According to Ivar Berg's performance criteria, over half of the U.S. workforce is now underemployed. Using analysis based on U.S. and Canadian surveys of work and learning experiences and other documental data, author David Livingstone exposes the myth of the "learning enterprise" and argues that the major problem in education-work relations is not

Lifelong Learning is essential to all individuals and in recent years has become a guiding principle for policy initiatives, ranging from national economic competition to issues of social cohesion and personal fulfilment. However, despite the importance of lifelong learning there is a critical absence of direct, international evidence on its extent, content and outcomes.

Lifelong Learning in Paid and Unpaid Work provides a new paradigm for understanding work and learning, documenting the active contribution of workers to their development and their adaptation to paid and unpaid work. Empirical evidence drawn from national surveys in Canada and eight related case studies is used to explore the current learning activities of those in paid employment, housework and volunteer work, addressing all forms of learning including: formal schooling, further education courses, informal training and self-directed learning, particularly in the context of organisational and technological change.

Proposing an expanded conceptual framework for investigating the relationships between learning and work, the contributors offer new insights into the ways in which adult learning adapts to and helps reshape the wide contemporary world of work throughout the life course.

Lifelong Learning is essential to all individuals and in recent years has become a guiding principle for policy initiatives, ranging from national economic competition to issues of social cohesion and personal fulfilment. However, despite the importance of lifelong learning there is a critical absence of direct, international evidence on its extent, content and outcomes. Lifelong Learning in Paid and Unpaid Work provides a new paradigm for understanding work and learning, documenting the active contribution of workers to their development and their adaptation to paid and unpaid work. Empirical evidence drawn from national surveys in Canada and eight related case studies is used to explore the current learning activities of those in paid employment, housework and volunteer work, addressing all forms of learning including: formal schooling, further education courses, informal training and self-directed learning, particularly in the context of organisational and technological change. Proposing an expanded conceptual framework for investigating the relationships between learning and work, the contributors offer new insights into the ways in which adult learning adapts to and helps reshape the wide contemporary world of work throughout the life course.

According to Ivar Berg's performance criteria, over half of the U.S. workforce is now underemployed. Using analysis based on U.S. and Canadian surveys of work and learning experiences and other documental data, author David Livingstone exposes the myth of the "learning enterprise" and argues that the major problem in education-work relations is not education but the mismatch between work and worker.

Since 1978, the OISE/UT survey has been the only extensive analysis of public concerns about educational issues in Canada to be published on a regular basis. The survey profiles current patterns and trends in public opinion about policy options for all levels of education.

The twelfth survey is based on interviews conducted in late 1998 with a random Sample of 1000 Ontario adults, and questionnaires completed by over 100 randomly selected corporate executives. Trends in attitude changes are presented for the general public and executives. This survey focuses on public support for educational funding and major school governance and programme reforms, as well as the roles Of universities and provisions for life-long learning in an emerging knowledge society.

The goal of the OISE/UT surveys is to enhance public awareness of educational issues and to encourage informed participation in policy making. Timely, revealing, and easy to read, the survey is recommended for educators at all levels, policy-makers, and the general public.

Using the global steel industry's status in the 1980s as a context, this study follows its evolution from booming business to a precipitous decline, comparing it to the current changes unfolding within the Canadian steel industry. The chronicle demonstrates how management demanded workers' augmented participation in increasingly temporary and insecure labor. Workers at the flagship Stelco plant in Hamilton, Ontario, are interviewed, and new management strategies as well as the unionized workforces' responses to them are documented. Illustrating the effects of the industry's decline on the workers' communities as well, this series of investigations reveals how the insight of today's steelworkers is being dismissed in favor of an undermining academic knowledge.

The rise of knowledge workers has been widely heralded but there has been little research on their actual learning practices. This book provides the first systematic comparative study of the formal and informal learning of different professional groups, with a particular focus on teachers. Drawing on unique large-scale national surveys of working conditions and learning practices in Canada, teachers are compared with doctors and lawyers, nurses, engineers and computer programmers, as well as other professionals. The class positions of professionals (self-employed, employers, managers or employees) and their different collective bargaining and organizational decision-making powers are found to have significant effects on their formal learning and professional development (PD). Teachers' learning varies according to their professionally-based negotiating and school-based decision-making powers. Two further national surveys of thousands of Canadian classroom teachers as well as more in-depth case studies offer more insight into the array of teachers' formal and informal learning activities. Analyses of regular full-time teachers, occasional teachers and new teachers probe their different learning patterns. The international literature on teacher professional development and related government policies is reviewed and major barriers to job-embedded, ongoing professional learning are identified. Promising alternative forms of integrating teachers' work and their professional learning are illustrated. Teacher empowerment appears to be an effective means to ensure more integrated professional learning as well as to aid fuller realization of knowledge societies and knowledge economies.

This book presents some of the most trenchant critical analyses of the widespread claims for the recent emergence of a knowledge economy and the attendant need for greater lifelong learning. The book contains two sections: first, general critiques of the limits of current notions of a knowledge economy and required adult learning, in terms of historical comparisons, socio-political construction and current empirical evidence; secondly, specific challenges to presumed relations between work requirements and learning through case studies in diverse current workplaces that document richer learning processes than knowledge economy advocates intimate. Many of the leading authors in the field are represented. There are no other books to date that both critically assess the limits of the notion of the knowledge economy and examine closely the relation of workplace restructuring to lifelong learning beyond the confines of formal higher education and related educational policies. This reader provides a distinctive overview for future studies of relations between work and learning in contemporary societies beyond caricatures of the knowledge economy. The book should be of interest to students following undergraduate or postgraduate courses in most social sciences and education, business and labour studies departments, as well as to policy makers and the general public concerned about economic change and lifelong learning issues. D. W. Livingstone is Canada Research Chair in Lifelong Learning and Work and Professor Emeritus at the Ontario Institute for Studies in Education, University of Toronto. David Guile is Professor of Education and Work at the Institute of Education, University of London.