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This book asks fundamental questions about the relationship between the economy and education, suggesting that the relationship between the two sectors is not straightforward. These include: are we educating young people to be autonomous, creative thinkers? Are current policies relating to knowledge, learning and assessment consistent with the kinds of workers and skills required for the knowledge economy? Contributing authors from the US, the UK, Australia and New Zealand discuss these issues and interrogate the assumptions and links between the different elements of education and how they might relate to the economy. The chapters are: Introduction: Educating for the knowledge economy?: critical perspectives / Hugh Lauder, Michael Young, Harry Daniels, Maria Balarin and John Lowe. Section one, ‘The ‘knowledge economy’ and education’, contains: Globalisation, risk and regulation: the financial crisis and the prospects for sustainability / Ankie Hoogvelt; The global auction model, skill bias theory and graduate incomes: reflections on methodology / Hugh Lauder, Phillip Brown and Gerbrand Tholen; ‘Openness’ and the global knowledge commons: an emerging mode of social production for education and science / Michael A. Peters; Learning and contradiction across boundaries / Harry Daniels. Section two, ‘Knowledge and the economy’, contains: The educational transformation of work: a synthesis / David P. Baker; Forms of knowledge and curriculum coherence / Johan Muller; Education, globalisation and the ‘voice of knowledge’ / Michael Young; The problem with competency-based training / Leesa Wheelahan. Section three, ‘Pedagogy, assessment, the demands of the knowledge economy and social justice?’, contains; Numbers in grids of intelligibility: making sense of how educational truth is told / Thomas S. Popkewitz; Assessing educational reform: accountability, standards and the utility of qualifications / Harry Torrance; School and the pupils’ work / Bernard Charlot; Social class and school knowledge: revisiting the sociology and politics of the curriculum in the 21st century / Geoff Whitty.

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