Gender, Foundation Degrees and the Knowledge-Driven Economy

Autor/inn/en	Webb, Sue; Brine, Jacky; Jackson, Sue
Titel	Gender, Foundation Degrees and the Knowledge-Driven Economy
Quelle	In: Journal of Vocational Education and Training, 58 (2006) 4, S.563-576 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
Schlagwörter	Higher Education; Foreign Countries; Vocational Education; Social Class; Social Stratification; United Kingdom (England); United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Ausbildung; Berufsbildung; Social classes; Soziale Klasse; Soziale Zusammensetzung
Abstract	This article questions the concept of "education for employment", which constructs a discourse of individual and societal benefit in a knowledge-driven economy. Recent policy emphasis in the European Union promotes the expansion of higher education and short-cycle vocational awards such as the intermediate two-year Foundation Degree recently introduced into England and Wales. Studies of vocational education and training (VET) and the knowledge economy have focused largely on the governance of education and on the development and drift of policy. Many VET programmes have also been considered for their classed, raced and gendered take-up and subsequent effect on employment. This article builds on both fields of study to engage with the finer cross-analyses of gender, social class, poverty, race and citizenship. In its analysis of policy texts the article argues that in spite of a discourse of inclusivity, an expanded higher education system has generated new inequalities, deepening social stratification. Drawing on early analyses of national quantitative data sets, it identifies emerging gendered, classed and raced patterns and considers these in relation to occupationally and hierarchically stratified labour markets, both within and without the knowledge economy. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10