Knowledge, Curriculum and Qualifications for South African Further Education

摘要: All countries, and South Africa is no exception, face acute dilemmas in modernising their systems of upper secondary further education training. Faced with pressures from the fast changing world work, this sector has become characterized by political slogans stressing skill development, improved access participation, accountability providers through some form market. On other hand, phenomenon 'academic drift' reveals that students increasingly see future as progressing to higher education. Policymakers attempt resolve these competing demands calling for transferable, portable outcomes qualifications new currency an market-type system. Whilst acknowledging context, book seeks remind policymakers, researchers teachers continue training not primarily achieve or but acquire knowledge, be it disciplinary, professional vocational. Knowledge bound contexts which acquired used, important those who do progress university do, must starting point reform curriculum, pedagogy qualifications. Although focused on current situation Africa, offers a set refreshing, well-argued messages working both developed developing countries.