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We study how the quality of local business environments helps explain growth outcomes of micro- and small enterprise microfinance clients by drawing on long-term nationwide administrative data and a policy shock in Cambodia. The staggered launch of special economic zones, which we link to positive shocks to the business environment on both the demand and supply side, leads to significantly increased employment in micro- and small enterprises (MSEs) located in these special economic zones (SEZs), compared to enterprises in contextually similar districts that are unexposed to an SEZ. Key channels explaining the improved growth outcomes include expanded access to external markets for the enterprises’ goods and services, more dynamic labor environments, and improved credit terms and conditions. To broaden the relevance of our findings, we combine data from prominent empirical studies on microfinance and demonstrate how related business conditions identified in the enterprise growth literature help explain differences in client business outcomes found in their results. Policy implications are that a smaller but influential segment of microfinance borrowers significantly benefit from opportunities provided by improved local business environments and that governments and lenders can play active roles in facilitating the necessary improvements for such MSEs.Plain English SummaryFinancial access may not be fulfilling its real potential in low-income settings, unless coupled with the right opportunities in the business environment for micro- and small enterprises. We use Cambodia’s special economic zones as a policy shock to study how the quality of local business environments help explain micro- and small enterprise microfinance clients’ growth. We find that the SEZs generate large increases in employment for microfinance borrowers for both micro- and small enterprises. These increases are concentrated in locations where SEZs expand access to local markets and where there are more dynamic labor environments. The SEZs also lead the microfinance lender to improve credit terms, which contribute notably to improved enterprise outcomes. To broaden the relevance of our findings, we demonstrate how related sub-national business environment factors help explain different borrower outcomes found in extant studies that measure microfinance impacts. Policy implications are that an important subset of microfinance borrowers is able to seize opportunities provided by local business environments, and that national and subnational governments can play active roles in facilitating such improved business environments for micro and small enterprises.

Context: There are currently two low-threshold vocational education and training (VET) options in Switzerland for young people at risk: A two-year programme for a Federal VET certificate and a practical training programme designed for young people with special needs. In the present study, we looked at transitions from these programmes to the labour market. Possible influences on objective and subjective indicators of career success, such as social background, personal disposition, and training, were considered. Methods: Data were collected from 418 apprentices in the French- and German-speaking parts of Switzerland at three measurement points: t1, at the beginning of training; t2, upon completion of training; and t3, 10 months later. Participants responded to a written questionnaire. Findings: Ten months after completing their apprenticeships, the majority of participating young people were either employed or continuing their education. Results of the multinomial logistic and linear regressions showed a differentiated, rather than uniform, picture depending on the criteria for career success. The background factors of gender and school (9th grade) were associated with objective success after the apprenticeship ended but not with subjective career success (hypothesis 1). For the variables concerning person disposition and agency (hypothesis 2), we found two plausible associations: A positive attitude towards life helped with unemployment avoidance and a highly self-rated school performance was associated with later satisfaction. As predicted in hypothesis 3, situational factors related to the VET company and school showed a number of significant but sometimes weak associations with objective and subjective career success. Additionally, competencies and support of VET trainers related to continuance in the learned profession. Conclusions: The career development paths of young people are influenced by various background and personality factors, as well as the training situation. VET trainers should be aware of their crucial role and understand how their interventions affect apprentices' self-perceptions and perceptions of their learned professions, which consequently influence their motivations and career aspirations. The situation at the VET school (as a learning and social place) is equally important, especially because of the aim to increase permeability for further training. Young people not in employment, education or training (NEET) are of particular concern. Even though this group is smaller in Switzerland than in most other countries, a number of problematic symptoms can be detected during apprenticeship that point to the need for the prevention of a later NEET status.

Purpose This paper aims to report on findings and methodological approaches of the artistic project “Sites for Unlearning (Art Organization)” in collaboration with the Team at Casco at Institute: Working for the Commons, Utrecht/NL, through which processes of unlearning are tested against the backdrop of established institutional structures. This paper constitutes a transdisciplinary contribution to the discourse, exploring its relationship with organizational unlearning, organizational change and feminist, decolonial trajectories. Design/methodology/approach This paper proposes a feminist, decolonial, arts-based approach to discuss “unlearning institutional habits” by means of the long-term project – Sites for Unlearning (Art Organization). This complements the organizational unlearning literature with an arts-based approach, which draws on alternative education and feminist and decolonial literature. This paper responds to the call of this special and introduces a new perspective to the discourse. Findings This paper gives insights into and elaborates on the findings of the artistic project “Site for Unlearning (Art Organization)” through which processes of unlearning are tested against the backdrop of institutional structures. Originality/value This methodology puts in evidence that there are two major areas of concern for those who desire to break established structures in contemporary life increasingly defined by economic, socio-political and ecological pressures – institution on the one hand and learning on the other; the artistic project Sites for Unlearning attempts to challenge both. It builds on the insights and energies developed in and around the studies on unlearning in the fields of alternative education and feminist and decolonial theory and connects them with organizational learning, knowledge management and theories of transformation (Andreotti, 2011; Spivak, 1993; Tlostanova and Mignolo, 2012).

Purpose: This paper aims to report on findings and methodological approaches of the artistic project \"Sites for Unlearning (Art Organization)\" in collaboration with the Team at Casco at Institute: Working for the Commons, Utrecht/NL, through which processes of unlearning are tested against the backdrop of established institutional structures. This paper constitutes a transdisciplinary contribution to the discourse, exploring its relationship with organizational unlearning, organizational change and feminist, decolonial trajectories. Design/methodology/approach: This paper proposes a feminist, decolonial, arts-based approach to discuss \"unlearning institutional habits\" by means of the long-term project -- Sites for Unlearning (Art Organization). This complements the organizational unlearning literature with an arts-based approach, which draws on alternative education and feminist and decolonial literature. This paper responds to the call of this special and introduces a new perspective to the discourse. Findings: This paper gives insights into and elaborates on the findings of the artistic project \"Site for Unlearning (Art Organization)\" through which processes of unlearning are tested against the backdrop of institutional structures. Originality/value: This methodology puts in evidence that there are two major areas of concern for those who desire to break established structures in contemporary life increasingly defined by economic, socio-political and ecological pressures -- institution on the one hand and learning on the other; the artistic project Sites for Unlearning attempts to challenge both. It builds on the insights and energies developed in and around the studies on unlearning in the fields of alternative education and feminist and decolonial theory and connects them with organizational learning, knowledge management and theories of transformation (Andreotti, 2011; Spivak, 1993; Tlostanova and Mignolo, 2012).

One of the factors influencing the emergence of disparities between rural and urban regions is the varying level of financial inclusion of the population. The system of microfinancing is becoming an important mechanism against poverty and social exclusion in Europe. However, there is available very limited legal, regulatory and historical information on the microfinance system in the Czech Republic. As a result, microfinance institutions are absent and small entrepreneurs tend to use expensive consumer credit products, thereby increasing the risk of over-indebtedness. The aim of this research is to examine the repayment performance of the European microfinance institutions with increased share of clients from rural areas. Based on an empirical statistical analysis of an unique European microfinance institutions´ database, we are presenting evidence that suggests that microfinance systems perform better in rural than in urban areas. This finding is strongly recommended for consideration in the development of policies to guide legal frameworks regarding microfinancing.

One of the factors influencing the emergence of disparities between rural and urban regions is the varying level of financial inclusion of the population. The system of microfinancing is becoming an important mechanism against poverty and social exclusion in Europe. However, there is available very limited legal, regulatory and historical information on the microfinance system in the Czech Republic. As a result, microfinance institutions are absent and small entrepreneurs tend to use expensive consumer credit products, thereby increasing the risk of over-indebtedness. The aim of this research is to examine the repayment performance of the European microfinance institutions with increased share of clients from rural areas. Based on an empirical statistical analysis of an unique European microfinance institutions´ database, we are presenting evidence that suggests that microfinance systems perform better in rural than in urban areas. This finding is strongly recommended for consideration in the development of policies to guide legal frameworks regarding microfinancing.

Context: There are currently two low-threshold vocational education and training (VET) options in Switzerland for young people at risk: A two-year programme for a Federal VET certificate and a practical training programme designed for young people with special needs. In the present study, we looked at transitions from these programmes to the labour market. Possible influences on objective and subjective indicators of career success, such as social background, personal disposition, and training, were considered. Methods: Data were collected from 418 apprentices in the French- and German-speaking parts of Switzerland at three measurement points: t1, at the beginning of training; t2, upon completion of training; and t3, 10 months later. Participants responded to a written questionnaire. Findings: Ten months after completing their apprenticeships, the majority of participating young people were either employed or continuing their education. Results of the multinomial logistic and linear regressions showed a differentiated, rather than uniform, picture depending on the criteria for career success. The background factors of gender and school (9th grade) were associated with objective success after the apprenticeship ended but not with subjective career success (hypothesis 1). For the variables concerning person disposition and agency (hypothesis 2), we found two plausible associations: A positive attitude towards life helped with unemployment avoidance and a highly self-rated school performance was associated with later satisfaction. As predicted in hypothesis 3, situational factors related to the VET company and school showed a number of significant but sometimes weak associations with objective and subjective career success. Additionally, competencies and support of VET trainers related to continuance in the learned profession. Conclusions: The career development paths of young people are influenced by various background and personality factors, as well as the training situation. VET trainers should be aware of their crucial role and understand how their interventions affect apprentices' self-perceptions and perceptions of their learned professions, which consequently influence their motivations and career aspirations. The situation at the VET school (as a learning and social place) is equally important, especially because of the aim to increase permeability for further training. Young people not in employment, education or training (NEET) are of particular concern. Even though this group is smaller in Switzerland than in most other countries, a number of problematic symptoms can be detected during apprenticeship that point to the need for the prevention of a later NEET status. (DIPF/Orig.).

In recent years in the field of social sciences, and the arts as well as politics, debates on the commons have claimed new entry points for a radical repudiation of neoliberalism; they have inspired the envisioning of alternatives beyond capitalism and other forms of domination. The insights and energies developed in and around the debates often promise to provide perspectives for a new economic, political, and social discourse and of practices that help articulate and build on the many existing struggles challenging the politics of accumulation and exclusion (Stavrides 2016).

Background Investigating individuals’ sequences of occupations and identifying suitable patterns is a complex task. Most research focuses on single time-points, single jobs and single transitions and only few longitudinal studies have investigated career paths over a long period of time. The aim of this study is to describe occupational career patterns (OCP) over a period of 30 years using longitudinal data from a representative sample of Swiss men and women. Based on a contextualist perspective of career development (Vondracek et al. Career development: a life-span developmental approach, 1986 ) potential antecedents such as characteristics of the family of origin and consequences of occupational career are examined. Methods The database is the Zurich Longitudinal Study “From School to Middle Adulthood” (ZLSE), which includes eleven surveys and covers the age span from 15 to 52 years. Our sample consists of 597 persons. The vocational activity was surveyed with the aid of a “life graph” and the occupational career patterns were categorized with the help of the “International Standard Classification of Occupations” (ISCO-08). In addition information about the family of origin, roles over the life course, highest degree of education, intelligence, satisfaction in different areas of life, income and working conditions were collected. Results Patterns of “upward mobility” and “fluctuating patterns” (upward and downward movements) were prevalent in the men’s OCPs. For women, the “family pattern” with several interruptions and the “stability pattern” were most frequently observed. Men’s and women’s OCP were only weakly related to family of origin, but more strongly to their overall life career (e.g. multiple role constellations, such as family and investment in work and education). The results also show that the individual career development matters in terms of later career success and well-being. Conclusions The study confirms the overall assumption of more beneficial consequences (for both genders) for “upward mobility”, followed by “fluctuating patterns”, whereas changing patterns such as “downward” and “horizontal changes” show negative effects. In conclusion the study shows that for career counseling practice it is important to look into the future and talk about long-term perspectives.

Introduces the group Read-in, started in Germany in 2010 to experiment with the political, material and physical conditions of community life and the activity of reading in this context. The authors present a project based on the reading of transcripts of a speech by Sojourner Truth in 1851 until the participants knew it by heart, recalling the practice of learning whole books in this way before they were destroyed in Ray Bradbury's novel 'Fahrenheit 451' (19530, subsequently filmed by François Truffaut. they explain the purpose of the exercise, the problems of power relations which it revealed, and the potential which it demonstrated for the development of alternative artistic practices.