First published in 1998, this collection of essays strongly advocates for increased flexibility in the Dutch labour market and questions current assumptions on the connections between education choices and ultimate employment outcomes. The volume responds to the glaring contradiction between the current mass unemployment in all European nations, both in urban and rural areas, affecting people of different levels of education (though primarily those of low-skills levels or ethnic backgrounds) and the idea that labour is the most important source of wealth. Its objective is to develop insights, ideas, and experiences concerning the possibilities for increasing the transparency of the labour market. The contributors recognise that the quality of labour has rapidly become the key factor in economic and social development.

First published in 1998, this collection of essays strongly advocates for increased flexibility in the Dutch labour market and questions current assumptions on the connections between education choices and ultimate employment outcomes. The volume responds to the glaring contradiction between the current mass unemployment in all European nations, both in urban and rural areas, affecting people of different levels of education (though primarily those of low-skills levels or ethnic backgrounds) and the idea that labour is the most important source of wealth. Its objective is to develop insights, ideas, and experiences concerning the possibilities for increasing the transparency of the labour market. The contributors recognise that the quality of labour has rapidly become the key factor in economic and social development.

It is often suggested in policy debates that the employment of highly educated workers in jobs traditionally held by lower skilled workers leads to skill wastage and a worsening labour market position for the less educated. This process is generally referred to as 'bumping down' or 'crowding out'. This argument challenges the policy of many developed countries to attach ever greater importance to knowledge as a means to increase international competitiveness. The authors in this book provide insights into the role of education in society by investigating the extent to which these arguments of overeducation and upgrading are valid. They bring together different approaches to obtain a complete picture of the debate in economics about under-utilization of skills and bumping down.

The workplace is changing drastically these days. As a consequence of the Information and Communication Technology (ICT) revolution, new economic activities emerge, the production process changes, people use different communication tools, and organizational structures are adjusted. All these changes relate to the heart of business and economics, and there is no doubt that they will also influence education in these areas. Of course ICT provides new technologies to facilitate learning, but a changing workplace also requires a renewed focus within the curriculum of economics and business education. If ICT is leading to profound change in the workplace, is innovation then only a matter of introducing more technology in education? Unfortunately, this is not necessarily true. The translation of changes in the workplace into an improved curriculum requires serious analysis of the essence of the changes at the work place, and the way technology may enable student learning. For example, relevant knowledge is changing faster and faster. Does this mean that we have to adopt the curriculum faster and faster? Perhaps not, as students will have a labor market career of 30 or 40 years. Focusing on today's knowledge - even if it is very up-to-date - loses more and more value if the life cycle of knowledge becomes shorter. Increased speed of change also implies a decrease in the value of knowing all these things.

The workplace is changing drastically these days. As a consequence of the Information and Communication Technology (ICT) revolution, new economic activities emerge, the production process changes, people use different communication tools, and organizational structures are adjusted. All these changes relate to the heart of business and economics, and there is no doubt that they will also influence education in these areas. Of course ICT provides new technologies to facilitate learning, but a changing workplace also requires a renewed focus within the curriculum of economics and business education. If ICT is leading to profound change in the workplace, is innovation then only a matter of introducing more technology in education? Unfortunately, this is not necessarily true. The translation of changes in the workplace into an improved curriculum requires serious analysis of the essence of the changes at the work place, and the way technology may enable student learning. For example, relevant knowledge is changing faster and faster. Does this mean that we have to adopt the curriculum faster and faster? Perhaps not, as students will have a labor market career of 30 or 40 years. Focusing on today's knowledge - even if it is very up-to-date - loses more and more value if the life cycle of knowledge becomes shorter. Increased speed of change also implies a decrease in the value of knowing all these things.