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.