A skills framework for regeneration and planning

Turok, Ivan; Taylor, Peter

doi:10.1080/02697450601173462

Cited by 12 publications

(5 citation statements)

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“…Community-based development work in the United States and internationally has always relied on the input of various disciplines from both academic and applied social and health sciences (Campfens, 1997;Korazim et al, 2007;Rubin & Rubin, 2001;Turok & Taylor, 2006). Multiple types of expertise are usually required to create community change that will improve the quality of life in marginalized communities.…”

Section: Introductionmentioning

confidence: 98%

Interdisciplinary Community Collaboration: Perspectives of Community Practitioners on Successful Strategies

Bayne-Smith

Mizrahi

Garcia

2008

Journal of Community Practice

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Six focus groups were convened to collect data on successful interdisciplinary community collaboration (ICC) strategies. Participants came from a variety of disciplines but shared the common identification of having worked in similar communities. Participant assignment to one of six groups was designed to insure diversity by gender and race or ethnicity. They discussed four questions received in advance. Prior consented taperecorded sessions were transcribed and reviewed by group facilitators using a process of member checking. Data analysis utilized the qualitative methodology known as grounded theory. Results indicate that organizers must have (1) a knowledge base of strategic planning, management, and administration, (2) an intra-or interpersonal skills set, and (3) well-defined values and attributes. The Practice implications are that further research is needed to more fully explore the complexity of ICC work.

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Section: Introductionmentioning

confidence: 98%

Interdisciplinary Community Collaboration: Perspectives of Community Practitioners on Successful Strategies

Bayne-Smith

Mizrahi

Garcia

2008

Journal of Community Practice

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“…However, in current sustainable communities skills policy there appears to have been little evidence of critical engagement with such theories of learning process, or related behaviour-change literatures. One exception to this is the recent work of Turok and Taylor (2006) in connection with Communities Scotland (a Scottish government agency). Arguably though, the generally limited attention given to the social nature of the process of learning reflects a much broader deficit in the sustainable communities skills agenda concerning a disconnection between skills, people, and their everyday lives.…”

Section: Skills and Learning Policy For Sustainable Communitiesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…The need for strong leadership and effective community engagement is frequently cited within sustainable communities policy (CLG, 2008; CRU, 2004; HCA, 2009). However, a lack of appropriate skills at the ground level as well as a need for a widespread understanding of what skills sets are necessary have been identified within UK policy discourse as significant obstacles to achieving sustainable communities (Newton et al, 2008a; ODPM, 2004;Turok and Taylor, 2006).The basic connection which has already been made in policy circles between making improvements to skills and knowledge for sustainability and making progress towards the creation and maintenance of sustainable communities holds considerable merit. However, the actual articulation of what sustainability skills and knowledge are, and the conceptualisation of how improvements should be made to skills and knowledge levels, remain weak.…”

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confidence: 99%

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Reconnecting Skills for Sustainable Communities with Everyday Life

et al. 2011

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IntroductionThe concept of`sustainable communities' has received increasing attention from academia and policy in recent years. Broadly framed within policy as``places where people want to live and work, now and in the future'' (ODPM, 2005a, page 4; see also 2005b), sustainable communities are intrinsically linked with the wider goal of sustainable development and the UK government's`place-making agenda'. The need for strong leadership and effective community engagement is frequently cited within sustainable communities policy (CLG, 2008; CRU, 2004; HCA, 2009). However, a lack of appropriate skills at the ground level as well as a need for a widespread understanding of what skills sets are necessary have been identified within UK policy discourse as significant obstacles to achieving sustainable communities (Newton et al, 2008a; ODPM, 2004;Turok and Taylor, 2006).The basic connection which has already been made in policy circles between making improvements to skills and knowledge for sustainability and making progress towards the creation and maintenance of sustainable communities holds considerable merit. However, the actual articulation of what sustainability skills and knowledge are, and the conceptualisation of how improvements should be made to skills and knowledge levels, remain weak. Furthermore, within England especially, the national policy focus has remained firmly orientated around the need to improve the skills sets of

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“…The literature on the issue is extensive 74 . The demand for specific green skills has also been analysed in a more general view, in terms of the ability to deal with restructuring and ongoing changes 75 An aspect that is not given much consideration in Europe is the harmonization between the education and training system and the green labour market, although an increasing number of authors are focusing on the strategic role of social dialogue and industrial relations in providing innovative placement services . 76 Climate change is expected to have two main consequences in terms of skills development.…”

Section: Skills For the Green Economy: Towards A New Concept Of Educa...mentioning

confidence: 99%

Employment Prospects in the Green Economy: Myth and Reality

Rustico¹,

Tiraboschi²

2010

IJCL

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The paper examines the concept of the green economy, focusing on its impact on the labour market in terms of employment opportunities. The green economy is often regarded as effective both in environmental and employment terms, creating new jobs while dealing with environment protection issues, for example, climate change, pollution, emission reductions, and so on. In an attempt to identify a shared definition of ‘green jobs’, reference is made to research carried out by international institutions, such as International Labour Organization (ILO) and CEDEFOP, as the green economy has both political and educational implications. This is particularly true when considering the need for ‘green’ skills. The paper calls for a rethinking of green issues, especially with regard to new skills requirements in the green sector. Workers, especially women, should be supported in the process of adaptation and transition, by means of policies providing on-the-job training and retraining, and participation in decision making. Social dialogue and industrial relations can play a key role in this connection, as a catalyst for change, gender equality, and the promotion of green policies.

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A skills framework for regeneration and planning

Cited by 12 publications

References 0 publications

Interdisciplinary Community Collaboration: Perspectives of Community Practitioners on Successful Strategies

Interdisciplinary Community Collaboration: Perspectives of Community Practitioners on Successful Strategies

Reconnecting Skills for Sustainable Communities with Everyday Life

Employment Prospects in the Green Economy: Myth and Reality

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