|Knowledge, curriculum and qualifications for South African Further Education|
Michael Young, Jeanne Gamble (eds)
All countries, and South Africa is no exception, face acute dilemmas in modernising their systems of upper secondary and further education and training. Faced with pressures from the fast changing world of work, this education sector has become characterized by political slogans stressing skill development, improved access and participation, and the accountability of providers through some form of market. On the other hand, the phenomenon of Ďacademic driftí reveals that students increasingly see their future as progressing to higher education. Policymakers attempt to resolve these competing demands by calling for transferable, portable outcomes and qualifications as the new currency of an increasingly market-type system.
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