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The Knowledge Economy and Postsecondary Education
The Workshop on the Knowledge Economy and Postsecondary Education documents changes seen in the postsecondary education system. In her report Lisa Hudson focuses on who is participating in postsecondary education; Tom Bailey concentrates on community colleges as the most responsive institutions to employer needs; Carol Twigg surveys the ways that four-year institutions are attempting to modify their curricular offerings and pedagogy to adapt those that will be more useful; and Brian Pusser emphasizes the public's broader interests in higher education and challenges the acceptance of the primacy of job preparation for the individual and of "market" metaphors as an appropriate descriptor of American higher education. An example of a for-profit company providing necessary instruction for workers is also examined. Richard Murnane, Nancy Sharkey, and Frank Levy investigate the experience of Cisco high school and community college students need to testify to their information technology skills to earn certificates. Finally, John Bransford, Nancy Vye, and Helen Bateman address the ways learning occurs and how these can be encouraged, particularly in cyberspace.
The Knowledge Economy and Postsecondary Education
The Workshop on the Knowledge Economy and Postsecondary Education documents changes seen in the postsecondary education system. In her report Lisa Hudson focuses on who is participating in postsecondary education; Tom Bailey concentrates on community colleges as the most responsive institutions to employer needs; Carol Twigg surveys the ways that four-year institutions are attempting to modify their curricular offerings and pedagogy to adapt those that will be more useful; and Brian Pusser emphasizes the publicâ (TM)s broader interests in higher education and challenges the acceptance of the primacy of job preparation for the individual and of "market" metaphors as an appropriate descriptor of American higher education. An example of a for-profit company providing necessary instruction for workers is also examined. Richard Murnane, Nancy Sharkey, and Frank Levy investigate the experience of Cisco high school and community college students need to testify to their information technology skills to earn certificates. Finally, John Bransford, Nancy Vye, and Helen Bateman address the ways learning occurs and how these can be encouraged, particularly in cyberspace.
Education and Social Change
This book, first published in 1985, argues that changes in the education system are closely bound up with wider social and political changes. It considers items within education such as developments in teacher assessment policy and changes in the control of education policy; and external items such as new directions in the management of the economy, of class relations and of the political system. Throughout, the book reflects a mood of growing frustration and anxiety shared by many teachers and educationalists which, the book argues, stems from a feeling that the education system is not being run as it should be. This title will be of interest to students of education and sociology.
The Changing Nature of the Economy
The changing nature of the economy: the critical roles of education and innovation in creating jobs & opportunity in a knowledge economy: hearing before the Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Eighth Congress, second session, May 11, 2004.
The Changing Nature of the Economy
The changing nature of the economy : the critical roles of education and innovation in creating jobs & opportunity in a knowledge economy : hearing before the Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Eighth Congress, second session, May 11, 2004.
The WTO and the University
By and large, the debate about the merits of including higher education services within free trade policies has occurred outside of the United States, even though the U.S. Office of the Trade Representative has specifically included higher education services in its March 2003 negotiating offer to the General Agreement on Trade in Services (GATS). This book emerged from research and conversations on the potential implications of free trade on American higher education, implications which have yet to lead to any real conversation or debate within the broad higher education community in the United States. It fills a niche in the literature on trade and higher education services by providing context and analysis of the trade issue in the American higher education context, as well as the pros and cons of free trade in higher education services from the perspectives of the U.S.-based actors.
