For decades, the idea that more education will lead to greater individual and national prosperity has been a cornerstone of developed economies. Challenging this conventional wisdom, 'The Global Auction' forces us to reconsider our deeply held and mistaken views about how the global economy really works and how to thrive in it.

Thrive explores the purpose of education in a transforming world and how young people can thrive in this unpredictable environment.

This book revisits skills development policies and points to new directions for making training programs more effective and responsive in increasingly competitive labor market.

Mainstream economists and Silicon Valley entrepreneurs claim that unfettered capitalism and digital technology can unlock a future of unbounded prosperity, create endless high paying jobs, and solve the world’s vast social and ecological problems. Realizing this future of abundance purportedly rests in the transformation of human potential into innovative human capital through new 21st century forms of education. In this new book Alex Means challenges this view. Stagnating economic growth and runaway inequality have emerged as the ‘normal’ condition of advanced capitalism. Simultaneously, there has been a worldwide educational expansion and a growing surplus of college-educated workers relative to their demand in the world economy. This surplus is complicated by an emerging digital revolution driven by artificial intelligence and machine learning that generates worker displacing innovations and immaterial forms of labor and valorization. Learning to Save the Future argues that rather than fostering mass intellectuality, educational development is being constrained by a value structure subordinated to 21st century capitalism and technology. Human capabilities from creativity, design, engineering, to communication are conceived narrowly as human capital, valued in terms of economic productivity and growth. Similarly, global problems such as the erosion of employment and climate change are conceived as educational problems to be addressed through business solutions and the digitalization of education. This thought-provoking account provides a cognitive map of this condition, offering alternatives through critical analyses of education and political economy, technology and labor, creativity and value, power and ecology.

This book investigates the dilemma of educating students for future work in the context of the Philippines, one of the top sources of migrant labor in the world. Here, colleges and universities are expected to not only educate students for jobs within the country, but for potential employers beyond national borders. It demonstrates how human capital ideology reinforces such export-oriented education, creating an assumed relationship among academic credentials, overseas opportunity, and future migrant remittances. Findings indicate that attempts to produce migrant workers undermine the job security of college instructors, skew local curriculum towards foreign requirements, and challenge efforts to develop academic programs in line with local needs. As more developing nations turn to migration as a development strategy, colleges and universities face increasing pressures to produce future migrant workers who will have an advantage over other nationalities. This book emphasises the importance of understanding how this global phenomenon affects colleges and universities, as well as the teachers and students within these institutions. This book raises important questions on the role of universities in today’s global economy and the effects of contemporary migration flows on developing countries.

A generation of budget cutting has eviscerated the very idea of public higher education in America. Public higher education in the postwar era was a key economic and social driver in American life, making college available to millions of working men and women. Since the 1980s, however, government austerity policies and politics have severely reduced public investment in higher education, exacerbating inequality among poor and working-class students of color, as well as part-time faculty. In Austerity Blues, Michael Fabricant and Stephen Brier examine these devastating fiscal retrenchments nationally, focusing closely on New York and California, both of which were leaders in the historic expansion of public higher education in the postwar years and now are at the forefront of austerity measures. Fabricant and Brier describe the extraordinary growth of public higher education after 1945, thanks largely to state investment, the alternative intellectual and political traditions that defined the 1960s, and the social and economic forces that produced austerity policies and inequality beginning in the late 1970s and 1980s. A provocative indictment of the negative impact neoliberal policies have visited on the public university, especially the growth of class, racial, and gender inequalities, Austerity Blues also analyzes the many changes currently sweeping public higher education, including the growing use of educational technology, online learning, and privatization, while exploring how these developments hurt students and teachers. In its final section, the book offers examples of oppositional and emancipatory struggles and practices that can help reimagine public higher education in the future. The ways in which factors as diverse as online learning, privatization, and disinvestment cohere into a single powerful force driving deepening inequality is the central theme of the book. Incorporating the differing perspectives of students, faculty members, and administrators, the book reveals how public education has been redefined as a private benefit, often outsourced to for-profit vendors who “sell” education back to indebted undergraduates. Over the past twenty years, tuition and related student debt have climbed precipitously and degree completion rates have dropped. Not only has this new austerity threatened public universities’ ability to educate students, Fabricant and Brier argue, but it also threatens to undermine the very meaning and purpose of public higher education in offering poor and working-class students access to a quality education in a democracy. Synthesizing historical sources, social science research, and contemporary reportage, Austerity Blues will be of interest to readers concerned about rising inequality and the decline of public higher education.

Published in the 50th anniversary year of the 1973 Durban strikes, Labour Disruptedhonours this milestone by reflecting on the past and the future of labour, primarily in South Africa but also globally. It focuses on how South Africa's lockdown during the Covid-19 pandemic further exposed key contradictions and challenges that labour movements face. The contributions include a diverse range of topics by those actively engaged in the labour movement, who tackle a number of thorny issues: from redefining democracy in South Africa, to experiences of inclusiveness (or lack thereof) in workplace environments by women, young people, migrant workers, LGBTI people and people living with disabilities. They address contemporary issues related to the use of technology and the impact of the fourth industrial revolution on the youth and the working class, and the challenge of skills development and restructuring in the workplace. Labour Disrupteddebates new forms of organising and labour movement alliances required to address issues of social justice in education, health and community solidarity, and exposes the precariousness of union organisation under the brutal forces of globalisation.