How to talk to anyone: 92 little tricks for big success in by Lowndes L.

By Lowndes L.

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G. the OECD and the EU) working across and within borders, setting up relationships directly with individuals and organisations, rather than working through hierarchical government ‘levels’. In such a context, the question of the absence of a unifying narrative of government arises—especially as the decentring of the nation-state produces problems, in terms of regulation and control, within a globalised context in which transnational agencies such as OECD, the World Bank and the European Commission are increasingly seeking to use policy in education and lifelong learning to produce standardisation in pursuit of economic competitiveness.

Hake, B. J. (1997). Popular Adult Education in Finland 1890–1939: A Critical Reinterpretation of The ‘People’s Enlightenment Project’. History of Education, 26(4), 353–374. Kelly, T. (1970). A History of Adult Education in Great Britain. Liverpool: Liverpool University Press. Langfeldt, G. (2011). The Rationality of Large Scale Reforms: ‘Scandinavian neoinstitutionalism’ as an Example. ) 22 K. Kantasalmi and G. Holm Transforming Education. Umbau des Bildungswesens: Large-scale Reform Projects and their Effects.

There is a move away from governing practices that marked previous administrations, and the combined mobilisation of new governing forms (networked and collaborative) with re-definitions of nationalism (as flexible, responsible and achievable—as 34 J. Ozga indicated earlier, identification with the governing project is open to everyone living in Scotland, not based on ethnic nationalism) and linked to new policyscapes (in small states with predominantly social democratic characters or self-descriptions).

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