Moira Nelson

Education reduces the intergenerational transfer of poverty and boosts growth according to the Social Investment (SI) approach (Morel, Palier, and Palme 2011). However, educational systems differ in their capacity to promote equality and produce the skills needed in today‘s knowledge economies. Despite extensive scholarship on how education policies vary in terms of their social and economic effects, SI research has only begun to incorporate or otherwise problematize this heterogeneity. Further theorizing is needed to explore how different education policies stand to realize the aims of SI and draw out possible trade-offs and tensions.