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The study analyses how the national education policy in the age of globalization is a result of an adjustment and transformation of the international education policy and trends. The author enquires how the national level in Norway comprehended the international educational accountability policy and transformed it to fit the Norwegian context

"Recent research has established that employment risk shapes social policy preferences. However, risk is often conceptualized as an alternative measure of the socio-economic status. We show that employment risk and socio-economic status are distinct, crosscutting determinants of social policy preferences. More specifically, we analyze the policy preferences of high-skilled labor market outsiders as a cross-pressured group. We first establish that labor market vulnerability has spread well into the more highly educated segments of the population. We then show that the effect of labor market vulnerability on social policy preferences even increases with higher educational attainment. We conclude that that labor market risk and educational status are not interchangeable and that the high skilled are particularly sensitive to the experience of labormarket risk. Thereby, our findings point to a potential cross-class alliance between more highly and lower skilled vulnerable individuals in support of a redistributive and activating welfare state. Thus, they have far-reaching implications for our understanding of both the politicization of insider/outsider divides and the politics of welfare support." (Author's abstract, IAB-Doku) ((en))

The need for better data on the performance of higher education has become a major focus of education policymakers, and this has been reflected in federal legislation. Community colleges are appropriately held accountable for the workforce outcomes of their students, but the data that are gathered to evaluate those outcomes must reflect the post-college occupational experiences of their students: child-care providers, engineers, nurses, general contractors, and members of the armed forces. To better understand the current state of linkages between education and workforce outcomes, in this report, the authors examine the following issues: 1. The assumptions federal legislation makes about linkages between education and workforce outcomes; 2. The data needed to document those outcomes; and 3. How well current data collection systems capture the workforce outcomes of educational pursuits. ; American Association of Community Colleges (AACC)