In 2003, we wrote a critical reply to Frank Coffield's reflections in this journal on the significance of the Performance and Innovation Unit's project on workforce development for the future direction of skills policy in England. As Coffield made clear in a rejoinder, underpinning our arguments are fundamental disagreements about what would be…

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)

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.…