In this paper we examine policy texts in three European societies to consider the ways in which they construct a view of how each society ensures the production of knowledgeable professionals. Based on an analysis of national policy texts in England, Germany and the Netherlands, we argue that there are differences in the ways in which higher education is positioned as being responsible for producing knowledgeable professionals; the ways in which employment is defined, and the roles that research is expected to playin the production of professionals. These differences are related to the national structure of the higher educational system and more fundamental notions of the role of higher education in society. We argue that these differences offer helpful alternative ways of thinking about the relations between higher education and employment.
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From the fast-food industry to the sharing economy, precarious work has become the norm in contemporary capitalism, like the anti-globalization movement predicted it would. This book describes how the precariat came into being under neoliberalism and how it has radicalized in response to crisis and austerity. It investigates the political economy of precarity and the historical sociology of the precariat, and discusses movements of precarious youth against oligopoly and oligarchy in Europe, America, and East Asia. Foti covers the three fundamental dates of recent history: the financial crisis of 2008, the political revolutions of 2011, and the national-populist backlash of 2016, to present his class theory of the precariat and the ideology of left-populist movements. Building a theory of capitalist crisis to understand the aftermath of the Great Recession, he outlines political scenarios where the precariat can successfully fight for emancipation, and reverse inequality and environmental destruction. Written by the activist who put precarity on the map of radical thinking, this is the first work proposing a complete theory of the precariat in its actuality and potentiality.
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Teacher shortages are a significant concern in many countries. Hiring pre-service teachers could help to alleviate this problem while providing students an opportunity to develop skills in a realwork context. However, being employed alongside full-time studying might compete with attendance or self-study and, thereby, hinder study progress. This study analyzed the effect of student employment on the study progress of 132 pre-service teachers, using 25 repeated measures over 4 years (n = 3,245). Employment hours, remuneration, domain-relevance, and timing (year of college) were taken into account. Multilevel growth analyses showed that students who spent more time on a paid teaching job in year 3 or 4 obtained significantly more study credits compared to those who were not paid or got paid for a job outside of education. Overall, student employment did not relate to less study progress and depending on domain-relevance, timing and remuneration, the effect can even be positive.
