000			01883nam a2200229Ia 4500
003			NULRC
005			20250520102731.0
008			250520s9999 xx 000 0 und d
020			_a9780080434490
040			_cNULRC
050			_aLB 2326.3 .H52 2001
100			_aHenry, Miriam _eauthor
245		4	_aThe OECD, globalisation, and education policy / _cMiriam Henry, Bob Lingard, Fazal Rizvi, and Sandra Taylor
260			_aOxford, United Kingdom : _bPergamon Press, _cc2001
300			_axiii,197pages ; _c23 cm.
504			_aIncludes bibliographical references and index.
505			_a1. Why the OECD? -- 2. Globalisation and changing educational policy -- 3. The OECD, globalisation and educational policy making: changing relationships -- 4.Ideological tension in the OECD's educational work -- 5. The Politics of educational indicators -- 6. From recurrent education to lifelong learning: the vocational education and training saga -- 7. Redefining university education -- 8. The OECD and educational politics in a changing world.
520			_aFor the past quarter century, higher education has been high on the agenda of governments and central to the fortune of nations. Similarly, this same period has seen quite massive changes in direction, in the complexity of systems, in the underlying rationale which has accompanied such changes and in the sheer size of the enterprise in terms of students, staff and budgets, not to mention social and economic purpose. It is not surprising then that the study of higher education itself has broadened and now encompasses some 20 different disciplines, ranging from Anthropology through to Women's Studies, catch with its own particular paradigms, methodologies and perspectives.
650			_aEDUCATION POLICY
700			_aLingard, Bob ;Rizvi, Fazal ;Taylor, Sandra _eco-author;co-author;co-author
942			_2lcc _cBK
999			_c14027 _d14027