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"education"

The British government's policy towards expanding higher education is based on two beliefs-that it is necessary for an improvement of economic performance, and that it can increase access to better jobs by those from lower socio-economic backgrounds. This article examines these two beliefs. The evidence on the economic impact of and demand for more graduates is ambiguous and contradictory. Meanwhile, the rest of the vocational and education system is likely to suffer damage as a consequence of the expansion of higher education, which is important in an economy where there remain many jobs with educational requirements below degree level. It is doubtful whether higher education is an effective or efficient means of meeting such demand. Given the present social-class composition of higher-education entry, there is a danger that further expansion, unless accompanied by a fundamental redistribution of access opportunities, will lead to a decline in social mobility. At the same time, the range of labour-market opportunities for those without degrees may get worse. © Oxford University Press and the Oxford Review of Economic Policy Limited 2004; all rights reserved.

A largely unquestioned consensus proclaims that educational policy is an effective tool for delivering prosperity and increasing rates of economic growth. This consensus rests on far less secure foundations than is commonly supposed. International comparisons confirm that, as they become richer, people seek ever more education for their children; but provide no clear-cut evidence of economic benefits accruing to countries which are high-spending in education terms. Analyses which extrapolate from the incomes of educated individuals rest on assumptions about how wages are determined, and the extent to which rewards are for skills acquired in schooling, which are highly questionable. Moreover, an uncritical belief in educational expansion leads to target-driven policies with serious negative effects on educational quality. A more realistic view of education's economic impact, and a move away from centralized planning for economic ends, would actually improve the quality of education. © Oxford University Press and the Oxford Review of Economic Policy Limited 2004; all rights reserved.

The question of how to develop human capabilities to meet current and future needs of organisations has become an important issue at national, organisational and individual levels. An essential ingredient is shared understanding of the skills and competences deemed necessary and/or desirable for current and future performance. Current indications in the UK are that this may not exist and that there is an incompatibility between supply and demand. This paper reports on a research project undertaken in the UK automotive sector to explore the extent and nature of the differences in perception among stakeholders relating to the skills and development needs of current and future employees. Using the template approach data were collected from those providing training and those who are consumers of training. Comparison identified competing demands and differences in expectation and attainment, particularly in relation to prospective employees, potentially resulting in dissatisfaction and disappointment for all concerned. © 2004, Emerald Group Publishing Limited

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Employers attempt to shape employees' work identities through the organisation of work. However, they are partly constrained by employee expectations related to education and training, the occupational structure and the labour market. Employees, individually and collectively, also attempt to influence how their work is performed and play an active role in shaping their own work identities. Work identities are therefore influenced both by structural factors and the agency of employers and employees. This article concentrates upon how individuals working in engineering seek to shape their own work identities. An overview of the broad structural context of working in engineering and metal working in France, Germany, Spain and the UK is given, followed by an outline of how employers sought to shape work identities. © 2004, Emerald Group Publishing Limited

Our purpose here is to discuss education policy issues in the context of empirical evidence. We note that many commonly held beliefs about Australian education such as, the relative performance and participation levels of Australian students; the importance of socioeconomic background on educational outcomes both relative to other countries and changes over-time; gender differences in mathematics and science; and the labour market situation of early school leavers; are not supported by empirical research. Such findings have implications for government policies. We also question current policy directions toward increasing Year 12 participation, expanding both secondary and post-secondary vocational education and reducing class sizes. It is hoped that the discussion will provide stimulus to evidence-based debates about Australian education.