Neoliberalism is now a globalised agenda that underpins educational strategy and policy in many nations. The evolution of the concept of the knowledge economy and of the knowledge worker has been allied to the rise of neoliberalism as an end with respect to educational processes. This review article considers the ways in which constructs of the knowledge economy within a neoliberal agenda have given rise to specific discourses and conceptualisations of educational outcomes and aims. In particular, the value of knowledge and learning within neoliberal constructions of education will be discussed. The positioning within these constructions of the learner as a reification of economic capital will also be explored. This paper argues for a reconsideration of the purposes of education if the commodified self is to be resisted.

Word count 5, 619This paper discusses factors which enhance induction experiences for beginning teachers. It reports the findings from case studies which explore the impact of new entrants to the teaching profession in Scotland. The data suggest that the most supportive induction processes mix both formal and informal elements, but that the informal elements such as collegiality, good communication and a welcoming workplace environment should not be underestimated. The study also highlights the potential benefits of a more collegiate environment for teachers across the career phases.Experienced teachers and new entrants had a range of experience to offer each other, thus creating more cohesive professional working which was supportive of early career teachers while encouraging reflection on practice among the more experienced professionals.

This article reports the findings of data drawn from doctoral research on the extent to which recent changes in vocational training have addressed a perceived skills gap between the needs of private sector employers and potential workers in Saudi Arabia. While the Saudi government has made efforts to enhance the quality of vocational education, and has an ongoing policy of Saudisation to try to encourage employment of Saudi workers rather than expatriates, this study presents evidence that suggests a skills gap still exists. The findings highlight a perception among private sector employers that technical education fails to offer Saudi students sufficient vocational training to teach them the level of skills and attitudes to work that the employers require. The perceived skills gap centres on three factors: work ethics, specialised knowledge and generic skills.

In recent years there have been changes made to the conceptualisation of continuing professional development for teachers in both the Scottish and English systems of education. These changes have been instigated by successive UK governments (and more recently, by the Scottish Executive), together with the General teaching Council for Scotland (GTCS) and the General Teaching Council for England (GTCE). This paper argues that these changes have not provided a clear rationale for CPD, but instead have introduced tensions between the concept of teacher education and that of training. The need for a less confused understanding of CPD and its purposes is underlined, as is the need for school based approaches to continuing teacher education. Arguably, teacher education must move from technicist emphases to a model which integrates the social processes of change within society and schools with the individual development and empowerment of teachers.

STEM (Science, Technology, Engineering, and Mathematics) areas are integral content disciplines in all economies. Although most countries have and continue to ensure quality science (S) and Mathematics (M) education for primary (elementary) and secondary school students, the technology (T) and engineering (E) content areas tend not to be regarded as core to national curricula in the same way that science and mathematics are regarded as essential. This article discusses efforts in various countries to better promote and integrate Technology and Engineering Education (TEE) in schools. This paper highlights common themes and argues that we can learn from each other’s efforts in TEE. We argue that dialogue across nations can help us to build international STEM education collaboration networks, better understand the nature of STEM and how to better engage pupils and students in STEM subjects, and work towards gaining inputs to national TEE policy that can leverage positive change.