobilisation of resources in the form of volunteers are mobilised
by communities. There is a strong risk that in the current
environment of increased resource scarcity, prevention programs
implemented by civil society organisations would be cut unless
there is strong evidence of value for money being generated.
Community-based organisations are ill equipped to answer that
question, but there is scope for improving the results that they
generate. The report argues that improving coordination with
national programs, strengthening consistency between local
activities and HIV epidemics, building stronger network of civil
society organisations, and mobilising sustainable funding are the
most important ways for community responses to move forward and
address the challenges faced by community responses.
As the number of higher education (HE) courses offered in further
education (FE) settings increases, so does the need for teachers
and trainee teachers to develop their teaching skills. This text is
written for all teachers and trainee teachers in FE. It considers
what it means to teach HE in FE and how an HE environment can be
created in an FE setting. The text covers day-to-day aspects of
teaching including planning and assessment, giving guidance on the
unique needs of HE students. Chapters on research and quality
assurance support the reader in developing some advanced teaching
skills. This is a practical guide for FE teachers and trainee
teachers as the sector adapts to the needs of education today.
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