an article by Niels Thygesen (Copenhagen Business School, Denmark) published in Local Economy: The Journal of the Local Economy Policy Unit Volume 34 Issue 6 (September 2019)
Abstract
This article contends that a new perspective on the economy – a gift economy – would be beneficial to the development of sustainability. The principles and practices of the gift economy (giving, receiving and reciprocating) are exemplified by a case study of the Danish island of Samsø, which has used it to achieve environmental sustainability, improve its economic situation and generate social value.
In order to illustrate the values and principles that underpin the gift economy, the article shows the underlying exchange mechanisms used in this modern version of ‘gift-giving’ and contrasts them to using money as the medium of exchange.
One of the mainstays of the gift economy is the willingness and obligation to reciprocate, and the case study highlights some of the original ways of organising that have emerged from the gift economy on Samsø and how significantly they differ from organising and managing by budgets.
As such, the article attempts to reframe the understanding of the economy and, in particular, to qualify and illustrate the potential of the organising principles behind the gift economy and encourage readers to conduct further research and engage in initiatives that will make a positive contribution to the development of sustainability.
Showing posts with label socio-economics. Show all posts
Showing posts with label socio-economics. Show all posts
Monday, 2 December 2019
Wednesday, 11 July 2012
Potential Realised or Same Old Cinderella?
Future Options for England’s Further Education Sector
SKOPE Research Paper No. 109 June 2012 by Simon Norton (Independent Consultant)
Abstract
On size alone the further education (FE) sector forms a central part of the English post-16 education and vocational training system. But historically English FE colleges have not been given the degree of attention by policy-makers, the media or indeed academic researchers that their scale and strategic importance would appear to warrant. While this state of affairs seems rooted in the nature of the socio-economic groups FE colleges serve and the FE sector’s considerable heterogeneity, there are indications that FE’s role and profile may be growing in response to policy developments relating to higher education, greater freedoms for FE and the continuing emphasis of successive British governments on skills as a key to enhanced national economic competitiveness. Such a future is by no means certain, however. As pressures from greater competition in the post-16 education/training market and the Coalition Government’s programme of public expenditure reductions intensify, FE’s strategic and financial position could weaken, choking off these aspirations.
The paper considers the strategic options facing English FE colleges at this critical time for their future. It examines three issues of particular importance to the sector’s development – the potential to expand and develop the delivery of higher education in FE colleges; the role of FE in delivering vocational qualifications in light of shifts in government policy and employer attitudes; and the future sustainability of the current FE sector given the risk of reductions in colleges’ incomes and increases in their costs. It concludes that FE’s aspirations to enhance its impact and recognition in relation to national learning and skills are achievable, although not a given, with much depending on developments over the next two to three years. Increased research would help inform the policy and operational decisions that achieving this will require. The paper draws upon a review of the literature; contributions from a panel of the sector’s strategic decision-makers, influencers and practitioners; and the author’s experience as an FE college principal and funding council executive director.
Full text (PDF 25pp)
SKOPE Research Paper No. 109 June 2012 by Simon Norton (Independent Consultant)
Abstract
On size alone the further education (FE) sector forms a central part of the English post-16 education and vocational training system. But historically English FE colleges have not been given the degree of attention by policy-makers, the media or indeed academic researchers that their scale and strategic importance would appear to warrant. While this state of affairs seems rooted in the nature of the socio-economic groups FE colleges serve and the FE sector’s considerable heterogeneity, there are indications that FE’s role and profile may be growing in response to policy developments relating to higher education, greater freedoms for FE and the continuing emphasis of successive British governments on skills as a key to enhanced national economic competitiveness. Such a future is by no means certain, however. As pressures from greater competition in the post-16 education/training market and the Coalition Government’s programme of public expenditure reductions intensify, FE’s strategic and financial position could weaken, choking off these aspirations.
The paper considers the strategic options facing English FE colleges at this critical time for their future. It examines three issues of particular importance to the sector’s development – the potential to expand and develop the delivery of higher education in FE colleges; the role of FE in delivering vocational qualifications in light of shifts in government policy and employer attitudes; and the future sustainability of the current FE sector given the risk of reductions in colleges’ incomes and increases in their costs. It concludes that FE’s aspirations to enhance its impact and recognition in relation to national learning and skills are achievable, although not a given, with much depending on developments over the next two to three years. Increased research would help inform the policy and operational decisions that achieving this will require. The paper draws upon a review of the literature; contributions from a panel of the sector’s strategic decision-makers, influencers and practitioners; and the author’s experience as an FE college principal and funding council executive director.
Full text (PDF 25pp)
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