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List of contributors viii
Series editors' introduction xv
Introduction Lesley Farrell Tara Fenwick 1
What counts as working knowledge? 11
Educating a global workforce? Lesley Farrell Tara Fenwick 13
Globalisation, work and indigenous knowledge in the global marketplace: the New Zealand experience Makere Stewart-Harawira 27
Whose knowledge counts? A case study of a joint MBA programme between Australia and China Rui Yang Wuhu Yao 41
Work and the labour process: 'use-value' and the rethinking of skills and learning Peter H. Sawchuk 54
From union education to workers' education: workers learning how to confront twenty-first-century capitalism Jeffery Taylor 65
Healing, hiding and hope(lessness): HIV/AIDS and workplace education in KwaZulu-Natal, South Africa Peter Rule 76
Knowing and working the global economy 89
Working life learning, young people and competitive advantage: notes from a European perspective Keith Forrester 91
Meeting the challenges of global economy in vocational education and training: the case of Malaysia Farizah Ahmad Othman Omar Mazanah Muhamad 102
Vocational training through the apprenticeship system in Turkey Ozlem Unluhisarcikli 115
Where the global meets the local: workforce diversity education Zane Ma Rhea 127
Organizational learning: competence-bearing relations and breakdowns of workplace relatonics Marianne Doos 141
Learning imperialism through training in transnational call centres Kiran Mirchandani Srabani Maitra 154
Work, working life and working identities 165
Working on identities Clive Chappell Hermine Scheeres Nicky Solomon 167
Fashioning subjectivity through workplace mentoring Anita Devos 178
Negotiating self through changing work Stephen Billett 189
Identity formation and literacy development within vocational education and work Glynda A. Hull Jessica Zacher 200
The power and price of English: educating Nepalese people for the global workforce Ram Ashish Giri 211
Challenges for work-related education 225
Brain drain and the potential of professional diasporic networks Fazal Rizvi 227
Social technologies at work Bernard Holkner 239
'Knowledge society' or work as 'spectacle'? Education for work and the prospects of social transformation in Arab societies Andre Elias Mazawi 251
Pedagogical approaches to work-related learning with special reference to the low-skilled Knud Illeris 268
Gender matters in IT: skills hierarchies and women's on-the-job learning Shauna Butterwick Kaela Jubas Hong Zhu 278
Women and their knowledge managing the 'other economy' Maria Clara Bueno Fischer Clair Ribeiro Ziebell 289
The ghost in the network: globalization and workplace learning Richard Edwards Kathy Nicoll 300
Index 311
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JACK STOREY
reviewed World Yearbook of Education: Educating the Global Workforce on June 09, 2020
World Yearbook of Education: Educating the Global Workforce
"The question is not whether the public schools have deteriorated, but why." - Introduction
This study was conducted in the mid 20th century, looking at British education over the previous century. It is a unique title; I've seen surprisingly little literature in the space of examining the effectiveness of state involvement in education. This book actually provides a reason for this in Ch 16, the conclusion to the second edition, where it is postulated that the differences in opinion in education debates boil down to political ideology. The facts do not support the idea that universal, free, compulsory education is helpful in practice, at all. Mostly because education was nearly universal and much more efficient under the market system that predates the modern governmental system.
West demonstrates that all of the arguments for government involvement in education are fallacious, some partly, and some completely. While coming with a libertarian bent, West is remarkably fair and scientific in his analysis. He acknowledges where government involvement may be helpful and describes where more research is needed.
The best part of this book is the unrelenting specification of assumptions. West leaves no stone uncovered in examining goals, perceived and ostensible, conflicting and opposing. This sets the analysis on a good foundation, since without defining terms one easily talks past the substantive issues.
The worst part of this book is the consistently complex sentence structure combined with a slightly academic style (it was a study after all). It is a touch tedious to read, but the content is so engaging that the style can easily be put up with by the avid reader. I would not recommend this book to everyone though, as it could be considered a difficult read.
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Add World Yearbook of Education: Educating the Global Workforce, The 2007 edition of this respected international volume considers the challenges facing work related education arising from the rapid expansion of the global economy and the impact of this on labour markets and individual workers. Including perspective, World Yearbook of Education: Educating the Global Workforce to the inventory that you are selling on WonderClubX
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Add World Yearbook of Education: Educating the Global Workforce, The 2007 edition of this respected international volume considers the challenges facing work related education arising from the rapid expansion of the global economy and the impact of this on labour markets and individual workers. Including perspective, World Yearbook of Education: Educating the Global Workforce to your collection on WonderClub |