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This book aims to answer the questions: What does globalization mean for education and training policy?; and What does it mean for women, particularly women of the working classes? It also aims to show that shows that global changes are gendered, racialized and classed. It explores the many conflicting and collaborative interests and the possibilities for opportunity and change as well as resistance, from the regionalized and national state, to training providers, femocrats and feminist educators, and unemployed working class women. Chapters one and two explore the theoretical background to globalization. Chapter three forms a bridge between these early theoretical chapters and the subsequent focus on the European Union (EU). The EU provides the focus for chapters four and five, which provide an in-depth analysis of the more theoretical concerns discussed in those early chapters. Chapters six, seven and eight continue the trajectory analysis of the previous chapters by turning the focus away from the regionalized bloc and onto the national state to consider the effect of the UK government on European education and training policy. Chapter nine returns to the theoretical concepts introduced in chapter two and repeats the argument that, despite the overwhelming force of globalization, we should not be led into a deterministic reading where we ignore the many conflicting and collaborative interests, and the possibilities for opportunity and change as well as resistance. The connection between education and training policy and the welfare state is explored. The chapter and the book is concluded by considering the possibilities of future educational responses to globalization, arguing that the neoliberal emphasis on educational standards and quantifiable qualification outcomes is in itself no answer, for even if all people left compulsory education extremely well qualified, other criteria would be used in the distribution of what, undoubtedly, will remain limited employment. It is argued that the task of educators is to encourage a critical engagement with, and questioning of, our world, and to demand accountability for the choices and decisions that are made.