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This book presents some of the most trenchant critical analyses of the widespread claims for the recent emergence of a knowledge economy and the attendant need for greater lifelong learning. The book contains two sections: first, general critiques of the limits of current notions of a knowledge economy and required adult learning, in terms of historical comparisons, socio-political construction and current empirical evidence; secondly, specific challenges to presumed relations between work requirements and learning through case studies in diverse current workplaces that document richer learning processes than knowledge economy advocates intimate. Many of the leading authors in the field are represented. There are no other books to date that both critically assess the limits of the notion of the knowledge economy and examine closely the relation of workplace restructuring to lifelong learning beyond the confines of formal higher education and related educational policies. This reader provides a distinctive overview for future studies of relations between work and learning in contemporary societies beyond caricatures of the knowledge economy. The book should be of interest to students following undergraduate or postgraduate courses in most social sciences and education, business and labour studies departments, as well as to policy makers and the general public concerned about economic change and lifelong learning issues. D. W. Livingstone is Canada Research Chair in Lifelong Learning and Work and Professor Emeritus at the Ontario Institute for Studies in Education, University of Toronto. David Guile is Professor of Education and Work at the Institute of Education, University of London.
Leading scholars from the US, the UK, Australia and New Zealand question whether current policies relating to knowledge, learning and assessment are consistent with the kinds of workers and skills required for the knowledge economy?
This is the first analysis of professional classes, their differing job control and skill utilization. Professional employees especially face declining job control, diminishing use of skills and increasing barriers to continuing learning. The book is an original guide for further studies on professional classes, job design, and training.
As a part of an extensive exploration, Reimagining Communication: Action investigates the practical implications of communication as a cultural industry, media ecology, and a complex social activity integral to all domains of life. The Reimagining Communication series develops a new information architecture for the field of communications studies, grounded in its interdisciplinary origins and looking ahead to emerging trends as researchers take into account new media technologies and their impacts on society and culture. The diverse and comprehensive body of contributions in this unique interdisciplinary resource explore communication as a form of action within a mix of social, cultural, political, and economic contexts. They emphasize the continuously expanding horizons of the field by engaging with the latest trends in practical inquiry within communication studies. Reflecting on the truly diverse implications of communicative processes and representations, Reimagining Communication: Action covers key practical developments of concern to the field. It integrates diverse theoretical and practice-based perspectives to emphasize the purpose and significance of communication to human experience at individual and social levels in a uniquely accessible and engaging way. This is an essential introductory text for advanced undergraduate and graduate students, along with scholars of communication, broadcast media, and interactive technologies, with an interdisciplinary focus and an emphasis on the integration of new technologies.
Our global economy is going through a major transformation, from an industrial economy, to a knowledge economy, rendering knowledge a primary factor in production. In this practical, real-world focused book, expert authors come together to define and discuss knowledge work.
Selling Out Education argues that basing education policy on qualifications and learning outcomes—dramatized by the phenomenal expansion of qualifications frameworks—is misguided. Qualifications frameworks are intended to make education more responsive to the needs of economies and societies by improving how qualifications and credentials are used in labour markets. But using learning outcomes as the starting point of education programmes neglects the core purpose of education: giving people access to bodies of knowledge they would not otherwise have. Furthermore, instead of creating demand for skilled workers through industrial and economic policy, qualifications frameworks are premised on the flawed idea that a supply of skilled workers leads to industrial and economic development. And skilled workers are to be supplied not by encouraging governments to focus attention on creating, improving, and supporting education institutions, but by suggesting that governments take a quality-assurance role. As a result, in poor countries where provision is weak to start with, qualifications have been created and institutions established to monitor providers without increasing or improving education provision. The weaknesses of many current policy approaches make clear, Allais argues, that education is inherently a collective good, and that the acquisition of bodies of knowledge provide the basis for its integrity and intelligibility.
This book brings together a broad range of approaches and methodologies relevant to international comparative vocational education and training (VET). Revealing how youth in transition is affected by economic crises, it provides essential insights into the strengths and weaknesses of the various systems and prospects of VET in contexts ranging from North America to Europe, (e.g. Spain, Germany or the UK) to Asia (such as China, Thailand and India). Though each country examined in this volume is affected by the economic crisis in a different way, the effects are especially apparent for the young generation. In many countries the youth unemployment rate is still very high and the job perspectives for young people are often limited at best. The contributions in this volume demonstrate that VET alone cannot solve these problems, but can be used to support a smooth transition from school to work. If the quality of VET is high and the status and job expectations are good, VET can help to fill the skills gap, especially at the intermediate skill level. Furthermore, VET can also offer a realistic alternative to the university track for young people in many countries.
This book is the first to articulate and challenge the consensus on the right and left that knowledge is the key to any problem, demonstrating how the left’s embrace of knowledge productivity keeps it trapped within capital’s circuits. As the knowledge economy has forced questions of education to the forefront, the book engages pedagogy as an underlying yet neglected motor of capitalism and its forms of oppression. Most importantly, it assembles new pedagogical resources for responding to the range of injustices that permeate our world. Building on yet critiquing the Marxist notion of the general intellect, Derek R. Ford theorizes stupidity as a necessary alternative pedagogical logic, an anti-value that is infinitely mute and unproductive.
Education and International Development provides an introduction to the debates on education and international development, giving an overview of the history, influential theories, key concepts, areas of achievement and emerging trends in policy and practice. Written by leading academics from Canada, India, Netherlands, South Africa, UK, USA, and New Zealand, this second edition has been fully updated in light of recent changes in the field, such as the introduction of the Sustainable Development Goals and the increased focus on environmental sustainability and equality. The book includes three new chapters on private providers, decolonisation and learning outcomes as well as a range of pedagogical features including key concept boxes, biographies of influential thinkers and practitioners, further reading lists, questions for reflection and debate, and case studies from around the developing world.