Freedom from Choice

To Brunswick and Beyond: A Geography of Creative and Social Participation for Marginalised Youth

In the modern world, more and more countries are paying attention to the development of an economy based on intellectual labor, scientific achievements, culture, innovation and creativity. The economic value of such an economy goes beyond the simple production of cultural goods or employment of creative people; it plays an important role in changing the entire economy of the country. The review of modern economic academic literature has shown a lack of a unified approach to the terminology and content of the concept of such an economy. The study discusses main approaches to the concepts of "creative economy" and "creative industries", as well as to the composition of their activities. We examined the differences between the content of the concepts of "creative economy", "innovative economy" and "knowledge economy". A study of the state and main trends of creative industries in the world and Russia is being conducted. We found that creative industries in Russia are actively developing, but so far they cannot meet the needs of the domestic market with a significant potential for import substitution. We studied main problems of managing the development of the creative economy in Russia such as methodological, institutional, coordination, legislative, infra structural, copyright, financial and personnel problems. The main prospects for the development of the creative economy in Russia are determined.

The creative industries are increasingly understood to contribute significantly to national Income and economic growth. Made up of the performing, literary and visual arts, museums and heritage and the music, film, video, broadcasting and advertising industries, they are at the confluence of two streams of change: one due to the widespread adoption of digital technologies and the Internet and the other in the economic theories needed to understand their effects. Economics of the arts and culture has long been concerned with the case for state support for the performing arts and heritage organizations; now, though, aspects of their work of their production have been changed by digitization as the Internet enables mass distribution. This calls for a new economic analysis of the creative industries. In this chapter, I argue that industrial economics has adapted to these changes and I discuss them in terms of a paradigmatic shift. I conclude that while the Internet has transformed the distribution and consumption patterns of the arts and culture, the cost of creation of new work is essentially unchanged, with mixed implications for arts organizations and artists. I consider the impact of the recent widespread adoption of digital technologies and the Internet on supply and demand in the creative industries. These industries have also been greatly affected by the lockdown measures due to the Covid-19 pandemic. In some cases, producers have switched to the Internet as a means of accessing audiences and other consumers. Whether that process will outlive the pandemic is a question that needs to be considered in cultural economics. The chapter is organized as follows: Section 7.1 ideals with what I call the paradigms of the new economy, the reorientation towards the production and consumption of intangible, ephemeral goods produced and distributed electronically, which has ushered in the concepts of the knowledge and/or creative economy. These ideas apply especially to the creative industries. Section 7.2 analyzes change in the creative economy. Section 7.3 then discusses the use of ‘old’ economic theories in analyzing the creative industries and ‘new’ business models; the old was concerned largely with the application of welfare economics to the performing arts and heritage sectors, whereas the new business models – for example, subscriptions to large catalogues of music, film and broadcasts – are enabled by the Internet. Section 7.4, on supporting creativity in the digital era, focuses on labor markets for creators and performers, the primary producers of creative goods and services in the creative industries and the role of copyright. It is argued that although they have been able to use the Internet to access markets, technological solutions do not alter the cost of producing the original ‘prototype’. Section 7.5 concludes with some final remarks.

The tension between economic and democratic imperatives is not only felt in schools, colleges and universities but is also increasingly having an impact on lifelong learning. In this chapter I review these developments and identify shifts and transformations in policy and practice. I show how the very definition of what lifelong learning is and what it is for has dramatically changed over the past decades, moving from a broad and encompassing conception of lifelong learning for economic, personal and political benefit towards a much more narrow view which emphasises first and foremost the economic rationale. This has gone hand in hand with an increased individualisation of lifelong learning – making lifelong learning the responsibility of individuals – and a shift from lifelong learning as a right individuals can claim towards lifelong learning as a duty that is put upon individuals in the name of such abstract ideals as ‘the global economy’ or ‘global competitiveness.’ I not only show how these shifts impact at the level of individuals but also make a case for the need to reconnect the idea of lifelong learning with the democratic imperative – an idea to which I refer as the ‘learning democracy.’KeywordsSocial CohesionLifelong LearningKnowledge EconomySocial InclusionLearning SocietyThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

The global economy is understood as an economy of information, knowledge, creativity, networks and services. The creation of value in the economy is involved in the economic, social and cognitive mechanisms. The economic mechanism emphasizes the processes of cooperation and production, the social mechanism, in turn, communication and marketing techniques, the cognitive mechanism is based on human imagination and interpretation. Under the cognitive mechanism is meant creativity, the ability to bring new motive, ideas. Cognitive mechanisms are in value creation process complementary to economic and social mechanisms and they are capable of producing value separately. One of the approaches to measuring creativity is to define and analyse creative industries. The creative industries are industries in which “combine and overlap the fields of art, culture, business and technology. They create a cycle of creation, production and distribution, using their intellectual capital as primary capital [1]. The contribution of the creative industry lies in its cross-sectoral dimension with minimal territorial constraints. The article will focus on the definition of creative industries and the analysis of creative industries in the Slovakia. The method used was the analysis of trends in the form of percentage year-on-year change. The creative industry is the sensitive on the state and development of the economy in Slovakia.

Cultural and creative industries are a kind of practice which canonizes innovation and emphasizes blend of culture and economy at the background of knowledge economy. Cultural and creative industries not only promote economy development and exalt urban competitiveness, but also engender community consciousness in psychology and shapes urban whole image. Cultural and creative industries are the new points of growth in the economic development of the city. With the economic system switch, industries upgrade, city functional shift, the independent innovation has becoming the national strategy. The creative industry has brought the huge benefit for the society and economic development. At present, many cities and areas already started to develop the creative industry. Against the backdrop of the industry tend toward gathering, Guangxi's creative industries keep continuous rising, industrial development obtains the new environment, shows the new features, faces the new problems and expects the new idea, and shows the new development direction and development tendency under the guidance of the party's “China's 17th Communist Party Congress”. Against this major background, the article maintains that Guangxi should conform to historical, energetically develop creative industries, and give top priority to the development of cultural and creative industries. The paper analyzes the conditions, advantages, methods and others of Guangxi's cultural and creative industries.

States that the idea of grouping a number of cultural, commercial and industrial activities together under the banner of the "creative industries" is relatively new but it has already been the focus of considerable interest, discussion and policy making within the UK. Acknowledges that the government has been keen to promote the creative industries as a major success story and a key element in the knowledge economy. Looks at what is seen to constitute the creative industries, reviews some of the evidence about their contribution to the economy and outlines some of the management challenges and the support and promotion initiatives associated with these industries.

McLuhan (1964) predicted that the future of work would involve learning a living. Information technology would merge production, consumption and learning into an automated process. This process of automation would result in a global learning society. A growing body of evidence suggests that McLuhan's prediction of the emergence of a global learning society has been realized and its knowledge economy (KE) has become a catalyst forcing complex socioeconomic and educational issues to the fore in public and private organizations and in higher education. The KE has a constant, even insatiable need for a well-educated, continuously learning, and networked workforce, which can efficiently produce information, knowledge, and innovation. The rapid pace of change in the KE quickly depreciates knowledge workers' expertise which must continuously be updated with structured formal and informal education and training offered at educational institutions or through professional programs, and unstructured informal education and training, such as life skills learned at home, work, and in the community. This process of continuous learning, training and re-training, is called lifelong learning. Knowledge workers' lifelong learning needs have resulted in an emergent category of higher education learners, who typically need to simultaneously balance career and family commitments with formal participation in higher education. Universities have responded to the needs of this group through introducing a variety of non-traditional delivery modes, including networked learning (NL). NL has been heralded as a technological innovation, capable of transforming learning and globalizing higher education, and has been critiqued as a commercial venture into mass commodification and impoverishment of higher learning. In this paper, we argue that the process involved in learning in both the knowledge economy and in higher education can be reclaimed as a human process that uses technology as a tool, rather than a process that is driven by the technology itself. We focus on the process of connections that occur in NL via using information technology to link learners, tutors, and learning resources. We propose that NL can be developed and facilitated with an ethic of care for learners in both the KE and higher education within the traditions of academic culture and values through judicious structural, cultural, economic, and pedagogic adaptations within institutions of higher education. Drawing on the literature of learner-centred instructional design, networked learning, networked learning communities, and ecological learning environments, we reclaim pedagogical discourses from their misuse in the "cyberlibertarian rhetoric of mass commodification" (Greener & Perriton, 2005) associated with globalization of NL in higher education. We posit a philosophy of democratic approaches to NL pedagogy, which may bridge knowledge workers' learning experiences in higher education to critical, reflective participation in distributed communities of practice within the knowledge economy.

For the effective development of Ukraine in the conditions of global changes (political, economic, social, educational) the priority should be transition to a new economy – knowledge economy. The basis of knowledge economy will be the professional development of specialists in innovative business structures through lifelong learning, in particular formation of their transversal competencies. These qualitatively new specialists will be able to ensure the transition of companies to innovative forms of organization of production activities. The purpose of the article is to reveal the importance of transversal competencies formation among specialists of innovative business structures in lifelong learning to ensure competitiveness of Ukrainian companies at the international level. Methodology. To achieve the goal, general scientific and special research methods were used: comparative analysis and generalization – to study the international experience of innovative business structures; synthesis of theoretical and empirical data – to characterize Ukrainian companies according to the innovation index; structural-functional and system analysis – to study the features of knowledge economy and form hard, soft and business skills. Results. In formation of business structures, Ukraine still uses traditional criteria, while in the world there are innovative approaches – companies "gazelles", clusters, etc. Characteristic features and problems of gazelle companies functioning are analyzed, in particular concerning the personnel component. It is proposed to consider successful enterprises as centers of new economic zones, around which related enterprises, promotion infrastructure, clusters should be purposefully built. It is determined that national economic competitiveness is associated with knowledge and innovation driven capital. Two approaches to the management of business structures are analyzed. The first is based on implementation of subject-subject relationships, development of innovative transversal competencies in order to expand managers' “breadth of management skills" through LLL-education. The second is the experience of innovative enterprises, where management is transformed into information management with its inherent impersonal post / non / management. Formation of the phenomenon of transversal competencies on the basis of LLL-education is analyzed. This is ensured by changes in hard skills, acquisition of new soft skills and integrated business skills, which contributes to the creation of a new generation of professionals. It is determined that business skills are integrated from soft skills, which accumulate intellectual property knowledge, investment and financial literacy, sales skills, presentations and business negotiations, event management, project management, people, their work and time, etc. Emphasis is placed on the importance of forming knowledge economy based on the intellectual potential of society, in which the main levers are the processes of accumulation and use of information and its transformation into knowledge, which depends on the economic progress of the country. It is determined that on the basis of formation of scientific and educational clusters, introduction of crowd technologies, crowdsourcing in education during life the professional development of experts of innovative business structures will be provided. Practical importance. The results of the research can be used in the creation of training programs, retraining, reskilling and changing types of work in the modern production space, which include provisions of knowledge economy for professional development of innovative business structures through lifelong learning. The basic postulates of research can be useful for managers whose companies implement innovative approaches to management, the latest technologies in production activities and promote mobility in retraining in accordance with sociel needs. Correlation/ originality. Conclusions reached will help economists, politologists, social scientists and LLL learning educators to understand the importance of innovative concepts in development business structures and formation transverse competencies based on hard, soft and business skills.

This book proposes an analytical framework for the discussion of adult learning and education policies. This framework is applied to the EU policies for the adult education and training sector as well as to the proposals presented by UNESCO since the 1970s with respect to lifelong education and lifelong learning. Lifelong learning and education is a key concept for the development of adult education as an area of practice and theoretical consideration. In recent decades, meanwhile, the idea that education and learning last for the length and breadth of life is central to the guidance of various international organisations and to the public policies of many countries. Lifelong learning is currently widely accepted in terms of its benefits and so the meanings it can contain are rarely questioned. This book proposes three models for analysing public adult education policies, the democratic-emancipatory model, the modernisation and state control model, and the human resources management model. The models guide the critical discussion on the EU policies for the adult education and training sector. This analysis also contains references to national adult education policies. The book further describes the proposals presented by UNESCO since the 1970s with respect to lifelong education and lifelong learning. The underlying purpose of this approach is to identify and interpret other meanings which the idea may contain today. This option is intended to help students and other people who may be interested in this topic to question ways of looking at a priority issue in contemporary public policies. From the Contents: Introduction Lifelong Education, Lifelong Learning, and the State The Analysis of Adult Learning and Education Policies The European Union: Strategies for Lifelong Learning UNESCO as a Policy Actor in Education Final Remarks. (Verlag)

This paper explores the significance of teaching and learning digital copyright laws within a reformed Nigerian copyright regime. It further analyzes how an experiential and clinical teaching pedagogy, developed as part of a copyright law curriculum, will become an agency to protect, safeguard, and impel the development of Nigerian creative industries, particularly the film sector. Nigeria is Africa’s largest economy and an emerging creative industrial power. The training and expertise of its legal professionals in the knowledge and creative economy have significant impact beyond Nigeria, across the length and breadth of the other African countries. The article sets out to provide a recipe for a functional approach to the development of a digital copyright curriculum in the law faculties of Nigerian universities as a pragmatic and industry-focused way of teaching while adding value to the creative industries. The paper further examines how the law faculties of Nigerian universities could redesign their copyright curriculum to teach not just theories but, more importantly, the wider policy framework. The paper also explores how to understand the practical, business and economic systems of the creative industries. The paper uses ‘Nollywood’, the contemporary Nigerian film industry, as a case study to continue the discussion on the sustainable development of the Nigerian creative industries.

Who is Being Helped When We Help Our Self?

FreeComparative and International Education: A Bibliography (2009)PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinked InRedditEmailQR Code SectionsMoreAdult, Rural, Literacy, Vocational, Nonformal, Lifelong, and Popular EducationÅberg‐Bengtsson, Lisbeth. 2009. “The Smaller the Better? A Review of Research on Small Rural Schools in Sweden.” International Journal of Educational Research 48, no. 2 (June): 100–108.Alexopoulos, George, Alex Koutsouris, and Irene Tzouramani. 2009. “The Financing of Extension Services: A Survey among Rural Youth in Greece.” Journal of Agricultural Education and Extension 15, no. 2 (June): 177–90.Bhola, H. S. 2009. “Reconstructing Literacy as an Innovation for Sustainable Development: A Policy Advocacy for Bangladesh.” International Journal of Lifelong Education 28, no. 3 (May): 371–82.Boshier, Roger, and Yan Huang. 2009. “Madame Li Li: Communist Revolutionary, Adult Educator, Lifelong Learner.” Studies in Continuing Education 31, no. 1 (March): 45–59.Brock, Andy. 2009. “Moving Mountains Stone by Stone: Reforming Rural Education in China.” International Journal of Educational Development 29, no. 5 (September): 454–62.Cornford, Ian R. 2009. “Mere Platitudes or Realistically Achievable? An Evaluation of Current Lifelong Learning Policy in Australia.” International Journal of Lifelong Education 28, no. 1 (February): 19–40.Dausien, Bettina, and Dorothee Schwendowius. 2009. “Professionalisation in General Adult Education in Germany—an Attempt to Cut a Path through a Jungle.” European Journal of Education 44, no. 2 (June): 182–203.Dowling, Jennie. 2009. “Changes and Challenges: Key Issues for Scottish Rural Schools and Communities.” International Journal of Educational Research 48, no. 2 (June): 129–39.FitzSimons, Gail. 2009. “Perspectives on Adult Education in Portugal.” Studies in Continuing Education 31, no. 1 (March): 91–96.Foley, Ellen E. 2009. “The Anti‐politics of Health Reform: Household Power Relations and Child Health in Rural Senegal.” Anthropology and Medicine 16, no. 1 (January): 61–71.Gross, Marin. 2009. “The Professionalisation of Adult Educators in the Baltic States.” European Journal of Education 44, no. 2 (June): 221–42.Guimarães, Paula. 2009. “Reflections on the Professionalisation of Adult Educators in the Framework of Public Policies in Portugal.” European Journal of Education 44, no. 2 (June): 205–19.Gur’lanova, M. P. 2009. “Problems and Prospects of the Development of the Rural School in Russia.” Russian Education and Society 51, no. 7 (July): 3–12.Handa, Sudhanshu, Heiling Pineda, Yannete Esquivel, Blancadilia Lopez, Nidia Veronica Gurdian, and Ferdinado Regalia. 2009. “Non‐formal Basic Education as a Development Priority: Evidence from Nicaragua.” Economics of Education Review 28, no. 4 (August): 512–22.Hargreaves, Linda M. 2009. “Respect and Responsibility: Review of Research on Small Rural Schools in England.” International Journal of Educational Research 48, no. 2 (June): 117–28.Hargreaves, Linda, Rune Kvalsund, and Maurice Galton. 2009. “Reviews of Research on Rural Schools and Their Communities in British and Nordic Countries: Analytical Perspectives and Cultural Meaning.” International Journal of Educational Research 48, no. 2 (June): 80–88.Hillier, Yvonne. 2009. “The Changing Faces of Adult Literacy, Language, and Numeracy: Literacy Policy and Implementation in the UK.” Compare: Journal of Comparative and International Education 39, no. 4 (August): 531–46.Ireland, Timothy D. 2009. “Literacy in Brazil: From Rights to Reality.” International Review of Education 54, nos. 5–6 (December): 713–32.Kalaoja, Esko, and Janne Pietarinen. 2009. “Small Rural Primary Schools in Finland: A Pedagogically Valuable Part of the School Network.” International Journal of Educational Research 48, no. 2 (June): 109–16.Liu, Mingxing, Rachel Murphy, Ran Tao, and Xuehui An. 2009. “Education Management and Performance after Rural Education Finance Reform: Evidence from Western China.” International Journal of Educational Development 29, no. 5 (September): 463–73.Liu, Ning Rong. 2009. “Decentralisation and Marketisation of Adult and Continuing Education: A Chinese Case Study.” International Journal of Educational Development 29, no. 3 (May): 212–18.Lloyd, Cynthia B., Cem Mete, and Monica J. Grant. 2009. “The Implications of Changing Educational and Family Circumstances for Children’s Grade Progression in Rural Pakistan.” Economics of Education Review 28, no. 1 (February): 1997–2004.Luo, Renfu, Yaojiang Shi, Linxiu Zhang, Chengfang Liu, Scott Rozelle, and Brian Sharbono. 2009. “Malnutrition in China’s Rural Boarding Schools: The Case of Primary Schools in Shaanxi Province.” Asia Pacific Journal of Education 29, no. 4 (December): 481–501.Macpherson, Ian. 2009. “The Rights‐Based Approach to Adult Education: Implications for NGO‐Government Partnerships in Southern Tanzania.” Compare: Journal of Comparative and International Education 39, no. 2 (March): 263–79.Marshall, Jeffery H. 2009. “School Quality and Learning Gains in Rural Guatemala.” Economics of Education Review 28, no. 2 (April): 207–16.Maruatona, Tonic. 2009. “Reflections on Policies for Mass Literacy Education in Sub‐Saharan Africa.” International Review of Education 54, nos. 5–6 (December): 745–54.Mazurkiewicz, Grzegorz. 2009. “Adult Educators: An Example of the New Approach to Lifelong Learning in Poland.” European Journal of Education 44, no. 2 (June): 243–55.Moffat, Shaye, and Cynthia Vincent. 2009. “Emergent Literacy and Childhood Literacy‐Promoting Activities for Children in the Ontario Child Welfare System.” Vulnerable Children and Youth Studies: International Interdisciplinary Journal for Research, Policy, and Care 4, no. 2 (August): 135–41.Ogawa, Akihiro. 2009. “Japan’s New Lifelong Learning Policy: Exploring Lessons from the European Knowledge Economy.” International Journal of Lifelong Education 28, no. 5 (September): 601–14.Osborne, Michael, and Kate Sankey. 2009. “Non‐vocational Adult Education and Its Professionals in the United Kingdom.” European Journal of Education 44, no. 2 (June): 271–89.Papastamatis, Adamantios, and Eugenia Panitsidou. 2009. “The Aspect of ‘Accessibility’ in the Light of European Lifelong Learning Strategies: Adult Education Centres—a Case Study.” International Journal of Lifelong Education 28, no. 3 (May): 335–51.Pitman, Tim, and Susan Broomhall. 2009. “Australian Universities, Generic Skills, and Lifelong Learning.” International Journal of Lifelong Education 28, no. 4 (September): 439–58.Preece, Julia. 2009. “Lifelong Learning and Development: A Perspective from the ‘South.’” Compare: Journal of Comparative and International Education 39, no. 5 (September): 585–99.Probyn, Margie. 2009. “‘Smuggling the Vernacular into the Classroom’: Conflicts and Tensions in Classroom Codeswitching in Township/Rural Schools in South Africa.” International Journal of Bilingual Education and Bilingualism 12, no. 2 (April): 123–36.Reprintseva, G. I. 2009. “Relations between Parents and Children in a Rural Family.” Russian Education and Society 51, no. 9 (September): 85–93.Reprintseva, G. I. 2009. “A Social‐Pedagogical Analysis of Relations between Parents and Children in the Rural Family.” Russian Education and Society 51, no. 10 (October): 3–17.Riddell, Sheila, Linda Ahlgren, and Elisabet Weedon. 2009. “Equity and Lifelong Learning: Lessons from Workplace Learning in Scottish SMEs.” International Journal of Lifelong Education 28, no. 6 (December): 777–95.Sayilan, Feyziye, and Ahmet Yildiz. 2009. “The Historical and Political Context of Adult Literacy in Turkey.” International Journal of Lifelong Education 28, no. 6 (December): 735–49.Shiel, Gerry, and Eemer Eivers. 2009. “International Comparisons of Reading Literacy: What Can They Tell Us?” Cambridge Journal of Education 39, no. 3 (August): 345–60.Shiohtat, Mariko. 2009. “Exploring Literacy and Growth: An Analysis of Three Communities of Readers in Urban Senegal.” International Journal of Educational Development 29, no. 1 (February): 65–72.Smit, Hemmo, Den Oudendammer, Kats Frowine, and Jaap Van Lakerveld. 2009. “Lifelong Learning on Either Side of the Border: The Effects of Government Policy on Adult Education in the Netherlands and Belgium.” European Journal of Education 44, no. 2 (June): 257–70.Strathdee, Rob. 2009. “Tertiary Education Reform and Legitimation in New Zealand: The Case of Adult and Community Education as a ‘Local State of Emergency.’” Research in Sociology of Education 30, no. 1 (February): 303–16.Suwanpitak, Sombat. 2009. “Thailand’s Path to Literacy.” International Review of Education 54, nos. 5–6 (December): 763–71.Timperley, Helen S., and Judy M. Parr. 2009. “Chain of Influence from Policy to Practice in the New Zealand Literacy Strategy.” Research Papers in Education 24, no. 2 (June): 135–54.Usman, Lantana M. 2009. “Rural Adult Education and the Health Transformation of Pastoral Women of Northern Nigeria.” International Journal of Lifelong Education 28, no. 5 (September): 631–47.Van den Dungen, Marja. 2009. “Lifelong Learning within HE in the Netherlands.” European Journal of Education 44, no. 3 (September): 339–50.Weyer, Frédérique. 2009. “Non‐formal Education, out‐of‐School Learning Needs, and Employment Opportunities: Evidence from Mali.” Compare: Journal of Comparative and International Education 39, no. 2 (March): 249–62.Whitescarver, Keith, and Judith Kalman. 2009. “Extending Traditional Explanations of Illiteracy: Historical and Cross‐Cultural Perspectives.” Compare: Journal of Comparative and International Education 39, no. 4 (August): 497–511.Zarifis, George. 2009. “Decisions, Provisions, and Disillusionment for Non‐vocational Adult Learning (NVAL) Staff in South‐Eastern Europe: A Comparative Appraisal of Some Policy Developments with Diminishing Returns.” European Journal of Education 44, no. 2 (June): 163–82.Zepke, Nick. 2009. “A Future for Adult Lifelong Education in Aotearoa New Zealand: Neoliberal or Cosmopolitan?” International Journal of Lifelong Education 28, no. 6 (December): 751–61.Child, Citizenship, and Human RightsAraújo, Ulisses, and Valéria Arantes. 2009. “The Ethics and Citizenship Program: A Brazilian Experience in Moral Education.” Journal of Moral Education 38, no. 4 (December): 489–511.Bromley, R. D. F., and P. K. Mackie. 2009. “Child Experiences as Street Traders in Peru: Contributing to a Reappraisal for Working Children.” Children’s Geographies 7, no. 2 (June): 141–58.Castellino, Joshua. 2009. “The MDGs and International Human Rights Law: A View from the Perspective of Minorities and Vulnerable Groups.” International Journal of Human Rights 13, no. 1 (February): 10–28.Christie, Pam. 2009. “The Complexity of Human Rights in Global Times: The Case of the Right to Education in South Africa.” International Journal of Educational Development 30, no. 1 (January): 3–11.Cowan, Elaine M., and David C. McMurty. 2009. “The Implementation of ‘Education for Citizenship’ in Schools in Scotland: A Research Report.” Curriculum Journal 20, no. 1 (March): 61–72.Devaney, John, and Trevor Spratt. 2009. “Child Abuse as a Complex and Wicked Problem: Reflecting on Policy Developments in the United Kingdom in Working with Children and Families with Multiple Problems.” Children and Youth Services Review 31, no. 6 (June): 635–41.Evans, Carly Anne. 2009. “Ethical Implications of Child Welfare Policies in England and Wales on Child Participation Rights.” Ethics and Social Welfare 3, no. 1 (April): 95–103.Freeman, Mark. 2009. “Education and Citizenship in Modern Scotland.” History of Education: Journal of the History of Education Society 38, no. 3 (May): 327–32.Ghosh, Biswajit. 2009. “Trafficking in Women and Children in India: Nature, Dimensions, and Strategies for Prevention.” International Journal of Human Rights 13, no. 5 (December): 716–38.Golmohamad, Muna. 2009. “Education for World Citizenship: Beyond National Allegiance.” Educational Philosophy and Theory 41, no. 4 (August): 466–86.Hand, Michael, and Joanne Pearce. “Patriotism in British Schools: Principles, Practices, and Press Hysteria.” Educational Philosophy and Theory 41, no. 4 (August): 453–65.Haynes, Bruce. 2009. “History Teaching for Patriotic Citizenship in Australia.” Educational Philosophy and Theory 41, no. 4 (August): 424–40.Herrera, Elsa, Gareth A. Jones, and Sarah Thomas de Benítez. 2009. “Bodies on the Line: Identity Markers among Mexican Street Youth.” Children’s Geographies 7, no. 1 (March): 67–81.Jaramillo, Rosario, and José A. Mesa. 2009. “Citizenship Education as a Response to Colombia’s Social and Political Context.” Journal of Moral Education 38, no. 4 (December): 467–87.Kanako, Ide. 2009. “The Debate on Patriotic Education in Post–World War II Japan.” Educational Philosophy and Theory 41, no. 4 (August): 441–52.Keating, Avril. 2009. “Educating Europe’s Citizens: Moving from National to Post‐national Models of Educating for European Citizenship.” Citizenship Studies 13, no. 2 (May): 135–51.Keating, Avril, Hinderliter Deborah Ortloff, and Stavroula Philippou. 2009. “Citizenship Education Curricula: The Changes and Challenges Presented by Global and European Integration.” Journal of Curriculum Studies 41, no. 2 (April): 145–58.Khong, Lana Yiu Lan. 2009. “Runaway Youths in Singapore: Exploring Demographics, Motivations, and Environments.” Children and Youth Services Review 31, no. 1 (January): 125–39.Kim, Chae‐Young. 2009. “Is Combining Child Labour and School Education the Right Approach? Investigating the Cambodian Case.” International Journal of Educational Development 29, no. 1 (February): 30–38.Li, Jun. 2009. “Fostering Citizenship in China’s Move from Elite to Mass Higher Education: An Analysis of Students’ Political Socialization and Civic Participation.” International Journal of Educational Development 29, no. 4 (July): 382–98.Macdonald, Catriona M. M. 2009. “‘To Form Citizens’: Scottish Students, Governance and Politics, 1884–1948.” History of Education: Journal of the History of Education Society 38, no. 3 (May): 383–402.Macintyre, Stuart, and Noel Simpson. 2009. “Consensus and Division in Australian Citizenship Education.” Citizenship Studies 13, no. 2 (May): 121–34.Magendzo, Abraham, and Maria Isabel Toledo. 2009. “Moral Dilemmas in Teaching Recent History Related to the Violation of Human Rights in Chile.” Journal of Moral Education 38, no. 4 (December): 445–65.Mathur, Meena, Prachi Rathore, and Monika Mathur. 2009. “Incidence, Type, and Intensity of Abuse in Street Children in India.” Child Abuse and Neglect 33, no. 12 (December): 907–13.McLelland, Mark, and Katsuhiko Suganuma. 2009. “Sexual Minorities and Human Rights in Japan: An Historical Perspective.” International Journal of Human Rights 13, nos. 2–3 (July): 329–43.Milana, Marcella, and Tore Bernt Sørensen. 2009. “Promoting Democratic Citizenship through Non‐formal Adult Education: The Case of Denmark.” Scandinavian Journal of Educational Research 53, no. 4 (July): 347–62.Mirkova, Anna M. 2009. “Citizenship Formation in Bulgaria: Protected Minority or National Citizens?” Journal of Muslim Minority Affairs 29, no. 4 (December): 469–82.Munn, Pamela, and Margaret Arnott. 2009. “Citizenship in Scottish Schools: The Evolution of Education for Citizenship from the Late Twentieth Century to the Present.” History of Education: Journal of the History of Education Society 38, no. 3 (May): 437–54.Nalkur, Priya G. 2009. “Achievement Orientations and Strategies: A Cultural Comparison of Tanzanian Street Children, Former Street Children, and School‐Going Children.” Journal of Cross‐Cultural Psychology 40, no. 6 (December): 1012–27.Ovens, Michelle. 2009. “A Criminological Perspective on the Prenatal Abuse of Substances during Pregnancy and the Link to Child Abuse in South Africa.” Early Child Development and Care 179, no. 4 (April): 503–16.Patiño‐González, Susana. 2009. “Promoting Ethical Competencies: Education for Democratic Citizenship in a Mexican Institution of Higher Education.” Journal of Moral Education 38, no. 4 (December): 533–51.Shalhoub‐Kevorkian, Nadera, and Sana Khsheiboun. 2009. “Palestinian Women’s Voices Challenging Human Rights Activism.” Women’s Studies International Forum 32, no. 5 (September–October): 354–62.Sim, Jasmine B.‐Y., and Murray Print. 2009. “Citizenship Education in Singapore: Controlling or Empowering Teacher Understanding and Practice?” Oxford Review of Education 35, no. 6 (December): 705–23.Sklair, Leslie. 2009. “The Globalization of Human Rights.” Journal of Global Ethics 5, no. 2 (September): 81–96.Suárez, David F., Francisco O. Ramirez, and Jeong‐Woo Koo. 2009. “UNESCO and the Associated Schools Project: Symbolic Affirmation of World Community, International Understanding, and Human Rights.” Sociology of Education 82, no. 3 (September): 197–216.Turner, Robert. 2009. “Workers’ Educational Association Tutorial Classes and Citizenship in Scotland, 1907–1939.” History of Education: Journal of the History of Education Society 38, no. 3 (May): 367–81.Vakaoti, Patrick. 2009. “Researching Street‐Frequenting Young People in Suva: Ethical Considerations and Their Impacts.” Children’s Geographies 7, no. 4 (December): 435–50.Williams, Christopher. 2009. “The Rehabilitation Paradox: Street‐Working Children in Afghanistan.” Diaspora, Indigenous, and Minority Education 3, no. 1 (February): 4–20.Community Colleges; Further Education; Occupational, Technical, and Vocational EducationAkoojee, Salim. 2009. “Scarce Skills and Public Technical and Vocational Education and Training in South Africa: Twin Challenges or Two Sides of the Same Coin?” Southern African Review of Education 15, no. 4 (September): 117–338.Alexandrou, Alex. 2009. “Development through Partnership: How Learning Representatives Are Helping to Meet the Challenge of Upskilling Scottish FE Lecturers.” Research in Post‐compulsory Education 14, no. 3 (August): 233–49.Avis, James. 2009. “Further Education in England: The New Localism, Systems Theory and Governance.” Journal of Education Policy 24, no. 5 (September): 633–48.Barabasch, Antje, Sui Huang, and Robert Lawson. 2009. “Planned Policy Transfer: The Impact of the German Model on Chinese Vocational Education.” Compare: Journal of Comparative and International Education 39, no. 1 (February): 5–20.Bathmaker, Ann‐Marie, and Will Thomas. 2009. “Positioning Themselves: An Exploration of the Nature and Meaning of Transitions in the Context of Dual Sector FE/HE Institutions in England.” Journal of Further and Higher Education 33, no. 2 (June): 119–30.Bell, Jacqueline, and James Donnelly. 2009. “Applied Science in the English School Curriculum: The Meaning and Significance of ‘Vocationalization.’” Journal of Curriculum Studies 41, no. 1 (February): 25–47.Best, Shaun. 2009. “‘Who Am I?’ and ‘Who Are We?’: Audit Consciousness and the Further Education Funding Council in the 1990s.” Education, Knowledge, and Economy 3, no. 3 (December): 163–76.Blaardingerbroek, Barent, Neil Taylor, and Tom Haig. 2009. “Student Transition to Vocational Education from Middle Secondary School in Australia and Lebanon: An Exploratory Study.” Mediterranean Journal of Education Studies 14, no. 1 (February): 91–107.Blair, Erik. 2009. “A Further Education College as a Heterotopia.” Research in Post‐compulsory Education 14, no. 1 (March): 93–101.Böckerman, Petri, Ulla Hämäläinen, and Roope Uusitalo. 2009. “Labour Market Effects of the Polytechnic Education Reform: The Finnish Experience.” Economics of Education Review 28, no. 6 (December): 672–81.Bouzakis, Siphis, and Gerasimos Koustourakis. 2009. “Historicity as a Legitimising Argument in the Case of the Greek Educational Reforms of 1985 and 1997–1998 in General and Technical‐Vocational Education.” History of Education: Journal of the History of Education Society 38, no. 2 (May): 283–302.Brockmann, Michaela, Linda Clarke, and Christopher Winch. 2009. “Difficulties in Recognising Vocational Skills and Qualifications across Europe.” Assessment in Education: Principles, Policy, and Practice 16, no. 1 (April): 97–109.Buiskool, Bert‐Jan, Jaap Van Lakerveld, and Simon Broek. 2009. “Educators at Work in Two Sectors of Adult and Vocational Education: An Overview of Two European Research Projects.” European Journal of Education 44, no. 2 (June): 145–62.Child, Sue. 2009. “Differing Relationships to Research in Higher and Further Education in the UK: A Reflective Account from a Practitioner Perspective.” Research in Post‐compulsory Education 14, no. 3 (August): 333–43.Comyn, Paul. 2009. “Vocational Qualification Frameworks in Asia‐Pacific: A Cresting Wave of Educational Reform?” Research in Post‐compulsory Education 14, no. 3 (August): 251–68.Darmanin, Mary. 2009. “Further and Higher Education Markets’ Cushions: Portability of Policy and Potential to Pay.” International Studies in Sociology of Education 19, nos. 3–4 (December): and 2009. “A College as a for in the A Case of the College of and Affairs 15, no. 1 (February): Robert A. 2009. An Case Study.” Community College Journal of Research and Practice 33, no. 12 (December): 2009. in Education and Globalization and Education 7, no. 2 (June): and 2009. “Lifelong Learning and Vocational Training in Northern and International Journal of Lifelong Education 28, no. 5 (September): 2009. the Transition from Education to Work as Vocational Lessons from the and Cultural British Educational Research Journal 35, no. 5 (October): and 2009. between Vocational and Education: Experiences and from Current in European Journal of Education 44, no. 3 (September): 2009. Further Education Teacher A Policy Communities and Policy Journal of Education for Teaching International Research and 35, no. 2 (June): 2009. for and in English Further Education Oxford Review of Education 35, no. 1 (February): and 2009. “Further Education of Their Teaching and Teacher Education no. 7 (October): and 2009. a Quality and of Education in Finnish Scandinavian Journal of Educational Research 53, no. 1 (March): 2009. the in the on in Teaching and Teacher Education no. 7 (October): and 2009. and of and in China.” Journal of Teaching in and nos. (February): P. and 2009. “The Development of National for Working in the UK.” Journal of Vocational Education and Training no. 4 (December): 2009. Development and Exploration and Their in A of Youths Adult Education in Vulnerable Children and Youth Studies: International Interdisciplinary Journal for Research, Policy, and Care 4, no. 4 (December): and 2009. “Vocational Education and Training for in South Africa: The of Public and International Journal of Educational Development 29, no. 2 (March): 2009. and Development: The between Policy and Practice in the English Further Education Research in Post‐compulsory Education 14, no. 4 (December): Robert. 2009. the National Journal of Vocational Education and Training no. 1 (March): and 2009. of Skills in a Post‐compulsory Vocational Teacher Education in Western Australia.” Research in Post‐compulsory Education 14, no. 2 (June): 2009. or to an South African Students’ Vocational International Journal of Educational Development 29, no. 4 (July): and 2009. from the An into of and the Work of for in Further Education.” British Educational Research Journal 35, no. 1 (February): 2009. “A and Analysis of Learning in Further and Higher Education.” Journal of Further and Higher Education 33, no. 1 (March): E. de M. and P. A. 2009. in Vocational Education: The of Knowledge through and Journal of Vocational Education and Training no. 4 (December): and 2009. “The Challenges of Learning in the Changing Context of the European Higher Education European Journal of Education 44, no. 3 (September): 2009. “The Development of Adult and Community Education Policy in New Zealand: from Journal of Education Policy 24, no. 6 (December): and 2009. “The of Educational in Evidence from and Economics of Education Review 28, no. 1 (February): and 2009. Progression for in Further Education in England.” Journal of Vocational Education and Training no. 4 (December): Irene and Lan. 2009. Vocational Qualifications in Care to the of Social Work Education: International Journal 28, no. 1 (January): Michael, and Robert 2009. “The of in Further Education Teacher Training in England.” Journal of Vocational Education and Training no. 4 (December): 2009. and Participation in Further Education: Evidence from the Youth of England and British Journal of Sociology of Education 30, no. 1 (February): and 2009. The of HE in FE Working in a College in England.” Research in Post‐compulsory Education 14, no. 4 (December): Lantana M. 2009. Street and Vocational Training in Northern Nigeria.” Diaspora, Indigenous, and Minority Education 3, no. 2 (June): 2009. of and Future in Higher Vocational Education in China.” Journal of Vocational Education and Training no. 1 (March): P. 2009. “The of at German Studies in Higher Education no. (December): and 2009. Are Vocational Training Analysis of Vocational Training in Vocational Education from a Learning Perspective.” Journal of Vocational Education and Training no. 3 (October): and David 2009. a for China’s Vocational Education English Journal of Vocational Education and Training no. 3 (October): and 2009. and and Technical in Australian and New Zealand Education Economics no. 1 (March): 2009. from Two Sides of the Women’s in and the United States.” International Perspectives on Education and Society no. 1 (October): and 2009. “The to and the New of Elite Schools in and England.” International Studies in Sociology of Education 19, nos. 3–4 (December): 2009. of the from and Journal of 32, no. 5 (October): and 2009. Civic Education in Africa: Experience in and the International Journal of Educational Development 29, no. 6 (December): 2009. in Countries: and African Perspectives.” Compare: Journal of Comparative and International Education 39, no. 2 (March): 2009. Higher Education in Nordic Studies of in and Sweden.” Studies in Continuing Education 31, no. 1 (March): B., and 2009.

Over the last two decades, there have been numerous attempts to review and re-examine whether conventional learning and teaching approaches are still useful or relevant. Lifelong learning institutions have grown in number and scope, and now fulfil a significant function in bridging the gap between what traditional formal education systems provide and what the rapidly changing labour market requires. Lifelong learning is a mode of seamless learning, whereby informal and experiential learning acquired in various settings can be converted to recognised learning, thereby helping to systematise the various learning experiences into knowledge formation, knowledge building and knowledge creation. This paper analyses certain features of the 21st century such as the knowledge economy, diversity and plurality, and equity. Communities now need to provide more opportunities for everyone to learn for their individual needs, especially when societal changes are happening at a fast pace and in an unpredictable manner. Anticipatory learning for the unknown will become a significant agenda of teaching and learning in the new times, and thus, the availability of lifelong learning opportunities will be essential for preparing citizens of the new times to meet the changing needs that confront them.

A potential weakness of marketing in the strategy dialogue has been a tendency on the part of marketing scholars to stay with outmoded frameworks. As the economy is decreasingly influenced by industrial value creation and increasingly influenced by knowledge creation and dissemination, the role of marketing in value creation and thus in strategy is accentuated. Synthesizing current literature regarding the environmental changes and the underlying foundations for value creation affected by these changes, and contrasting them to traditional, industrial value creation, an argument for the central role of marketing in the knowledge economy is provided and examples support the new value creation‐marketing link.