This publication is the first detailed critique of knowledge-based development aid and what it means in both theory and practice. The study examines four of the most influential international development agencies including the World Bank. It is essential reading for development specialists and of interest to comparative educationalists.
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 academic drift 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.