Abstract
To assess what a skills policy should be for this new era of globalization, we first consider the nature of third-generation globalization, to understand its drivers, structure, and dynamics. Then we assess the commonly proposed responses. We offer a critical focus on five interrelated assumptions and tactics that underlie many current skill development and education proposals. We find that skill development policy should focus on a workforce portfolio of skills across the spectrum rather than narrowly defined skill and education areas or segments of the workforce.