First Published in 2004. The provision of effective career guidance has been presented as the answer to economic and social problems in young people, and has been seen by governments around the world as essential in ensuring economic competitiveness and prosperity. Policy discussions have centred on individuals' development of 'self-managed' careers within a global labour market, placing employability skills above all other concerns. This book goes beyond the rhetoric of careers guidance by exploring it from critical and radical standpoints. The contributors question the economic underpinning that has driven social inclusion agendas around the globe, arguing that career education and guidance needs to place greater emphasis on approaches that have a greater social awareness and within a global context. They discuss career guidance in consideration of a range of issues including social class, 'race' and gender and raise questions about the implications for policy and practice. Essential reading for students, researchers and academics and practitioners involved with careers education, this book will help the reader to improve their practice through a greater understanding of the theories and social and economic contexts involved

First published in 2005, this timely volume challenges those who see faith schools as contributing positively to the well-being of society and responding to parent choice to think through the implications of September 11 for our multi-ethnic and multi-faith society without taking a position on the ultimate necessity of faith schools. The authors conducted research in several faith-based schools representative both of older religious traditions in England and Wales, and of those which have been more recently established. The focus was on state-funded faith-based schools, but a range were visited to provide an overview of issues facing all faith-based schools, as well as those specific to newly funded institutions.

First Published in 2004. The provision of effective career guidance has been presented as the answer to economic and social problems in young people, and has been seen by governments around the world as essential in ensuring economic competitiveness and prosperity. Policy discussions have centred on individuals' development of 'self-managed' careers within a global labour market, placing employability skills above all other concerns. This book goes beyond the rhetoric of careers guidance by exploring it from critical and radical standpoints. The contributors question the economic underpinning that has driven social inclusion agendas around the globe, arguing that career education and guidance needs to place greater emphasis on approaches that have a greater social awareness and within a global context. They discuss career guidance in consideration of a range of issues including social class, 'race' and gender and raise questions about the implications for policy and practice. Essential reading for students, researchers and academics and practitioners involved with careers education, this book will help the reader to improve their practice through a greater understanding of the theories and social and economic contexts involved

First published in 2005, this timely volume challenges those who see faith schools as contributing positively to the well-being of society and responding to parent choice to think through the implications of September 11 for our multi-ethnic and multi-faith society without taking a position on the ultimate necessity of faith schools. The authors conducted research in several faith-based schools representative both of older religious traditions in England and Wales, and of those which have been more recently established. The focus was on state-funded faith-based schools, but a range were visited to provide an overview of issues facing all faith-based schools, as well as those specific to newly funded institutions.