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There has been reference in literature to the concepts of a Transnational Capitalist Class and a Global Middle Class, but there has been little discussion of how education may form any sense of class solidarity for these groups. In national contexts, ruling class socialisation has been achieved through elite private schooling. But the notion of global classes presents a fundamentally different problem for class socialisation and solidarity since the educational mechanisms for creating solidarity are unclear. This question has achieved prominence through the political discourse identifying and attacking an international, liberal elite who are 'Citizens of Anywhere' and 'Nowhere'. We focus on the role of the elite, traditional 'International School', delivering the International Baccalaureate programmes specifically designed to promote 'international mindedness' (IM), in the educational trajectories of this echelon of society. We argue that IM offers a class constructed platform in providing an element of global social solidarity.

Our paper reveals a significant under-reported emergent phenomenon: the graduates of the well-established 'Elite Traditional International Schools' worldwide are beginning to cluster in certain universities, in certain 'global cities'. As one might expect, New York and London are central to this clustering, alongside Boston, Toronto and Vancouver. Surprisingly, these destinations are not the world's top, elite universities, showing that the forms of class reasoning which we might expect of the 'Trans-National Capitalist Class' do not seemingly apply to this model of elite education. We explore the emerging evidence, and discuss its character and implications.

This article presents the authors' review of "Globalizing education, educating the local: how method made us mad," by Ian Stronach. In the opening chapter of their highly influential 1997 book "Education Research Undone: The Postmodern Embrace," Ian Stronach and Maggie MacLure draw upon the work of Derrida to argue for practices within which openings are recognised as dependent upon closures and "vice versa". In other words, rather than working within the binary logic of either-or, educational researchers could work with a deconstructive sensibility wherein there is a narrative space of meaning-making for the reader as well as the writer of research. In "Education Research Undone," the text at times reflexively plays at its own textuality in a somewhat maddening way. Stronach continues this knowing writerliness in "Globalizing Education, Educating the Local." He is writing as if the text is performative and there is a narrative space for meaning-making by the reader. There is also an interest in how this space is enacted. But he is also definitively arguing that method has made one mad, writing about the world, telling individuals what is going on. The authors argue that Stronach is capable of displaying the ways in which his own arguments can then be turned against his own writing.

There are many aims that have been articulated with respect to national qualifications frameworks (NQFs). Among them are those concerned with transparency, which is to say, that it is assumed that once employers understand the competencies of employees, as defined by their education credentials, then the mismatch between what employers are looking for and what potential employees can offer is reduced. A further aim is that in an era of economic globalisation the certificates that frameworks issue should be transferable across nations because they should itemise the competencies that potential employees have demonstrated. In this article, several key trends that appear to be emerging as a result of economic globalisation are discussed. When these trends are considered together they raise some fundamental questions for NQFs. (Contains 2 tables and 6 notes.)

This paper examines the role of social class and prior achievement composition effects on pupils' progress and the judgements made about school performance. It finds that there are small but significant compositional effects on pupil progress raising questions about how pupils can best be allocated to schools. Comparisons between the official contextual value added model and one that includes composition variables show that school rankings are significantly changed in the latter suggesting that official value added analyses are misleading. This study, therefore, poses a fundamental challenge to policy makers over the determinants of pupil progress and school performance and the way schools are judged, pointing to the need for a re-appraisal of policy relating to these matters. (Contains 4 figures and 8 tables.)

This paper examines the sociology of education from the perspective of its recent history and attempts to assess the current state of the field. The authors argue that cognate disciplines such as economics and social policy have taken over some of the key questions that were once the preserve of sociology of education. This raises the question of what is lost if the sociology of education is no longer making a significant contribution, in key areas, to the major educational, social and economic issues of the day. (Contains 3 notes.)

International education can be seen as a kind of litmus test in interrogating the place of education, power, and ideology in a globalized economy. In this paper, the authors detail the development of international education both with respect to character and credentials, and identify its putative links with elite higher education. How then might this educational path feed into global class recruitment? If one accepts that significant aspects of class structuration develop out of economic relations, then clearly the plausibility of concepts like that of a transnational ruling class will depend upon global economic developments. Here there are two theoretically competing accounts of economic globalization which have a bearing on the issue of social class; the first relates to the ideology and practice of neoliberalism, which gives some plausibility to the emergence of a transnational ruling class, while the second sees economic globalization as fundamentally about imperialism--that is, a competition between nations for fundamental economic advantage across the globe. In this case the focus remains, as it has traditionally, on the construction of national class systems. (Contains 7 notes.)

The dominant view today is of a global knowledge-based economy, driven by the application of new technologies, accelerating the shift to high-skilled, high-waged European economies. This view is reflected in the expansion of higher education and the key role of higher education in national and European economic policy. The Lisbon agenda seeks to make the European Union "the most competitive and dynamic knowledge-based economy in the world, capable of sustainable economic growth with more and better jobs and greater social cohesion". Not only is education believed to hold the key to international competitiveness but to the foundations of social justice and social cohesion. This article outlines the underlying assumptions of this mantra, which in many respects has changed little since the 1960s when human capital theory gained increasing prominence in education and economic policy (Halsey, 1961). It examines the prospects for the creation of high-skills economies throughout Europe in light of new realities of the global economy. This analysis is based on interviews with senior managers and executives in leading transnational companies and government policy makers in seven countries including China and India. In conclusion, the authors outline a series of issues as a contribution toward a new agenda for education and the knowledge economy within the European Research Area. Following this essay are two responses: (1) "Expanding the Higher Education System and Building World-Class Universities: China's Response to Globalization and the Knowledge Economy." (Wang Yingje); and (2) "Education, Globalisation and the Future of the Knowledge Economy: Three Comments" (Stephan Vincent-Lancrin). (Contains 1 figure, 1 table, and 25 notes.)

Despite over 30 years of research into the effects of school composition or "mix," there is remarkably little consensus over the nature and size of school compositional and peer effects. Developing an analytical review of international research in this area, this chapter begins by discussing conceptual and methodological problems related to theorising school compositional effects. A model is developed through which the adequacy of existing studies for capturing compositional effects can be judged. This model helps to explain why existing studies have failed to reach consensus since the modelling techniques vary and none approach the adequacy criteria articulated in the model. Qualitative research can go a long way towards illuminating the subtle processes that are likely to underlie school compositional effects. The inherent difficulties in "measuring" elements of compositional effects have left debate around the importance of school compositional effects open to political and ideological considerations, since the outcomes of key policy decisions such as school choice, effectiveness, and accountability depend on the findings.

Comparison of national policies in South Korea, Singapore, and Britain to respond to low-skills equilibria (self-reinforcing institutions that stifle demand for skill improvements) shows that different responses stem from national differences in supply/demand and the differential impact of globalization due to the individual economic and social histories of nations. (SK)

Five reviewers of "School Choice and Competition: Markets in the Public Interest?" (Routledge, 1998), by Philip Woods, Carl Bagley, and Ron Glatter, critique this comprehensive study of three educational quasi-markets in Great Britain. Areas such as social stratification, overall student achievement, diversity, and innovation appear to need further study. (MLH)

There has been reference in literature to the concepts of a Transnational Capitalist Class and a Global Middle Class, but there has been little discussion of how education may form any sense of class solidarity for these groups. In national contexts, ruling class socialisation has been achieved through elite private schooling. But the notion of global classes presents a fundamentally different problem for class socialisation and solidarity since the educational mechanisms for creating solidarity are unclear. This question has achieved prominence through the political discourse identifying and attacking an international, liberal elite who are 'Citizens of Anywhere' and 'Nowhere'. We focus on the role of the elite, traditional 'International School', delivering the International Baccalaureate programmes specifically designed to promote 'international mindedness' (IM), in the educational trajectories of this echelon of society. We argue that IM offers a class constructed platform in providing an element of global social solidarity. [ABSTRACT FROM AUTHOR]

This paper advances the position that sociology needs to develop an approach to research which focuses on fundamental social problems. In doing so it shares many of the intellectual values and goals of political arithmetic while seeking to move methodologically beyond it. Since such problems are complex they will require, typically, interdisciplinary input and a concomitant approach to the development and appraisal of theories. We are not, therefore, advocating the primacy of sociology but arguing that it has a distinctive part to play in addressing the fundamental problems of the twenty-first century. However, a policy-oriented sociology has also to take up the task, so clearly defined by the tradition of political arithmetic, which is to hold governments to account. Consequently a central principle of a new policy science is that it should contribute to democratic debate about policy. Keywords: Sociology; political arithmetic; theory; interdisciplinarity; policy and democracy

Issues concerning the use of market principles to determine New Zealand educational policies are examined, focusing on questions raised by reforms implemented since the late 1980s. Topics include the role of parents in choosing schools, impact of school choice on student composition, and the relationship between school composition and student achievement.

The authors explore the political nature of New Zealander claims of ethnicity. A project designed to record self-identified claims of ethnicity was complicated by the methodology employed in the presentation of the ethnicity question and by the ambiguous, but politically charged nature of ethnicity. The implications of the term New Zealander, as an ethnic identification, changed from individual to individual.

Our paper reveals a significant under-reported emergent phenomenon: the graduates of the well-established 'Elite Traditional International Schools' worldwide are beginning to cluster in certain universities, in certain 'global cities'. As one might expect, New York and London are central to this clustering, alongside Boston, Toronto and Vancouver. Surprisingly, these destinations are not the world's top, elite universities, showing that the forms of class reasoning which we might expect of the 'Trans-National Capitalist Class' do not seemingly apply to this model of elite education. We explore the emerging evidence, and discuss its character and implications. [ABSTRACT FROM AUTHOR]

Ethnicity has complicated New Zealand's social policy of offering choice of schools to its citizens. Many Maori and Pacific Island students remain discriminated against despite the official policy of school choice. The policy eliminated enrollment according to school zones. Students also may not always be concerned with making the best educational choice, but the one reinforcing ethnic identity.

An introduction is presented in which the editor discusses articles in the issue on the topics include rhetoric and policies about the importance of higher education (HE) and the knowledge economy; and understanding of changes in the labour market for economic development.

Tertiary education has seen unprecedented growth in the past decade, but there is a significant share of graduates who struggle to find good jobs, while employers say they cannot find the people with the skills they need. The tertiary education sector needs to reinvent itself to give people greater ownership over what they learn, how they learn, when they learn and where they learn to meet tomorrow's demand for knowledge and skills' (Andreas Schleicher, Director, OECD Directorate for Education and Skills, Higher Education Policy Institute, 2019). [ABSTRACT FROM AUTHOR]

The article discusses the relationship between education and economic development through an examination of human capital theory and the power of transnational companies. The author discusses the origins of human capital theory and notes its popularity within the field of education and economic development research, and he addresses policy responses to the influence of transnational companies (TNC).

This article focuses on the transformation of the labour market worldwide. The increase in the global supply of highly-qualified skilled workers leads to the competition of prices and knowledge in the labour market. It is stated that the global working trend is towards high-end work in low-cost locations. The problems for the "business as usual" model are discussed including the death of the human capital, the stifling of the entrepreneurial spirit and disregard of education in capitalism.

The article discusses the emerging global economic trends as a result of economic globalisation which raise questions on the national qualifications frameworks (NQFs) in Great Britain. It mentions the increased supply of graduates which lead to the reduced demand for high-skilled workers and high number of lowest priced jobs. The author suggests that the Modernising Nursing Careers (MNCs) must standardise its judgments on workers which will give them competitive advantage in talent utilisation.

This paper examines the development of global skill webs in transnational companies (TNCs). Based on research in seven countries, it argues that skill webs are becoming more strategic in character as companies seek competitive advantage by relocating high-skilled work to low-cost locations. The paper explores the implications of these findings for both the 'conventional' approach to international human resource management and that influenced by the 'varieties of capitalism' School. [ABSTRACT FROM AUTHOR]

The article explores the role of international education in raising critical awareness in social power, ideology, and global economy. It discusses that neoliberalism has caused the emergence of transnational ruling class. It states that economic globalization is all about imperialism. It mentions that economic globalization of the twentieth century is different due to the influence of transnational corporations (TNC) and non-government organization (NGO) in national economies. Moreover, international education and a commodified higher education system constitute complex elements in education relations.

The article discusses various reports published within the issue including one on the theory on how education produces minds and characters which are productive in the labor market by David P. Baker, one on the roots of the academic disciplines by Johan Muller and another on a critique of competency-based training by Leesa Wheelahan.

This article evaluates the varieties of capitalism (VoC) approach to institutional convergence, globalization, and divergence as represented by the skill formation and welfare state theory of Margarita Estevez-Abe, Torben Iversen, and David Soskice. The article explains that the VoC approach addresses business strategies, which are based on distinctive national institutional structures generated by provisional solutions to specific problems that businesses in any capitalist economy are forced to address.

This article examines the dominant view of the changing relationship between education, jobs and rewards in the global knowledge economy. This asserts that the developed economies can resolve issues of individual aspirations, economic efficiency and social justice through the creation of a high-skills, high-wage ‘magnet’ economy. Here the authors examine four of the key dimensions of this account and argue that while there has been a fundamental change in the relationship between education, economy and society, their conclusions are far removed from the assumptions that currently inform public and policy debates. [ABSTRACT FROM AUTHOR]

This paper details the impact of market policies in New Zealand on one low socio-economic school, raising questions about the underlying assumptions of the programmes designed to `turn around' so called `failing' schools. The impact of macro policies on disadvantaged schools in the market place is documented, as is recent evidence on the impact of schools entering a spiral of decline on their examination outcomes. It is argued that school success and failure cannot be understood in isolation but needs to be placed in the wider context of state educational policy. Consequently, change strategies which ignore the wider policy settings risk failure. [ABSTRACT FROM AUTHOR]

Examines the issues, challenges and prospects offered by economic globalization, technological change and the Asian financial crisis to Singapore. Information on the economic structure of Singapore; Impact of globalization on Singapore; Issues concerning the workforce.

Editorial. Introduces a series of articles published in the October 1999 issue of the 'Journal of Education and Work.'

Analyzes the factors generating low skill equilibria in South Korea, Singapore and Great Britain. Importance of the nature of competitiveness in understanding issues related to economic survival and welfare; Inclusion of education on the platforms of politicians; Political consensus on the social capacity for productivity and skill formation.

The article examines how the educational system in Western industrial societies should be organized to meet the social and economic challenge of the late twentieth century. In advanced industrial societies the educational system has been identified as making a major contribution to national economic prosperity. In recent decades Western societies have been experiencing a major transformation heralding a new era which can be described as post-industrial, post-modern, post-fordist or in terms of the rise of the information society. This transformation has been the result of a number of factors including the technological revolution in communications, computers and robotics; globalization; and the rising competitive force of Pacific Rim countries. So long as industrial production is distinguished by the routine tasks symbolized by the assembly line, where the majority need only to conform to the demands of the task in hand and a minority conceive and develop policy, a rigid division of labour based on bureaucratic procedures proves a reliable technology for the administration of production. The aim of education in this context is to process the raw material of human abilities into workers who are then fed into the appropriate level of the productive hierarchy. Consequently, despite the shift to a fairer system of educational selection during the twentieth century and major gains in economic efficiency, the way in which systems of education and training have been organized in industrial societies on the principles of machine bureaucracy has resulted in a massive waste of talent.

The article discusses the questions of educational assessment in New Zealand, which are related to issues of power and social control. The New Zealand School Certificate Examination system is studied to show how the mechanisms of pass and fail rates are combined with the logic of decision-making. It is stated that educational assessment and the certification's main aim is to link intellectual ability to jobs. Earlier, sociologists had suggested that educational inequalities concern the notion of class culture and career decision-making. However, the question remains whether the working class responses to schooling should be seen merely as differences or as symptoms of inequalities in the inequalities of wealth and power in society.

This paper critically examines two trajectories for economic development under the new global economic competition: the neo‐Fordist route of the New Right and the post‐Fordist route of centre‐left Modernizers. It is argued that both positions are unlikely to achieve economic prosperity and equality of opportunity for all, although there are elements in the Modernizers’ programme that are desirable. The Modernizers emphasize the idea of a ‘high skill, high wage economy’ in which the upgrading of educational standards is seen as central to the delivery of social justice and economic growth. However, their characterization of the relationship between national and global economies is seriously flawed. Their explanation for the economic and social polarization of these societies in terms of the global demand for skill rests on commonly held but inadequate neo‐classical economic assumptions. This leads to a paradox in the Modernizers’ position. They place education at the heart of their strategy while being unable to explain or address the problem of polarization. Yet, a polarized society will not create high standards of educational achievement for all. This paper seeks to resolve the paradox by providing a more adequate explanation for polarization and, in doing so, establishes a framework for reconciling the aims of equality of opportunity with economic prosperity under the present global economic conditions. [ABSTRACT FROM PUBLISHER]

An introduction is presented in which the author discusses various reports within the issue on topics including the education-industry relationship, students' involvement in part-time employment, and vocational education.

Introduces a series of papers on skill formation in South Africa. Need to take a global view of the issues of skill formation because of the greater interdependence between economies; Fiscal and monetary discipline imposed by the various global institutions which have such a strong influence on the country; Distinction between intermediate economies like South Africa and an apparently developed economy like Great Britain.

Editorial. Introduces articles in the December 2002 issue of the 'Journal of Education and Work.' Development of a high skills economy; Importance of education to the economy of Great Britain; Employer performance in examining the viability of a labor government policy in Great Britain.