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The worldwide shift towards a knowledge society and information
based economy requires educational policy makers to re-evaluate
their understanding of the knowledge and skills students need in
order to achieve national development goals. This shift has
influenced curriculum development, teacher preparation, and the
role of formal schooling in creating lifelong learners and an
educational culture, which reflects both national development
interests and global norms. The Arabian Gulf countries, which
largely comprise the Gulf Cooperation Council (GCC) member
countries, include Bahrain, Kuwait, Oman, Qatar, Saudi Arabia, the
United Arab Emirates, and Yemen. Most of these Gulf countries have
embarked on bold national experiments to pilot technology and
teaching in their schools as a way to transition to knowledge
societies. Their national interests and expectations have
increasingly focused on the use of information and communication
technologies (ICT) in education and both the regional and global
context in which Gulf societies, economies, and political systems
operate.
The focus of this book is not whether schooling prepares youth for
future work. Instead, the focus of this book is on how schooling
for work has become a global phenomenon and a concerted project of
nations. The importance of this phenomenon for schooling is that
while there is often little direct empirical evidence linking
schooling and the broader economy, there is an important link
nonetheless. For example, the global triumph of capitalism through
free-market trade and industry (even in officially socialist
nations) is a testament to the overwhelming importance of economic
competitiveness and labour market participation for individuals,
communities, and nations alike. It is the national economy,
however, which has the greatest potential impact on the largest
number of individuals and their communities -- not vice versa. So,
it is often at the national level where the most discussion,
planning, and policymaking occur related to schooling for work.
Why? Because the direction that the national economy follows
dictates in many instances the direction that communities' and
individuals' economic fortunes go within that nation. Readers will
find that this book looks predominantly at global phenomena
resulting from the interplay between nations.
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