This book uses household survey data from five Central Asian countries to analyse the important consequences of, and elements that constitute, the creation of a market economy. The countries studied - Kazakhstan, the Kyrgyz Republic, Tajikistan, Turkmenistan and Uzbekistan - had taken minimal action towards creating a market economy before the dissolution of the USSR in late 1991. From similar initial conditions they have pursued different post-independence economic strategies, making them ideal candidates for comparative analysis. The pivotal question concerns the determination of living standards. Who gained and who lost from the transition to a market economy? Which characteristics are rewarded in a new market economy? How do national policies and other systematic factors affect these outcomes? The authors also address other important issues that have emerged during transition debates: the position of women and the role of small businesses. The book analyses the gender issue in the narrow, but significant, sense of what happened to women in the labour market and the authors also analyze the characteristics of households with non-farm businesses. This book will prove invaluable to academics and researchers of Asian studies and particularly those with an interest in economic development and labour economics within the region.

The new comparative research in this volume explores the global flow of competence-based education, curricular policy, and frameworks for instructional practice. Taking critical perspectives, the chapters trace the pathways through which educators and policy actors adopted and reshaped competence-based education as promoted by the OECD, the World Bank, and the European Union. The authors ask: What purposes do competence-based educational reforms serve? How are competence-based models internationally deployed and locally modified? What happens as competence-based reforms get re-contextualized and contested in particular cultural, social, and political contexts? In their nuanced examination of these global flows, the authors theorize how competence-based reform strategies variously produce hybridity, silent borrowing, “loud borrowing,” and new social imaginaries. Although entangled with other “hot topics” in educational research —skills and dispositions for citizenship and employment; higher-order and critical thinking; and socio-emotional learning—competence itself has multiple, fluid meanings. The authors dissect this polysemy while documenting the pivotal role of key actors in the development, design, and deployment of reforms in diverse international contexts. Contextualizing Global Flows of Competency-Based Education will be a key resource for academics, researchers, and advanced students of comparative education, educational research, curriculum studies, sociology, and education leadership and policy.This book was originally published as a special issue of Comparative Education.