Explores the intersection of the concepts of competence and citizenship in the context of modern British education. The overall thesis is that the workplace should no longer drive developments in post-compulsory education, as the dominant source of values, standards, and curriculum. The author examines how rightist politics came to emphasize minimalist notions of citizenship and competence, and how that emphasis affected structures of opportunity and risk experienced by young people. The author argues for a "maximal" understanding of the goals of education which derives from broad frameworks providing learners with the means for interpreting experience and for acting in a broader social world. Annotation c. by Book News, Inc., Portland, Or.