Linda Clarke – författare

Vocational education and training (VET) have a key role to play in raising skill levels and improving a society’s productivity. In this important new book, a team of international experts argue that too often national VET policy has been formulated in ignorance of historical and political developments in other countries and without proper consideration of the social objectives that it might help achieve. Examining a wide range of contrasting international approaches and development strategies, this book demonstrates the central role of the state in implementing an effective system of VET and assesses the extent to which different VET policies can promote equality in the labour market and social justice. Key themes include: the broader educational and social aims of VETthe nature of learning in vocational contexts the historical development of VET in the UK, US, Australia, France, Germany, the Netherlands and elsewhere.Including a full range of case-studies and practical examples, this book is essential reading for all students, researchers and practitioners with an interest in vocational education and training, industrial and labour relations or social policy.

Vocational education and training (VET) have a key role to play in raising skill levels and improving a society’s productivity. In this important new book, a team of international experts argue that too often national VET policy has been formulated in ignorance of historical and political developments in other countries and without proper consideration of the social objectives that it might help achieve. Examining a wide range of contrasting international approaches and development strategies, this book demonstrates the central role of the state in implementing an effective system of VET and assesses the extent to which different VET policies can promote equality in the labour market and social justice. Key themes include: the broader educational and social aims of VETthe nature of learning in vocational contexts the historical development of VET in the UK, US, Australia, France, Germany, the Netherlands and elsewhere.Including a full range of case-studies and practical examples, this book is essential reading for all students, researchers and practitioners with an interest in vocational education and training, industrial and labour relations or social policy.

For the free movement of labour across the European Union, establishing transparency and comparability of qualifications across member states is vital.This book examines how qualifications, knowledge, skills and competences are understood in different national contexts and trans-nationally and reveals a complex picture of differences and similarities both within and between countries. Against the background of EU policy initiatives, and in particular the European Qualifications Framework, an important focus is on the prospects and difficulties of establishing cross-national recognition of qualifications.Drawing on case studies of particular sectors and occupations in England, France, Germany and the Netherlands, this insightful book, written by leading academics in the field, will be a vital resource for students and researchers involved with vocational education and training, continuing professional development, human resource management and European Union policy.

For the free movement of labour across the European Union, establishing transparency and comparability of qualifications across member states is vital.This book examines how qualifications, knowledge, skills and competences are understood in different national contexts and trans-nationally and reveals a complex picture of differences and similarities both within and between countries. Against the background of EU policy initiatives, and in particular the European Qualifications Framework, an important focus is on the prospects and difficulties of establishing cross-national recognition of qualifications.Drawing on case studies of particular sectors and occupations in England, France, Germany and the Netherlands, this insightful book, written by leading academics in the field, will be a vital resource for students and researchers involved with vocational education and training, continuing professional development, human resource management and European Union policy.

First published in 1992, this Routledge Revival sees the reissue of a truly original exploration of the nature of urbanization and capitalism. Linda Clarke’s vital work argues that: Urbanization is a product of the social human labour engaged in building as well as a concentration of the labour force. The quality of the labour process determines the development of production. Changes to the built environment reflect changes in the production process and, in particular, the development of wage labour.To support these arguments, the author identifies a qualitatively new historical stage of capitalist building production involving a significant expansion of wage labour, and hence capital, and the transition from artisan to industrial production. Linda Clarke draws from a wide range of original material relating to the development of London from the mid-eighteenth to the early nineteenth century to provide a complete description of the development process: materials extraction, roadbuilding, housebuilding, paving, cleansing, etc; profiles of builders and contractors involved, and a picture of the new working class communities, as in Somers Town – their living conditions, population, working environment, and politics.

First published in 1992, this Routledge Revival sees the reissue of a truly original exploration of the nature of urbanization and capitalism. Linda Clarke’s vital work argues that: Urbanization is a product of the social human labour engaged in building as well as a concentration of the labour force. The quality of the labour process determines the development of production. Changes to the built environment reflect changes in the production process and, in particular, the development of wage labour.To support these arguments, the author identifies a qualitatively new historical stage of capitalist building production involving a significant expansion of wage labour, and hence capital, and the transition from artisan to industrial production. Linda Clarke draws from a wide range of original material relating to the development of London from the mid-eighteenth to the early nineteenth century to provide a complete description of the development process: materials extraction, roadbuilding, housebuilding, paving, cleansing, etc; profiles of builders and contractors involved, and a picture of the new working class communities, as in Somers Town – their living conditions, population, working environment, and politics.

The form and dynamic of wages and salaries are crucial to the shaping of industrial societies. Wage relations are regulated by states both to benefit their economies and to achieve a specific form of freedom, equity and justice. Though there are signs of a common dynamic, wage relations throughout Europe present a bewildering diversity and wage bargaining at European level remains virtually non-existent. Wages were recognized as an issue of concern by the Social Charter but the European Union has shunned direct interference. This book is intended to inform and intensify debate on wage relations in Europe. It focuses on three aspects: the state and the regulation of wages; wage forms, the reproduction of labour and living standards; and competition, the market and changes in work organization. In papers and discussion by a range of leading experts from eastern and western Europe, rehearsed initially at a symposium supported by the European Commission, entrenched orthodoxies are challenged and new approaches proposed. Should social protection be integrated into the wage system? Are wages best determined according to the quality, quantity or value of the input or the output of labour?How do wage relations reinforce inequalities and social divisions, especially gender divisions, and exclude sections of society? Have flexibility in the labour market and unregulated competition adversely affected firms' productivity and the organization of work and pay? These and many related questions are addressed in this wide-ranging text.

Why is teacher education policy significant - politically, sociologically and educationally? While the importance of practice in teacher education has long been recognised, the significance of policy has only been fully appreciated more recently. Teacher education in times of change offers a critical examination of teacher education policy in the UK and Ireland over the past three decades, since the first intervention of government in the curriculum. Written by a research group from five countries, it makes international comparisons, and covers broader developments in professional learning, to place these key issues and lessons in a wider context.

Why is teacher education policy significant - politically, sociologically and educationally? While the importance of practice in teacher education has long been recognised, the significance of policy has only been fully appreciated more recently. Teacher education in times of change offers a critical examination of teacher education policy in the UK and Ireland over the past three decades, since the first intervention of government in the curriculum. Written by a research group from five countries, it makes international comparisons, and covers broader developments in professional learning, to place these key issues and lessons in a wider context.

he debate on 'The Dynamics of Wage Relations in the New Europe' is an T offspring of a research project on 'Disparities in Wage Relations and the Reproduction of Skills in Europe'. At a meeting of the advisory committee for this research held at the University of Westminster in London on 14th November 1994, it was decided (by Linda Clarke,]orn]anssen, Henryk Lewandowski, Philippe Mehaut, Patrick Rozenblatt and Frank Wilkinson) to set up a larger international committee to develop a programme and seek funding from the European Commission for a symposium of experts on wage relations. This committee of ten scientific experts was formed and invited to a number of meetings throughout 1995 and 1996 by DG V of the European Commission in order to develop a programme and proposal for a symposium to take place in 1997. Eventually the proposal, formally submitted by University of Westminster/London, University ofMaastrichti Netherlands, Fachhochschule Dortmund/Germany and University of Osnabriick/ Germany was accepted by the European Commission in May 1996. Additional funding was then obtained from the Hans-Bockler-Stiftung and the Dutch Organisation for Scientific Research allowing, in particular, participants from Central and East European countries to be invited. The subject of wage relations, as a central issue of European social policy, was intended to be tackled in an open debate between scientists and policy makers, the latter as individual experts rather than representatives.

The formation of Northern Ireland marked a sharp divergence in policy that had developed throughout the whole of Ireland in the preceding century. Local communal interests helped to drive and shape a unique model of teacher preparation. Teacher Preparation in Northern Ireland examines teacher education across the first century of Northern Ireland’s existence and contextualises this within an account of teacher preparation in pre-partition Ireland. This timely book also looks at the more recent history of the region, with a focus on how infrastructural arrangements have continued to reflect wider divisions in Northern Irish society, whilst also considering how these divisions have been counterbalanced by efforts to bridge the rifts through greater cooperation around both policy and practice. By looking at contemporary developments within the wider historical context, this book will not only be an invaluable text for educationalists, historians and policy makers in Northern Ireland, but also to counterparts internationally and comparative educationalists.

Increasing international competition has put improvements in vocational training at the top of many nations' political agendas. This important book explores the economic analysis of training and relates it to the differing systems found in Western Europe and the United States. After an examination of the theoretical basis for increased emphasis on training the authors present a comparative analysis of the different systems employed in Germany, France, the United Kingdom and the United States. A number of common issues and problems are discussed, such as the relationship between schooling and training, the role of continuing training, retraining for the unemployed, and the position of women and disadvantaged groups in the labour market. A central theme is the differing policies pursued by governments. While recognizing the common concern with potential market failure in training, the authors also draw attention to the poor record of government-funded training in practice and to the dangers of excessive intervention as a result of pressure group activity. Although primarily aimed at students and teachers of economics, business studies and industrial relations, Training for Employment in Western Europe and the United States will be of interest to practitioners and all those concerned with policy issues arising in the training field.

The concepts of status and professionalism are key issues in teaching and teacher education across the United Kingdom and internationally. While there is increasing recognition that high quality teachers are crucial, this coexists with a persistent culture of blaming and shaming them. Student teachers will live out their careers within this maelstrom so need to be encouraged to consider the place of their profession both locally and globally, and teacher educators can support them to make a realistic yet ambitious analysis. This book answers a fundamental need for teachers to position themselves in their professional world. It uses an innovative Place Model to explore the professional learning of teachers, examining place in terms of both hierarchical status and as a cumulative journey of professional learning within ever expanding horizons. It looks at the nature of professionalism, why teacher status is important, where trainees might fit within the model and what infrastructure needs to be in place to support teachers’ career long professional learning.