Linda Clarke

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.

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.

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.

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.

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.

This book demonstrates the link between skills and productivity by combining comparisons of European education and training systems with detailed case studies of study in social housing projects. It analyses the whole construction process, from professionals to operatives in four European countries - Denmark, Germany, the Netherlands and Great Britain, covering a wide range of topics from education and training to the organization of the production process.

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.