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Graf, Lukas; Gardin, Matias – Journal of Education and Work, 2018
Luxembourg exhibits strong transnational traits within its skills regime, defying any neat fit with existing educational typologies. It is characterised by its high-skill economy, cross-cultural characteristics, and central location within the European Union. As such, Luxembourg has developed a hybrid strategy of responding to labour market…
Descriptors: Knowledge Economy, Foreign Countries, Labor Market, Cultural Pluralism

Lloyd, Caroline; Payne, Jonathan – Journal of Education and Work, 2002
Finds little evidence of a paradigm shift in capitalism or a trend toward a high-skills knowledge economy. Points out problems in demand-side proposals. Concludes that it is necessary to recognize the centrality of conflict, power, and exploitation in capitalism and outlines a radical political economy of skill. (Contains 104 references.) (SK)
Descriptors: Capitalism, Change Agents, Foreign Countries, Job Skills

Keep, Ewart – Journal of Education and Work, 2002
Compares two models of vocational education policy in England: the traditional Learning and Skills Council approach relying on institutional change and increased skills supply and the Performance and Innovation Unit's focus on skill demand. Outlines weaknesses in the supply-side approach but suggests that demand-side policy must overcome…
Descriptors: Foreign Countries, Job Skills, Labor Force Development, Labor Needs

Ashton, D.; Green, F.; Sung, J.; James, D. – Journal of Education and Work, 2002
Examination of the government role in labor force development in Singapore, Taiwan, and South Korean identified strategies and structures enabling the "East Asian Miracle" of economic development, including strong states with high autonomy regarding capital and labor, super-ministries linking institutions, and strong central control of…
Descriptors: Centralization, Economic Development, Foreign Countries, Government Role

Payne, Jonathan – Journal of Education and Work, 2002
Comparison of policy approaches to national curriculum in Britain and Norway found three key differences: (1) subordination of education to economic priorities is more pronounced in Britain; (2) nations have differing views of worker-citizens needed in a high-skill society; and (3) Norwegian teachers have a much stronger voice in education reform.…
Descriptors: Economic Development, Educational Change, Foreign Countries, Job Skills
Badroodien, Azeem – Journal of Education and Work, 2005
Against the backdrop of training provision in the apartheid era and a description of the promulgation of a new skills development regime post-1994, this article considers the status and distribution of enterprise training in contemporary South Africa. It is found that reasonable progress is being made with training in large and medium-sized firms…
Descriptors: Foreign Countries, Minicourses, Racial Segregation, Industrial Training