- The Oxford Handbook of Skills and Training
- List of Contributors
- Introduction: Skills and Training: Multiple Targets, Shifting Terrain
- Disciplinary Perspectives on Skill
- Skill Builders and the Evolution of National Vocational Training Systems
- The Changing Meaning of Skill: Still Contested, Still Important
- A New Social Construction of Skill
- Measuring Job Content: Skills, Technology, and Management Practices
- Accreditation and Assessment in Vocational Education and Training
- Education and Qualifications as Skills
- Pre-Employment Skill Formation in Australia and Germany
- Skill Development in Middle-level Occupations: The Role of Apprenticeship Training
- What Is Expected of Higher Education Graduates in the Twenty-first Century?
- Employer-Led In-Work Training and Skill Formation: The Challenges of Multi-Varied and Contingent Phenomena
- Unions, the Skills Agenda, and Workforce Development
- A Working Lifetime of Skill and Training Needs
- Skill Under-utilization
- Business Strategies and Skills
- Measuring Skills Stock, Job Skills, and Skills Mismatch
- The Individual Benefits of Investing in Skills
- The Economic and Social Benefits of Skills
- Theorizing Skill Formation in the Global Economy
- Different National Skill Systems
- Skill Ecosystems
- Employment Systems, Skills, and Knowledge
- Skill Demands and Developments in the Advanced Economies
- Approaches to Skills in the Asian Developmental States
- Emerging Economic Powers: The Transformation of the Skills Systems in China and India
- Projecting the Impact of Information Technology on Work and Skills in the 2030s
- International Skill Flows and Migration
- Professional Skills: Impact of Comparative Political Economy
- Skills and Training for the Older Population: Training the New Work Generation
- Rethinking Skills Development: Moving Beyond Competency-Based Training
- Who Pays for Skills?: Differing Perspectives on Who Should Pay and Why
- Current Challenges: Policy Lessons and Implications
- Author Index
Abstract and Keywords
Over the past half century a range of theories has been developed to understand the nature of skill, its development and relationship to the economy. These theories have often been competing, with fundamentally different assumptions about the production of skills and their relationship to society. However, recent changes in the nature of economic globalization have raised questions about these theories and their applicability to the present context. In this paper we critically evaluate the dominant skill formation theories and outline an alternative approach that takes into account fundamental changes in the global labour market.
Hugh Lauder is Professor of Education and Political Economy and Director of the Institute for Policy Research at the University of Bath. He worked as a teacher in inner London before taking his doctorate at the University of Canterbury in New Zealand. He has written and co-authored many books, including The Global Auction: The Broken Promises of Education, Jobs and Incomes (Oxford University Press, 2011) and has, for over a decade, worked with Phillip Brown on skill formation and the global economy.
Phillip Brown is Distinguished Research Professor in the School of Social Sciences, Cardiff University. He worked in the auto industry in Oxford before training as a teacher. His academic career took him to Cambridge University and the University of Kent at Canterbury before joining Cardiff University in 1997. He has written, co-authored, and co-edited 16 books including The Global Auction: The Broken Promises of Education, Jobs and Incomes with Hugh Lauder and David Ashton (Oxford University Press, 2011).
David Ashton is Emeritus Professor at Leicester University and Honorary Professor at Cardiff University. He has published extensively on skill formation, HRM, and workforce development. His latest book with Johnny Sung is Skills in Business: The Role of Business Strategy, Sectoral Skills Development and Skills Policy, Sage, 2014. He has provided consultancy services to government departments within the United Kingdom, South Africa, Singapore, the European Union, and international agencies such as the International Labour Organisation (ILO) and World Bank.
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