Educational assessment serves many purposes -- selection for further education and employment; monitoring the performance of educational systems; providing diagnostic feedback on the processes of learning. Throughout the world, and in all these ways, more is constantly being demanded of assessment systems. Yet these roles are not always in harmony. Conflicts stem from the wide range of interest groups involved; within given societies, but also, and increasingly, involving the outside world as well.

This book explores global and cross-national influences on assessment systems and their likely development. It combines comparative and general analyses with in-depth accounts of a wide range of countries, including those in political and economic transition. Explicit connections are made between general issues and specific cases.

Assessment in Transition: Learning, Monitoring and Selection in International Perspective
- explores the factors determining the nature of assessment systems and reform, and the increasing prominence and importance of educational assessment
- provides accounts of the roles of assessment in a range of national contexts
- examines the tensions between the roles of assessment, and how far these are or could be resolved.

It is unique in its sustained analysis of emerging international trends, its treatment of national systems and the effects of international agencies' activities, and in applying theories drawn from economics, politics, sociology, statistics and psychology to the subject.

Throughout the developed and developing worlds, education spending is seen as a key tool for government policy makers in the quest for economic growth. Promoting 'human capital' development is a prime objective for economic and education ministries. The seminal articles in this essential volume include early classics which explain why education became central to productivity debates and more recent papers which elucidate the enormous controversies in this important field. This collection, with an original introduction by the editors, will be of great interest to academics and students interested in growth, productivity, innovation and economic performance.

Modern societies demand high levels of literacy. The written word is pervasive; individuals with poor literacy skills are deeply disadvantaged; and governments are increasingly pre-occupied with the contribution that skills can make to economic growth. As a result, the basic skills of adult workers are of concern as never before, a focus for workplace and education policy and practice.

While Improving Literacy at Work builds on detailed research from the UK, the issue is a universal one and rising skill requirements mean the conclusions drawn will be of equal interest elsewhere in Europe, USA, Canada, Australia and New Zealand. The research findings have very direct implications and practical relevance for teaching and learning, as this valuable book demonstrates, providing clear advice on how to develop effective provision and how best to support learners at work.

Throughout the study, the authors address the following fundamental questions:

• How do adults literacy skills impact on their working lives, and on the enterprises where they work?
• How can we develop these essential skills in the workforce?
• When and how can literacy instruction change individuals employability and engagement with further learning?

Essential reading for trainers and managers in industry, teachers, researchers and lecturers in adult and further education and stakeholders implementing evidence-based policy, this book maps the fundamental changes taking place in workplace literacy.

Modern societies demand high levels of literacy. The written word is pervasive; individuals with poor literacy skills are deeply disadvantaged; and governments are increasingly pre-occupied with the contribution that skills can make to economic growth. As a result, the basic skills of adult workers are of concern as never before, a focus for workplace and education policy and practice.

While Improving Literacy at Work builds on detailed research from the UK, the issue is a universal one and rising skill requirements mean the conclusions drawn will be of equal interest elsewhere in Europe, USA, Canada, Australia and New Zealand. The research findings have very direct implications and practical relevance for teaching and learning, as this valuable book demonstrates, providing clear advice on how to develop effective provision and how best to support learners at work.

Throughout the study, the authors address the following fundamental questions:

• How do adults literacy skills impact on their working lives, and on the enterprises where they work?
• How can we develop these essential skills in the workforce?
• When and how can literacy instruction change individuals employability and engagement with further learning?

Essential reading for trainers and managers in industry, teachers, researchers and lecturers in adult and further education and stakeholders implementing evidence-based policy, this book maps the fundamental changes taking place in workplace literacy.

This unique text uses tried and tested methods developed by the authors during a recent Nuffield Foundation project set up to investigate maths needs for GNVQ. Most areas of engineering mathematics are well suited to the spreadsheet approach and many students find the techniques easier to handle than more conventional computational methods. This text covers spreadsheet procedures for application of number core skills, and about two thirds of the areas of maths needed for the GNVQ Maths for Engineering (advanced) unit, but does not attempt to cover those problems more sensibly tackled by conventional means. By attempting the questions and assignments within the book the student compiles a record of competence, suitable for inclusion in the portfolio and assessment. To this end worked examples have solutions, but answers to all other exercises are to be found in the lecturers' guide, available free to teaching staff only. For lecturers' guide please write on college headed paper, and enclosing an A4 sized SAE to: Marketing Department, Edward Arnold, 338 Euston Road, London NW1 3BH, UK. Please note: the guide is free of copyright to purchasers of the textbook.