Teachers' continuing professional development (CPD) is being given increasing importance in countries throughout the world. In Scotland, the changing professional and political context has resulted in unprecedented investment in CPD. However, analysis and evaluation of CPD policies, practice and impact is complex. In seeking to understand some of the complexities, this article proposes a triple-lens framework, drawing on three different accounts of teacher learning. The framework is then used to analyse three specific examples of CPD initiatives. Conclusions point to the need to consider a much wider conception of teacher learning in which socio-cultural aspects are given due attention.

Teachers' continuing professional development: contested concepts, understandings and models

This article is based on the Keynote Address to ECER, Lisbon, Portugal, 11-14 September 2002. The opportunity to make a better life is enshrined in democratic societies. In recent decades the growth in personal freedom and the rhetoric of the knowledge economy have led many to believe that we have more opportunities than ever before. We are told that the trade-off between efficiency and justice no longer holds in a global knowledge-driven economy, as the opportunity to exploit the talents of all, at least in the developed world, is now a realistic goal. This article will challenge such accounts of education, opportunity and global labour market. It points to enduring social inequalities in the competition for a livelihood and an intensification of 'positional' conflict. Our 'opportunities' are becoming harder to cash in. The opportunity-cost is increasing because the pay-off depends on getting ahead in the competition for tough-entry jobs. Middle-class families in competitive hot spots are adopting increasingly desperate measures to win a positional advantage. But the opportunity trap is not only a problem for individuals or families. It exposes an inherent tension, if not contradiction, in the relationship between capitalism and democracy. It will be argued that the legitimate foundations of opportunity, based on education, jobs and rewards, are unravelling. Within education, this not only represents further symptoms of the 'diploma disease' but a social revolution that fundamentally challenges our understanding of education, efficiency and social justice.

https://journals.sagepub.com/doi/pdf/10.2304/eerj.2003.2.1.4

The Opportunity Trap: Education and Employment in a Global Economy

The report offers policy options to support developing countries and transition economies in adapting their secondary education systems to the demands arising from the successful expansion of primary education and the socio-economic challenges presented by globalization and the knowledge-based economy. The work is the result of an extensive consultative process that involved education specialists worldwide.

Expanding opportunities and building competencies for young people: a new agenda for secondary education

This article examines the dominant view of the changing relationship between education, jobs and rewards in the global knowledge economy. This asserts that the developed economies can resolve issues of individual aspirations, economic efficiency and social justice through the creation of a high‐skills, high‐wage ‘magnet’ economy. Here the authors examine four of the key dimensions of this account and argue that while there has been a fundamental change in the relationship between education, economy and society, their conclusions are far removed from the assumptions that currently inform public and policy debates.

Globalisation, knowledge and the myth of the magnet economy

During the early 1990s the proportion of a cohort entering higher education in the UK doubled over a short period of time. The paper investigates the effect of the expansion on graduates’ early labour market attainment, focusing on overeducation. We define overeducation by combining occupation codes and a self-reported measure for the appropriateness of the match between qualification and the job. We therefore define three groups of graduates: matched, apparently overeducated and genuinely overeducated. This measure is well correlated with alternative definitions of overeducation. Comparing pre- and post-expansion cohorts of graduates, we find with this measure that the proportion of overeducated graduates has doubled, even though overeducation wage penalties have remained stable. We do not find that type of institution affects the probability of genuine overeducation. Apparently overeducated graduates are mostly indistinguishable from matched graduates, whereas genuinely overeducated graduates principally lack non-academic skills and suffer a large wage penalty. Individual unobserved heterogeneity differs between the three groups of graduates but controlling for it does not alter these conclusions.

/pdf/overeducation-and-the-skills-of-uk-graduates-2rgejdspzh.pdf

Overeducation and the skills of UK graduates

Grading Student Achievement in Higher EducationThe Myth of Research-Based Policy and PracticeThe Crisis of the MeritocracyDoes Education Matter?Ivory Tower BluesThe First Year At University: Teaching Students In TransitionInternational Handbook of Education for the Changing World of WorkInternationale Bibliographie der Rezensionen wissenschaftlicher LiteraturDebates in Mathematics EducationLearning, Curriculum and Employability in Higher EducationVocational EducationEducation and International DevelopmentEducation Policy UnravelledRetention And Student Success In Higher EducationHow Do You Know?Perspectives on Legal EducationEncyclopedia of Education Economics and Finance14-19 EducationGlobal Reconstructions of Vocational Education and TrainingDeveloping Professional Practice 14-19Introduction to Education StudiesWhat's the Good of Education?Teacher Professionalism in Further and Higher EducationWhy Knowledge Matters in CurriculumHigher Education and Civic Engagement: International PerspectivesThe Routledge International Handbook of Student-Centered Learning and Teaching in Higher EducationThe Challenges of Education in BrazilLiving Well Now and in the FutureHigher Education and Local Economic DevelopmentThe Gove LegacyThe Routledge Companion to EducationKey Issues in Education and Social JusticeEducation and Social MobilityCan We Measure what Matters Most?Education Policy UnravelledThe False Promise of Global LearningEducation: A Very Short IntroductionEducation, Nature, and SocietyWhy Social Justice MattersSelling Out Education

Does education matter? myths about education and economic growth

Economic AffairsVolume 42, Issue 2 p. 411-413 BOOK REVIEW A DUTY OF CARE: BRITAIN BEFORE AND AFTER COVID, by Peter Hennessy Allen Lane (2022), pp. 256. ISBN: 978–0241491942 (hb, £20.00); 978–0141995670 (e-book, £9.99); 978–0241517437 (Audio Download, £13.00) J R Shackleton, Corresponding Author J R Shackleton len.shackleton@buckingham.ac.uk University of Buckingham, UK Correspondence Email: len.shackleton@buckingham.ac.ukSearch for more papers by this author J R Shackleton, Corresponding Author J R Shackleton len.shackleton@buckingham.ac.uk University of Buckingham, UK Correspondence Email: len.shackleton@buckingham.ac.ukSearch for more papers by this author First published: 10 July 2022 https://doi.org/10.1111/ecaf.12530Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume42, Issue2June 2022Pages 411-413 RelatedInformation 

A DUTY OF CARE: BRITAIN BEFORE AND AFTER COVID, by PeterHennessyAllen Lane (2022), pp. 256. ISBN: 978–0241491942 (hb, £20.00); 978–0141995670 (e‐book, £9.99); 978–0241517437 (Audio Download, £13.00)

Economic AffairsVolume 42, Issue 3 p. 567-570 BOOK REVIEW BRITISH RAIL: A NEW HISTORY by Christian WolmarPenguin Michael Joseph (2022), 394 + xvii pp. ISBN: 978–0241456200 (hb, £30); 978–0241456217 (e-book, £10.99) J R Shackleton, Corresponding Author J R Shackleton [email protected] University of Buckingham, UK Correspondence Email: [email protected]Search for more papers by this author J R Shackleton, Corresponding Author J R Shackleton [email protected] University of Buckingham, UK Correspondence Email: [email protected]Search for more papers by this author First published: 13 November 2022 https://doi.org/10.1111/ecaf.12549Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume42, Issue3October 2022Pages 567-570 RelatedInformation 

BRITISH RAIL: A NEW HISTORY by ChristianWolmarPenguin Michael Joseph (2022), 394 + xvii pp. ISBN: 978–0241456200 (hb, £30); 978–0241456217 (e‐book, £10.99)

Economic AffairsVolume 43, Issue 1 p. 161-163 BOOK REVIEW Orderly Britain: How Britain has resolved everyday problems, from dog fouling to double parking, By Tim Newburn and Andrew Ward, Robinson. 2022. pp. 360. £18.99 (hbk). ISBN: 978-1472137968. £8.99 (ebk). ISBN: 978-1472137975 J R Shackleton, Corresponding Author J R Shackleton len.shackleton@buckingham.ac.uk University of Buckingham, UK Email: len.shackleton@buckingham.ac.ukSearch for more papers by this author J R Shackleton, Corresponding Author J R Shackleton len.shackleton@buckingham.ac.uk University of Buckingham, UK Email: len.shackleton@buckingham.ac.ukSearch for more papers by this author First published: 15 March 2023 https://doi.org/10.1111/ecaf.12563Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume43, Issue1February 2023Pages 161-163 RelatedInformation 

Orderly Britain: How Britain has resolved everyday problems, from dog fouling to double parking, By TimNewburn and AndrewWard, Robinson. 2022. pp. 360. £18.99 (hbk). ISBN: 978‐1472137968. £8.99 (ebk). ISBN: 978‐1472137975

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Does education matter? myths about education and economic growth

A DUTY OF CARE: BRITAIN BEFORE AND AFTER COVID, by PeterHennessyAllen Lane (2022), pp. 256. ISBN: 978–0241491942 (hb, £20.00); 978–0141995670 (e‐book, £9.99); 978–0241517437 (Audio Download, £13.00)

BRITISH RAIL: A NEW HISTORY by ChristianWolmarPenguin Michael Joseph (2022), 394 + xvii pp. ISBN: 978–0241456200 (hb, £30); 978–0241456217 (e‐book, £10.99)

Orderly Britain: How Britain has resolved everyday problems, from dog fouling to double parking, By TimNewburn and AndrewWard, Robinson. 2022. pp. 360. £18.99 (hbk). ISBN: 978‐1472137968. £8.99 (ebk). ISBN: 978‐1472137975