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This paper sets out the received view of the global networked knowledge economy as a form of info-capitalism characterised by an 'economics of abundance' where productivity and competitiveness are seen to be a function of knowledge transmission and the generation of new knowledge. It also investigates and compares various national policy constructions of the knowledge economy and discusses the implications and challenges of the knowledge economy for education policy.

This article reports findings from a longitudinal study into early career dynamics of a group of industry based learning (IBL) business students at an Australian university. These early career dynamics are motivators, expectations and early work experiences. A further study was undertaken to compare the job-finding experiences of IBL and non-IBL graduates. Early findings suggest that students who have completed an IBL program experience a quicker and smoother transition to work: the majority of graduate IBL students surveyed secured a graduate position within a third of the time of their non-IBL counterparts, were offered higher starting salaries and higher job responsibilities and either secured employment with their previous IBL employer or used a wider source of employer networks to gain a position than their non-IBL counterparts who generally relied on traditional job finding methods such as newspaper advertisements.

This paper reports on data collected about the way nine men, located in two Australian cities and who self-reported literacy difficulties, found ways to improve their literacy at work. These anecdotal data have implications for the design, by teachers and education authorities, of appropriate programs for those who demonstrate difficulties in gaining literacy.

This paper defines global education as a set of educational approaches that can be applied to meet the challenges of globalisation. Its intention is to reflect how didactics and methods of development education, peace education, intercultural education, human rights education, environmental education and ecumenical education can contribute to professional attitudes and cross curricular competencies that offer quality for a better (business) world. The paper suggests that there is already a noticeable demand for courses that teach intercultural knowledge and competence.

The purpose of this paper is to examine the perspective of employers regarding workplace literacy including that needed by the knowledge economy. The authors suggest that in the era of globalisation and the knowledge economy the concept of work and the relationship between employer and employee might change, with the retention of employees now based on the skills and knowledge the employees possess that can benefit the organisation. The authors conclude that research has shown that industrial employers still insist that technical competency is the most important skill that vocational and technical graduates should acquire. Other necessary workplace skills are communication skills, interpersonal skills, critical and problem-solving skills, self-motivation and management skills. This combination of skills forms the new workplace literacy. They also suggest that current technical education and training systems in Malaysia need to be improved to ensure that there will be no shortage of workers skilled in the new workplace literacy.