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Rescaling Vocational Education: Workforce Development in a Metropolitan Region
Abstract
This article profiles a vocational charter school located in Atlanta as an institutional model for customized industry training
in the high-tech production firms located nearby. Social partnerships with business and industry, parents and educators, and
elected officials will be illuminated, exhibiting new forms of neoliberalism that reconstitute the rules for governmental
regulation and creation of educational projects. Workforce development policies in metropolitan regions accommodate transnational
firms seeking human capital skills and expertise, with ready access to technological infrastructures for networks of telecommunications
and transportation, supply and production, innovation and design, research and training. New learning spaces attract global
capital in the stiff competition among cities for business relocations.
... In order to address this research need, this paper employs a multiple exploratory case study design to study the construction VET of two Asian metropolises: Singapore and Hong Kong. The two metropolises were heavily urbanized, hence construction VET systems were developed to support the demand of metro-regional construction firms for a ready and specialized workforce (Lakes 2008). They had similar geographical conditions for construction practices and face similar challenges of skills shortages and aging workforces (Pan et al. 2019). ...
Construction vocational education and training (VET) systems serve the mission of enhancing construction productivity and social cohesion, which are essential attributes to regional competitiveness. It is imperative to reveal the policy implications of the construction labor force's skill formation that concerns both the economic and social development of Asian metropolitan regions. Nevertheless, little comparative research has been done to investigate construction VET models of the fast-changing regions. This paper employs a multiple exploratory case study design to study the construction VET of two Asian metropolises: Singapore and Hong Kong, which share similar historical paths of skill formation and face comparable challenges of skills shortages and aging workforces in the construction sector. The research design combined an in-depth literature review, document analysis, field trip observations, and semi-structured group interviews. The results reveal how developmental, collective and liberal skill formation features were combined for forming the hybrid construction VET systems in the two metropolises to serve the governments' agenda of enhancing productivity and developing high skills societies; and unveil the political-economic, cultural and historical reasons underpinning the challenges faced by the systems in developing occupational competence of construction workforce.
... By setting innovation in school science/STEM within the boundaries of performance expectations, it appears creative orientations conducive to the market-driven innovative environments found in STEM jobs is highly prioritized (Pierce, 2013). The innovative practices described in the NGSS appear to be more accessible to traditionally advantaged students, and potentially marginalize students from nondominant groups who may bring with them to school diverse ideas, life experiences, and outside-the-box perspectives, key ingredients for innovation (Bereiter & Scardamalia, 2008;Carter, 2007;Hay & Kapitzke, 2009;Lakes, 2008). ...
The Next Generation Science Standards (NGSS) were designed to address poor science and math performance in United States schools by inculcating globally competitive science, technology, engineering, and mathematics literacies relevant to participation in future society. Considering the complex network of influences involved in the development of the NGSS, the purpose of this paper is to evaluate how educational values are embedded in the discourse of the standards. Using critical discourse analysis and content analysis, we evaluated how themes related to (i) performance, (ii) accessibility, and (iii) innovation and creativity are discursively constituted in the NGSS. Our analysis indicates the NGSS prioritizes: measurable and reproducible performances; the standards appear to be based on a conception of accessibility closely aligned with equality, and self-investment, and; innovation and creativity are discursively constituted as attributes that can be developed through specific, prescribed practices. We discuss these findings in relation to the goals of the NGSS and potential teaching and learning outcomes resulting from education based on the standards.
Buku “Teori dan Praktik Manajemen Kemitraan Pendidikan” ini hadir sebagai panduan revolusioner yang mengupas tuntas bagaimana kemitraan dapat menjadi kunci emas dalam menghadapi tantangan dunia pendidikan modern.Buku ini menyuguhkan pendekatan praktis yang didukung teori yang solid untuk mengelola kemitraan pendidikan secara efektif, dari perencanaan strategis hingga evaluasi kinerja. Buku ini menggali prinsip-prinsip kemitraan yang mengedepankan keseimbangan, transparansi, dan keuntungan bersama, serta menyoroti studi kasus nyata yang inspiratif.
Menghadapi era global yang menuntut kolaborasi lintas sektor, pembaca akan diajak menyelami dinamika manajemen kemitraan dengan solusi inovatif yang mampu mendorong transformasi pendidikan. Buku ini juga menjadi bacaan wajib bagi pendidik, pengelola pendidikan, pembuat kebijakan, dan pihak lain yang ingin menciptakan ekosistem pendidikan yang lebih tangguh, adaptif, dan berdaya saing. Bersiaplah untuk menemukan wawasan baru yang akan menggugah semangat membangun pendidikan berkualitas melalui kemitraan yang kokoh dan berkelanjutan.
Selamat membaca dan bergabunglah dalam misi memperkuat fondasi pendidikan melalui sinergi yang menginspirasi.
Buku "Manajemen Kemitraan SMK dengan DUDI" karya Romi Siswanto membahas secara mendalam tentang pola dan model kemitraan yang dapat diterapkan antara Sekolah Menengah Kejuruan (SMK) dan Dunia Usaha/Dunia Industri (DUDI). Kemitraan ini bertujuan untuk meningkatkan kompetensi guru dan lulusan SMK agar lebih siap memasuki dunia kerja. Manajemen kemitraan dilakukan melalui berbagai model, seperti manajemen terpusat (sentralisasi formal) dan manajemen desentralisasi kolegial. Model-model ini diterapkan berdasarkan karakteristik keahlian yang diajarkan di SMK dan kebutuhan spesifik dari DUDI. Selain itu, terdapat pola-pola kemitraan yang dapat digunakan, seperti waralaba, usaha patungan, bagi hasil, serta pola inti-plasma yang sering diterapkan di sektor pertanian dan perikanan. Manfaat dari kemitraan ini tidak hanya bersifat akademis, yakni peningkatan kompetensi guru dalam menggunakan teknologi terkini, tetapi juga manfaat ekonomis seperti pengembangan unit produksi di SMK dan sharing sumber daya dengan DUDI. Meski begitu, terdapat tantangan dalam pelaksanaan kemitraan ini, termasuk kurangnya komitmen di lapangan dan keterbatasan daya tampung dari DUDI untuk menerima peserta magang. Secara keseluruhan, buku ini memberikan gambaran komprehensif mengenai pentingnya kemitraan antara SMK dan DUDI dalam menghasilkan lulusan yang kompeten dan siap bersaing di dunia industri .
The book Teori & Praktik Manajemen P.O.I.M.E. by Dr. Kadarisman and Dr. Romi Siswanto explores the practical and theoretical concepts of management using the P.O.I.M.E model—Planning, Organizing, Implementing, Monitoring, and Evaluating. It comprehensively covers the foundational principles of management and provides detailed guidelines on how these principles can be applied in various organizational settings, particularly in educational institutions. The P.O.I.M.E model is designed to offer a clear structure for managing resources, setting objectives, and achieving organizational goals through effective leadership.
The book emphasizes that management is not just a mechanical process but involves careful planning and organizing, where each step plays a crucial role in achieving desired outcomes. It outlines specific strategies for organizing resources, implementing actions, and ensuring that objectives are met through proper monitoring and evaluation. The authors use numerous examples to illustrate how each function of the P.O.I.M.E model can be implemented in real-world scenarios, particularly within educational settings.
Key topics include the importance of setting clear goals (Planning), ensuring proper delegation and team structuring (Organizing), taking decisive action (Implementing), and the need for constant supervision and adjustments through monitoring and evaluation. The book also provides practical tips for leaders to enhance their decision-making capabilities and adaptability to changing environments, thus ensuring sustained organizational success.
This comprehensive approach makes the book a valuable resource for both new and experienced managers who seek to enhance their management practices in educational and non-educational institutions .
This essay critiques the neoliberal reorganization of vocational education, finding that the notion of democratic schooling has been diminished as the differential needs of working-class students are unrecognized and unmet. Instead, these students are faced with the false promises of merit advanced in the middle-class discourses of college-for-all. Vocational education reforms support the privatization movement through the creation of charter schools, as well as the cessation of control to industries for work-ready testing, employability certification, and business-defined career clustering. Vocational institutions are expected to be entrepreneurial in this neoliberal climate of strategic global advantage, encouraged to enter into public-private partnerships for economic development, and asked to manage costs with declining support from the taxpaying public.
Workplace democracy. Empowerment. Team leaders. Knowledge workers. This is the language of the new work order promoted by todays management, which promises more meaningful and satisfying work, greater respect for diversity, and more democratic distribution of knowledge.But Gee, Hull, and Lankshear find startling contradictions in this brave new workplaceescalating inequality between individuals, nations, and even continents. They show how newly created alliances between business, educators, and psychologists may point to a hidden capitalist agenda more interested in preserving the status quo than establishing a new work order. This book offers a compelling and controversial account of global capitalism in the information age and the ways it affects language, literacy, learning, and life chances. It will be of particular interest to students in education, business, sociology, sociolinguistics, and communication studies.
Working-class relationships to education have always been deeply problematic and emotionally charged, inscribing academic failure rather than success. In this paper I briefly explore both the history of those relationships and representations of the working classes within dominant discourses, before moving on to outline some of the consequences of contemporary educational policy for working-class subjectivities. I do this by drawing on data from three research projects: one on higher education choice; one on transitions to secondary schooling; and a third on assessment in primary schools. However, working-class relationships to education cannot be understood in isolation from middle-class subjectivities so I also try to begin to map out some of the unconscious aspects of class that implicate both middle- and working-class subjectivities.
This chapter describes the evolution of the workforce development mission and its current crisis in the face of changing training demands, shriveling government support, and rising competition. Two alternative future paths are outlined: a baccalaureate degree-oriented new vocationalism and a renewed emphasis on serving the training needs of low-income adults.
This study addresses the nature of governmentpolicy toward community colleges in the 1990sand the responses of institutions to thesepolicies. This is an examination of Canadianand U.S. community colleges in two Canadianprovinces and three U.S. states as well asanalysis of government policy in two countries,at the federal, state and provincial levels.Government policies are viewed as directingcommunity colleges toward economic goals,emphasizing workforce training and stateeconomic competitiveness as outcomes,compelling colleges to improve efficiencies,increase productivity, and to becomeaccountable to government and responsive tobusiness and industry. Government responses toeconomic concerns at the provincial and statelevels resulted in economic developmentpolicies applicable to community colleges. Institutional responses among communitycolleges, evident in behaviors such asmarketization and productivity and efficiency,altered college missions, resulting in thepursuit of economic ends by theseinstitutions.
Castells argues that society is being reconstituted according to the global logic of networks. This paper discusses the ways in which a globalised network logic transforms the nature young people's transitions from school to work. Furthermore, the paper explores the ways in which this network logic restructured the manner in which youth transitions are managed via the emergence of a Vocational Education and Training (VET) agenda in Australian post compulsory secondary schooling. It also notes the implications of the emergence of the 'network society' for locality generally and for selected localities specific to the research upon which this paper is based. It suggests that schools represent nodes in a range of VET and other networks, and shows how schools and other agencies in particular localities mobilise their expertise to construct such networks. These networks are networked, funded and regulated at various levels - regionally, nationally and globally. But, they are also facilitated by personal networking opportunities and capacities. The paper also points to the ways in which the 'reflexivity chances' of young people are shaped by this network logic - a situation that generates new forms of responsibility, for schools and teachers, with regard to the management of youth transitions.
The challenge confronting governments around the world today is to enhance the employability of the workforce. Every effort must be made to expand access to higher education, disregard social circumstances, gender, and other such barriers to talent, and to harness human creativity and enterprise to meet the demands of the new economy. However, people who have attained higher education are having trouble finding jobs, with rising stakes for the winners and losers. This book examines what determines the outcome of this race when a degree loses its badge of distinction. It shows how some graduates are playing 'the game' to win a competitive advantage, and what really happens in the selection events of leading-edge employers. It also argues that talent is being mismanaged by employers that have yet to come to terms with the realities and possibilities of mass higher education.
Social partnerships that respond to and address local needs are becoming an increasingly significant feature of public policy, particularly in Europe and more recently Australia. The trend is also being actively promoted through the development planning agencies such as the Organisation for Economic Cooperation and Development, UNESCO and World Bank. The common policy intent is to devolve decision-making to the local level where action consequences are more immediate and more readily realised than in more centralised forms of governance. Working to secure mutuality of interests and reconciliation of conflicting interests among client groups then becomes the hallmark of mature service delivery. This article sets out the conceptual terrain for ‘new’ social partnerships in terms of their prospect of building communities through participation in vocational education and training (VET). It initially identifies some of the qualities and characteristics of ‘new’ social partnerships being enacted in VET, their achievements and contributions to community building. In doing so, it highlights some bases for judging the successes and threats to these social partnerships, and to appraise the extent to which they have shifted conceptions of learning beyond traditional institutional spaces occupied by centralised policy formulation and provision of VET through education institutions. A principal concern is to identify strategies for making social partnerships work better in supporting localised decision-making and opportunities for VET to be enacted in ways to support both communities and individuals.
In this article, we demonstrate the neoliberalism and multiscalar economic perspective of the charter school movement in Atlanta, Georgia, through examination of news articles and editorials about charter schools in the "Atlanta Journal-Constitution" from 1998 to 2004. We posit three interrelated dynamics which explain the editorial board's interest in charter schools as part of a broader urban regime agenda. First, charter schools represent part of a neoliberal shift in education that parallels shifts in urban governance, emphasizing flexibility, public-private partnerships, and 'market'-oriented consumer choice and accountability. Second, the newspaper is issuing a challenge to educational structures, to adopt more neoliberal policies and shed a bureaucratic, liberal governance framework. Finally, we find critical evidence that the charter school movement draws on a multiscalar discourse which simultaneously references responsiveness to local, neighborhood needs, and at the same time highlights the economic imperatives of a global, competitive city to differentially skill students/workers in order to capture mobile and fractured (global) capital. Copyright (c) 2006 The Authors. Journal Compilation (c) 2006 Joint Editors and Blackwell Publishing Ltd..
The book examines the rise of the amalgam of economic and political ideas we know as neo-liberalism and how these became the defining orthodoxy of our times. It investigates the inexorable global spread of market economies and how neo-liberal agendas are accommodated or hijacked in collisions with authoritarian states and populist oligarchies.
Neoliberalism--the doctrine that market exchange is an ethic in itself, capable of acting as a guide for all human action--has become dominant in both thought and practice throughout much of the world since 1970 or so. Writing for a wide audience, David Harvey, author of The New Imperialism and The Condition of Postmodernity, here tells the political-economic story of where neoliberalization came from and how it proliferated on the world stage. Through critical engagement with this history, he constructs a framework, not only for analyzing the political and economic dangers that now surround us, but also for assessing the prospects for the more socially just alternatives being advocated by many oppositional movements.
Is the United States justified in seeing itself as a meritocracy, where stark inequalities in pay and employment reflect differences in skills, education,and effort? Or does racial discrimination still permeate the labor market, resulting in the systematic under hiring and underpaying of racial minorities, regardless of merit? Throughout the 1980s and early 1990s African Americans have lost ground to whites in the labor market, but this widening racial inequality is most often attributed to economic restructuring, not the racial attitudes of employers. It is argued that the educational gap between blacks and whites, though narrowing, carries greater penalties now that we are living in an era of global trade and technological change that favors highly educated workers and displaces the low-skilled. Stories Employers Tell demonstrates that this conventional wisdom is incomplete. Racial discrimination is still a fundamental part of the explanation of labor market disadvantage. Drawing upon a wide-ranging survey of employers in Atlanta, Boston, Detroit, and Los Angeles, Moss and Tilly investigate the types of jobs employers offer, the skills required, and the recruitment, screening and hiring procedures used to fill them. The authors then follow up in greater depth on selected employers to explore the attitudes, motivations, and rationale underlying their hiring decisions, as well as decisions about where to locate a business. Moss and Tilly show how an employer's perception of the merit or suitability of a candidate is often colored by racial stereotypes and culture-bound expectations. The rising demand for soft skills, such as communication skills and people skills, opens the door to discrimination that is rarely overt, or even conscious, but is nonetheless damaging to the prospects of minority candidates and particularly difficult to police. Some employers expressed a concern to race-match employees with the customers they are likely to be dealing with. As more jobs require direct interaction with the public, race has become increasingly important in determining labor market fortunes. Frequently, employers also take into account the racial make-up of neighborhoods when deciding where to locate their businesses. Ultimately, it is the hiring decisions of employers that determine whether today's labor market reflects merit or prejudice. This book, the result of years of careful research, offers us a rare opportunity to view the issue of discrimination through the employers' eyes.
We humans live by stories, says David Korten, and the stories that now govern our society set us on a path to certain self-destruction. In this profound new book, Korten shares the results of his search for a story that reflects the fullness of human knowledge and understanding and provides a guide to action adequate to the needs of our time. Korten calls our current story Sacred Money and Markets. Money, it tells us, is the measure of all worth and the source of all happiness. Earth is simply a source of raw materials. Inequality and environmental destruction are unfortunate but unavoidable. Although many recognize that this story promotes bad ethics, bad science, and bad economics, it will remain our guiding story until replaced by one that aligns with our deepest understanding of the universe and our relationship to it. To guide our path to a viable human future, Korten offers a Sacred Life and Living Earth story grounded in a cosmology that affirms we are living beings born of a living Earth itself born of a living universe. Our health and well-being depend on an economy that works in partnership with the processes by which Earth's community of life maintains the conditions of its own existence - and ours. Offering a hopeful vision, Korten lays out the transformative impact adopting this story will have on every aspect of human life and society.
Through expanded choice, inclusive decision making, and localized accountability, charter schools can be a force that serves multiple publics in education and society.
Noted scholar Pauline Lipman explores the implications of education accountability reforms, particularly in urban schools, in the current political, economic, and cultural context of intensifying globalization and increasing social inequality and marginalization along lines of race and class.
There is a growing recognition that the emerging global system of business has become a serious threat to human interests. The aim of this book is to confront the issue of modern corporate power. It argues that a convergence of ideological, political and technological forces is occurring, separating their interests from humanity at large. The harmful effects of economic globalisation are exposed and the roots of today's social, economic, environmental, and political crises are traced. A strategy is proposed for creating localised economies that empower people and communities within a system of global cooperation. The author stresses that human survival depends upon on a community-based, life-centred alternative beyond the outmoded strictures of communism and capitalism, and steps to achieve this goal are proposed. -from Publisher
Contemporary standards-based educational reform has been touted by a number of U.S. presidents in the past thirty years, particularly at a time when the nation first was awakened to the charge that schools were doing a mediocre job in preparing students for the global workforce. The federal role in educational policymaking over that time has been guided by a conservative sensibility among a centrist accord of Republican and Democratic legislators that focuses upon accountability through higher standards and testing, privatization efforts including vouchers and choice plans, and the reduction of funding governmental social services including education.Apple (1996)has described this trend in education as theconservative restorationformed by a right-leaning hegemonic alliance among two groups: neoliberals and neoconservatives. The former group, neoliberals, embraces market values maximizing individuals’ choices and desire a weakened federal role in the funding and direction of educational affairs. The latter group, neoconservatives, view the moral authority of an idealized past and wish to maintain a strong federal presence in the control and management of public schooling. Although legislators in Washington DC exhibit an uneasy alliance of competing views on the role of the state in educational affairs, they are unified in the call for business-like managerialism: “a perspective that considers restructuring, accountability, performance or ‘performativity,’ and measurement of educational activities as solutions to both social and educational problems” (Stromquist, 2002, p. 40).
With the advent of the current school reform movement, an increasing number of interest groups have claimed stakeholder status and have tried to influence educational policy. The purpose of this study is to employ a stakeholder framework to examine the changing salience levels of a state business group as it tried to shape educational policy during a 5-year period of intense state-level reform. Using case study methods, we address the relationship between the changing salience of the group and the dynamic environment of educational policy making.
Arizona has nearly 25 percent of the charter schools in the nation. These Arizona schools present something new: the first system approaching comprehensive school choice in the real world. This edited volume assembles the perspectives of social scientists and education practitioners and gives the first published account of the Arizona charter school phenomenon. The book is divided into four parts. Part 1, "Theoretical and National Perspectives," contains 4 chapters: "And This Parent Went to Market: Education as Public versus Private Good" (L. Elaine Halchin); "The Death of One Best Way: Charter Schools as Reinventing Government" (Robert Maranto); "Congress and Charter Schools" (David L. Leal); and "Charter Schools: A National Innovation, an Arizona Revolution" (Bryan C. Hassel). Part 2, "Social Scientists Look at Arizona Charter Schools," contains 6 chapters: "The Wild West of Education Reform: Arizona Charter Schools" (Robert Maranto and April Gresham); "Why Arizona Embarked on School Reform (and Nevada Did Not)" (Stephanie Timmons-Brown and Frederick Hess); "Do Charter Schools Improve District Schools? Three Approaches to the Question" (Robert Maranto, Scott Milliman, Frederick Hess, April Gresham); "Closing Charters: How a Good Theory Failed in Practice" (Greg A. Garn and Robert T. Stout); "Nothing New: Curricula in Arizona Charter Schools" (Robert T. Stout and Gregg A. Garn); and "How Arizona Teachers View School Reform" (Frederick Hess, Robert Maranto, Scott Milliman, April Gresham). Part 3, "Practitioners Look at Arizona Charter Schools," contains 4 chapters: "The Empowerment of Market-Based School Reform" (Lisa Graham Keegan); "A Voice from the State Legislature: Don't Do What Arizona Did!" (Mary Hartley); "Public Schools and the Charter Movement: An Emerging Relationship" (Lee L. Hager); and "Whose Idea Was This Anyway? The Challenging Metamorphosis from Private to Charter" (Jim Spencer). Part 4, "Lessons," contains 1 chapter: "In Lieu of Conclusions: Tentative Lessons from a Contested Frontier" (Robert Maranto, Scott Milliman, Frederick Hess, April Gresham). (Contains 24 tables and 3 figures.) (DFR)
Based on statistical research and interviews with students, educators, and employers, this book offers a comprehensive overview of the education and training of the mid-skilled labor force comprised of individuals having at least a high school diploma but less than a baccalaureate degree. Following prefatory materials, chapter 1 highlights the importance of the mid-skilled labor market to the U.S. economy and describes distinctive characteristics of its members. Chapter 2 discusses the educational pathways into the mid-skilled labor market, focusing on the role of two-year colleges in preparing this group, while chapter 3 presents data on the economic effects of sub-baccalaureate education, suggesting that individuals completing credentials can benefit substantially. Chapter 4 examines non-college, shorter term job training programs, suggesting that the benefits gained from these programs are small, and advocates a unified system of job training and educational programs. Chapter 5 reviews implications of the characteristics of mid-level workers for two-year college curricula, arguing for the integration of occupational, academic, and remedial instruction, while chapter 6 discusses possibilities for enhancing connections between community colleges and employers. Chapter 7 examines implications for public policy, arguing that the needs of the mid-level workforce have been neglected at the federal, state, and local levels. Finally, chapter 8 considers trends in student characteristics, institutional structures, and the labor market to clarify future needs. Contains 233 references and an index. (HAA)
Analyses completed prior to November 2001 provided a context for examining vocational education (VE) and a description of participation at secondary and postsecondary levels, a logical first step in evaluating VE's status and effectiveness. They were a small, but significant part of a comprehensive research agenda being conducted under the National Assessment of Vocational Education (NAVE). Four key themes emerged. First, current education, labor market, and policy trends were likely to broaden the debate on the reauthorization of the Carl D. Perkins Vocational and Technical Education Act of 1998. Among the trends are the following: high schools increasingly emphasize academic reform and college preparation; good jobs require at least some postsecondary education; and Perkins is still the largest single source of Department of Education funds spent on high schools. Second, federal vocational policy attempted to achieve multiple goals and objectives. Third, secondary VE remained a large component of the high school curriculum, but the full effects of academic reform were not yet evident. For instance, vocational participation rates have been relatively stable; many types of students are involved in VE, including special populations; participants in VE have increased their academic course taking, but important gaps remain between them and other students; and students take more vocational than math or science courses. Fourth, postsecondary VE served a diverse set of students, many of whom would not complete the course work needed to fulfill their objectives. (Contains 56 references.) (YLB)
Neil Brenner has in the past few years made a major impact on the ways in which we understand the changing political geographies of the modern state. Simultaneously analyzing the restructuring of urban governance and the transformation of national states under globalizing capitalism, 'New State Spaces' is a mature and sophisticated analysis of broad interdisciplinary interest, making this a highly significant contribution to the subject. Available in OSO: http://www.oxfordscholarship.com/oso/public/content/politicalscience/9780199270057/toc.html
From the Publisher:
This ambitious book is an account of the economic and social dynamics of the new age of information. Based on research in the USA, Asia, Latin America, and Europe, it aims to formulate a systematic theory of the information society which takes account of the fundamental effects of information technology on the contemporary world.
The global economy is now characterized by the almost instantaneous flow and exchange of information, capital and cultural communication. These flows order and condition both consumption and production. The networks themselves reflect and create distinctive cultures. Both they and the traffic they carry are largely outside national regulation. Our dependence on the new modes of informational flow gives enormous power to those in a position to control them to control us. The main political arena is now the media, and the media are not politically answerable.
Manuel Castells describes the accelerating pace of innovation and application. He examines the processes of globalization that have marginalized and now threaten to make redundant whole countries and peoples excluded from informational networks. He investigates the culture, institutions and organizations of the network enterprise and the concomitant transformation of work and employment. He points out that in the advanced economies production is now concentrated on an educated section of the population aged between 25 and 40: many economies can do without a third or more of their people. He suggests that the effect of this accelerating trend may be less mass unemployment than the extreme flexibilization of work and individualization of labor, and, in consequence, a highly segmented socialstructure.
The author concludes by examining the effects and implications of technological change on mass media culture ("the culture of real virtuality"), on urban life, global politics, and the nature of time and history. Written by one of the worlds leading social thinkers and researchers The Rise of the Network Society is the first of three linked investigations of contemporary global, economic, political and social change. It is a work of outstanding penetration, originality, and importance.
Obra en que se estudian los efectos de la reestructuración de las grandes ciudades en Estados Unidos, desde las perspectivas urbanística, administrativa y social. Con base en el análisis de la política económica neoliberal, se revisan sus efectos en la forma de gobierno de estas ciudades a la vez que se agravan los problemas de inequidad, exclusión y desplazamiento en las zonas urbanas.
Economic geography in an era of global competition poses a paradox. In theory, location should no longer be a source of competitive advantage. Open global markets, rapid transportation, and high-speed communications should allow any company to source any thing from any place at any time. But in practice, Michael Porter demonstrates, location remains central to competition. Today's economic map of the world is characterized by what Porter calls clusters: critical masses in one place of linked industries and institutions--from suppliers to universities to government agencies--that enjoy unusual competitive success in a particular field. The most famous example are found in Silicon Valley and Hollywood, but clusters dot the world's landscape. Porter explains how clusters affect competition in three broad ways: first, by increasing the productivity of companies based in the area; second, by driving the direction and pace of innovation; and third, by stimulating the formation of new businesses within the cluster. Geographic, cultural, and institutional proximity provides companies with special access, closer relationships, better information, powerful incentives, and other advantages that are difficult to tap from a distance. The more complex, knowledge-based, and dynamic the world economy becomes, the more this is true. Competitive advantage lies increasingly in local things--knowledge, relationships, and motivation--that distant rivals cannot replicate. Porter challenges the conventional wisdom about how companies should be configured, how institutions such as universities can contribute to competitive success, and how governments can promote economic development and prosperity.
Downsized discourse: Classroom management, neoliberalism, and the shaping of correct workplace attitude Retrieved on December 21 from http://www.jceps.com/?pageID+article&
- Agostinone
- F Wilson
Expanding opportunities: Postsecondary career and technical education and preparing tomorrow’s workforce. Executive Summary. Alexandria, VA: Author from http://www.acteonline.org/policy/legislative_issues/upload/PS_ExecSum
- Association
- Technical Career
- Education
State of the State Address Retrieved on February 24 Learning from experience: Case studies of employer
- Governor Sonny
- Perdue
Prepared Remarks of Governor Sonny Perdue. (2006, January 11). State of the State Address. State Capitol, Atlanta, GA. Retrieved on February 24, 2007 from http://www.gov.state.ga.us/ speeches/2006_speeches/Jan11_2006.shtml. Public Policy Associates. (1998, October). Learning from experience: Case studies of employer-linked charter schools [ERIC Document ED 435 812]. Lansing, MI: Author.
Stories employers tell: Race, skill, and hiring in America New York: Russell Sage Foundation Tough choices or tough times: The report of the new commission on the skills of the American workforce The response of higher education institutions to regional needs
- P Moss
- C Tilly
Moss, P., & Tilly, C. (2001). Stories employers tell: Race, skill, and hiring in America. New York: Russell Sage Foundation. National Center on Education and the Economy. (2007). Tough choices or tough times: The report of the new commission on the skills of the American workforce. San Francisco, CA: Jossey-Bass. OECD. (1999). The response of higher education institutions to regional needs. Paris, France: Organization for Economic Co-Operation and Development.
High stakes education: Inequality, globalization, and urban school reform Reconceptualizing education as an engine of economic development: A case study of the central education center
- P Lipman
Lipman, P. (2004). High stakes education: Inequality, globalization, and urban school reform. New York: Routledge Falmer. MacAllum, K., & Johnson, A. B. (2002). Reconceptualizing education as an engine of economic development: A case study of the central education center. Washington, DC: Academy for Education Development, National Institute for Work and Learning.
Downsized discourse: Classroom management, neoliberalism, and the shaping of correct workplace attitude
- F Agostinone-Wilson
The Central Education Center: Research Report I
- A Chow
Customized training. Georgia Trend
- J Foster
High-stakes testing and the decline of teaching and learning: The real crisis in education
- D Hursh
A new path of learning: Education center “tears down silos
- E Holsendolph