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The Dynamics and Social Outcomes of Education Systems
Some scholars argue that education systems across the western world are becoming increasingly similar due to the influence of transnational discourses and organizations. Others believe that education is the panacea for all problems of social cohesion. After all, aren't the well-educated usually more tolerant, civically engaged and trusting than the poorly educated? This book critically examines both claims. It finds that western countries still differ markedly on key aspects of their education systems and that these differences reflect distinct political traditions and different responses to a set of competing normative and political principles. The findings further suggest that raising the average education level is unlikely to be an effective strategy for promoting social cohesion. Instead, more promising are policies targeting the opposite ends of the lifelong learning continuum: universalizing pre-school education and care and promoting adult education with a pronounced second chance character.
International Integration and Labour Market Organisation
This volume, the fourth joint publication of the International Working Party on Labour Market Segmentation, addresses the main theme of labour market research of the 1990s: the implications of the trend towards international economic integration, and in particular, the move towards a single market within Europe. The members of the Working Party who have contributed to this volume, do not separate the question of the formation of an economically integrated Europe from the issue of the social dimension in Europe. This volume stresses the need to understand the dynamic between the economic and social organization, if the full implications of the integration process are to be understood. The int...
The Role of the Company in Generating Skills
This report synthesizes the findings of a study of continuing training policy in nine countries of the European Community: Belgium, Denmark, France, Germany, Italy, the Netherlands, Portugal, Spain, and the United Kingdom. The following are among the topics discussed: the study's objectives and methods; characteristics of new forms of work and production organization (diversity of forms of work organization and production models; quantitative versus qualitative flexibility; reliability and adaptability of production; reliability of interorganizational networks; flexibility, adaptability, and training of operators); principles behind new forms of work organization (problem of the newness of k...
Knowledge, Skills and Competence in the European Labour Market
Drawing on case studies of particular sectors and occupations in England, France, Germany and the Netherlands, this insightful book, written by leading academics in the field, focuses on the differences that exist in vocational education and training systems, qualifications and skills and explores the problems these pose to mobility in the labour market.
Low-Wage Work in the Wealthy World
As global flows of goods, capital, information, and people accelerate competitive pressure on businesses throughout the industrialized world, firms have responded by reorganizing work in a variety of efforts to improve efficiency and cut costs. In the United States, where minimum wages are low, unions are weak, and immigrants are numerous, this has often lead to declining wages, increased job insecurity, and deteriorating working conditions for workers with little bargaining power in the lower tiers of the labor market. Low-Wage Work in the Wealthy World builds on an earlier Russell Sage Foundation study (Low-Wage America) to compare the plight of low-wage workers in the United States to fiv...
Vocational Training
The last decade has given rise to a strong public discourse in most highly industrialized economies about the importance of a skilled workforce as a key response to the competitive dynamic fostered by economic globalisation. The challenge for different training regimes is twofold: attracting young people into the vocational training system while continuing to train workers already in employment. Yet, on the whole, most countries and their training systems have failed to reach those goals. How can we explain this contradiction? Why is vocational training seen to be an "old" institution? Why does vocational training not seem to be easily adapted to the realities of the 21st century? This book seeks to respond to these important questions. It does so through an in-depth comparative analysis of the vocational training systems in ten different countries: Australia, Canada, Denmark, France, Germany, Korea, Mexico, Morocco, the United Kingdom and the USA.
Reforming the Training System in France
The French system of continuing vocational training was set up in 1970 by an intersectoral collective agreement that was then followed by legislation. More than 30 years on, the economic and social context has changed and the system now faces new challenges. In 2001 and again in 2003 the social partners embarked upon new negotiations in a bid to redesign the system. Analysis of the negotiation process and of its outcomes reveals both the persistence of societal characteristics and the emergence of significant innovations, particularly in the individualisation of training. This dual trend is explained by the characteristics of the actors involved as well as by the weakness of the state.
Investigating Welfare State Change
Contemporary accounts of welfare state change have produced conflicting findings and incompatible theoretical explanations. By discussing the most salient aspects of the 'dependent variable problem', this work offers suggestions as to how the problem might be tackled within empirical cross-national analyses of modern welfare states.
Handbook of Technical and Vocational Education and Training Research
Technical and vocational education and training (TVET) research has become a recognized and well-defined area of interdisciplinary research. This is the first handbook of its kind that specifically concentrates on research and research methods in TVET. The book’s sections focus on particular aspects of the field, starting with a presentation of the genesis of TVET research. They further feature research in relation to policy, planning and practice. Various areas of TVET research are covered, including on the vocational disciplines and on TVET systems. Case studies illustrate different approaches to TVET research, and the final section of the book presents research methods, including interview and observation methods, as well as of experimentation and development. This handbook provides a comprehensive coverage of TVET research in an international context, and, with special focus on research and research methods, it is a cutting-edge resource and reference.
Citizenship and Democracy in Further and Adult Education
This book addresses the questions why citizenship education is an important subject for students in further and adult education and why we need democratic colleges to support the study of citizenship education. It investigates the historical roots of further and adult education and identifies how the adoption of citizenship education in the post-compulsory sector can enrich vocational studies in further education and programmes in adult education. It is argued that democratic colleges are vital to ensure that citizenship education informs the decision-making process throughout educational institutions (and as a means of establishing fair and equal representation for important stakeholders). The author has worked in both sectors for over a decade, and uses this experience to offer a blend of educational practice and philosophical investigation. The result is a work that appeals to both teachers in further and adult education as well as academics and students interested in philosophy of education.
