The political economy of skill and the limits of educational policy

Datos Bibliográficos

ID11487809
AutoresCaroline Lloyd (0000-0003-2624-8031, autor de correspondencia), Jonathan Payne (0000-0003-0384-4930)
Año2003
Volumen18
Número1
Páginas85-107
Fecha de publicación2003-02-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaJournal of Education Policy (JOURNAL)
Identificadores de la revistaISSN: 0268-0939 • E-ISSN: 1464-5106
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/0268093032000042227
OpenAlexW1981344022
IdiomaEN
Citas recibidas10
Referencias citadas64

In the UK policy context, skills, education and learning are seen as a universal solution to a vast array of economic and social problems. In challenging this view, this paper argues that those educationalists calling for progressive reforms to the education system need to acknowledge the reality of the contemporary workplace and the institutional context of UK capitalism. When it comes to the question of how the UK might move towards a more inclusive high skills society, no matter where we start to look - be it the economy or a highly class-divided English education system - it all seems to add up badly. In challenging the current policy agenda, educationalists will need to insist that progressive educational reform cannot be separated from the struggle for broader political, social and economic change

Capitalism · Context (archaeology · Economic growth · Economics · Education policy · Higher education · Political economy · Political science · Politics · Sociology · Education Systems and Policy · Global Educational Policies and Reforms · Youth Education and Societal Dynamics