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What skill-development strategies should developing countries adopt
to compete successfully in the international markets of the 21st
century? This innovative new book provides a blend of theory and
case studies which shed new light on this important question. It
approaches the question from two angles. It considers, first, how
skill development affects a country's international competitiveness
and, secondly, what a government should do to develop a country's
skills. It concludes that development of skills is necessary for a
country to make the transition from primary exports to manufactures
and from labour-intensive to skill-intensive manufacturing. For
this purpose, it is argued an education system that recognizes the
return to improvements in quality, and a training system that
internalizes externalities and prevents market failure are needed.
Issues explored include: the arguments for an activist
skill-development policy (with particular emphasis on education of
girls and women); the transition from cheap labour to skill-based
competitiveness; human resources and structural adjustment; and
different approaches to training for countries and enterprises at
different levels of technological development. Skill Development
for International Competitiveness will be of interest to academics,
students and researchers in the fields of development studies,
development economics, the economics of education and training and
labour economics. Policymakers and planners responsible for
policies on human resource development and employment and overall
development strategy will also find this a vital source of
information.
Edward Schroder Prior designed the cathedral of the Arts and Crafts
Movement (St Andrew's Church, Roker), perfected the popular
butterfly plan in his houses, and published what is still the
seminal work on medieval gothic art in England in 1900. Highly
regarded by critics such as Ian Nairn, Prior is sometimes
considered to have narrowly missed out on a place in the
architectural pantheon of his age, alongside contemporaries such as
Charles Voysey and William Lethaby. The result of extensive
archival and field research, Edward Prior - Arts and Crafts
Architect sheds new light on Prior's architecture, life and
scholarship. Extensively illustrated, it showcases Prior's work in
colour, including many of his architectural drawings and
photographs of most of his extant buildings. Prior is the missing
link of the Arts and Crafts Movement, in both a theoretical and a
practical sense, as he was possibly the only practitioner who
genuinely translated the artistic theories of Ruskin and Morris
into architectural reality. He went on to found the School of
Architecture at the University of Cambridge in 1912.
'Zero Carbon' is an abstract concept for most people, but we have
lived energy-profiligate lifestyles for too long on finite
fossil-fuel resources. We now face potential environmental
catastrophe from climate change and global warming, with a
continuing exponentially expanding global population that doubles
every four decades. The capacity of the planet to reabsorb carbon
dioxide is about two to three tonnes of carbon equivalent per
person at current population levels of seven billion and therefore
there is a desperate need for us to reduce our carbon footprint.
One way of helping to achieve this is to live in a zero-carbon
house, and this will become legislation in the UK for new homes by
2016.
Vocational education is often ignored during discussions of
secondary education reform even though it accounts for between 25
percent and 79 percent of upper secondary enrollment in the former
centrally-planned countries of the European Union. Based on
information, data, and feedback from most of these countries, this
paper develops a set of propositions about vocational education
reform, not with a view to prescribing a detailed
'one-size-fits-all' strategy, but rather it derives some principles
that continued reform of vocational education could take into
account, to the benefit of fiscal efficiency.
'Higher Education Financing in the New EU Member States' summarizes
the experiences to date of the new EU countries (the Czech
Republic, Estonia, Hungary, Latvia, Lithuania, Poland, Slovakia,
and Slovenia the EU8) in the reform of higher education systems in
a period of growing demand; changing patters of access; rapid
expansion and increased participation rates; and an apparent
dilution of average quality. The study discusses the growing
experience with a variety of financing mechanisms in EU8 countries,
drawing on detailed country case studies, and seeks to develop some
useful lessons from experience, mindful that each country will
continue to develop its own solution based on national priorities.
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