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By Ken Jones, Chomin Cunchillos, Richard Hatcher, Nico Hirtt, Rosalind Innes, Samuel Johsua, Jürgen Klausenitzer (auth.)

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Additional info for Schooling in Western Europe: The New Order and Its Adversaries

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24 The kind of worker who will be valued is one capable of moving from one role to another within a company, of learning new work practices, of multi-tasking within the space of a day or a week, and of adapting quickly to the demands of different occupational cultures. Once acquired, employability must be constantly renewed. In this kind of learning, social and economic adaptability are key – with adaptability becoming individualised. The worker him/herself tends to become 36 Schooling in Western Europe responsible for updating his knowledge and skills in an environment where these are changing very rapidly.

For Spain, see OECD, Education at a Glance, Paris: OECD, 2002, pp. 145–53; for England, DfES, Departmental Annual Report 2004 (London: DfES, 2004). 69. Deutsche Bank-Research, Mehr Wachstum für Deutschland, 2003, p. 7. 70. 1, 2003, pp. 141–79, p. 150. See also Crouch, op. , chap. 8. 71. Brown, ‘The Opportunity Trap’, p. 152. 72. Reiffers Report, ‘Accomplishing Europe through Education and Training’, quoted in Nico Hirtt, Im Schatten der Unternehmerlobby, Die Bildungspolitik der Europaischen Kommission, in Widersprüche 83 (Bielefeld: Kleine Verlag, 1996) pp.

25. J-L Bernal, ‘Parental Choice, Social Class and Market Forces: the consequences of privatisation of public services in education’, Journal of Education Policy 20 (6) p. 787, 2005. 26. H-J Hahn, Education and Society in Germany (Oxford: Berg, 1998) p. 115. 27. Though there is now occurring a readjustment, across all Länder, to 12 years. 28. P. Seidl (1972) quoted in Hahn, Education and Society in Germany, p. 127. 29. Hahn, Education and Society in Germany, p. 127. 30. Crouch, Social Change in Western Europe, p.

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