This thesis examines the Mayer Report as an example of national education policy developed after the Australian Education Council ( AEC) endorsed the 'Common and agreed national goals for schooling in Australia' in Hobart, April 1989. This examination shows clearly that the Mayer Report is a product of the prevailing ideologies of the Federal Labor Government in the early 1990s. This ideology included a commitment to social justice albeit within an economic framework. Just as corporate managerialism sought a more efficient, effective and flexible public service, the Mayer Report sought to emphasise in education and training the skills that an efficient, effective and flexible workforce would require. However, this thesis also shows that fears expressed about industry controlled post-compulsory schooling have not been realised. First, the Mayer Committee saw the Key Competencies as only some of the outcomes of education. Secondly, post- compulsory schooling reflects very sharply the different education systems within Australia. Any consistent national approach to schooling that would seem to threaten the autonomy of the states and territories has little chance of success. Finally, the thesis demonstrates that the general statements of the key competencies are worthy of the title, 'The basics of education in an information age'.