Despite the transition from apartheid to democracy, South Africa is the most unequal country in the world. Its extremes of wealth and poverty undermine intensifying struggles for a better life for all. The wide-ranging essays in this sixth volume of the New South African Review demonstrate how the consequences of inequality extend throughout society and the political economy, crippling the quest for social justice, polarising the politics, skewing economic outcomes and bringing devastating environmental consequences in their wake. Contributors survey the extent and consequences of inequality across fields as diverse as education, disability, agrarian reform, nuclear geography and small towns, and tackle some of the most difficult social, political and economic issues. How has the quest for greater equality affected progressive political discourse? How has inequality reproduced itself, despite best intentions in social policy, to the detriment of the poor and the historically disadvantaged? How have shifts in mining and the financialisation of the economy reshaped the contours of inequality? How does inequality reach into the daily social life of South Africans, and shape the way in which they interact? How does the extent and shape of inequality in South Africa compare with that of other major countries of the global South which themselves are notorious for their extremes of wealth and poverty? South African extremes of inequality reflect increasing inequality globally, and The Crisis of Inequality will speak to all those - general readers, policy makers, researchers and students - who are demanding a more equal world.

EPDF and EPUB available Open Access under CC-BY-NC-ND licence. The transition to more just and sustainable development requires radical change across a wide range of areas and particularly within the nexus between learning and work. This book takes an expansive view of vocational education and training that goes beyond the narrow focus of much of the current literature and policy debate. Drawing on case studies across rural and urban settings in Uganda and South Africa, the book offers a new way of seeing this issue through an exploration of the multiple ways in which people learn to have better livelihoods. Crucially, it explores learning that takes place informally online, within farmers' groups, and in public and private educational institutions. Offering new insights and ways of thinking about this field, the book draws out clear implications for theory, policy and practice in Africa and beyond.

In the face of the continuing national tragedy of the inequality, poverty and unemployment which have triggered rising working-class discontent around the country, the ANC announced a 'second phase' of the 'national democratic revolution' to deal with the challenges. Ironically, the ANC post-Mangaung has resolved to preserve the core tenets of the minerals-energy-financial complex that defined racial capitalism - while at the same time ratcheting up the revolutionary rhetoric to keep the working class and marginalised onside. If the 'first phase' was a tragedy of the unmet expectations of the majority, is the 'second phase' likely to be a farce? The chapters in this volume are written by experts in their fields and address issues of politics, power and social class; economy, ecology and labour; public policy and social practice; and South Africa beyond its borders. They examine some of these challenges, and indicate that they are as much about the defective content of policies as their poor implementation. The third volume of the New South African Review continues the series by providing in-depth analyses of the key issues facing the country today.

This book assesses the impact and implementation of national qualifications frameworks in sixteen different countries. It presents two major lessons for policy makers thinking of introducing a National Qualifications Framework (NQF). First, that an NQF is only a way of framing existing provision; it cannot on its own, lead to the acquisition of skills or knowledge. Second, as an attempt to standardize learning- something that is only to a limited extent standardizable, NQFs have disadvantages as well as advantages. The research was funded by the International Labour Organization (ILO) and the European Training Foundation (ETF) and, partly as a result of the ILO/ETF Report, the Editors were asked by the World Bank to help them in advising the government of India on introducing a NQF for vocational qualifications. Building on the findings of the report, the editors of this book presented an NQF implementation strategy to the Government of India on behalf of the World Bank. It laid out the steps and stages that would be involved and took account of the earlier experiences of introducing an NQF. Although this strategy was prepared specifically for the Government of India, others who have read it felt it deserved wider circulation. The report has therefore been included in this volume. Since this research was undertaken, the number countries, especially developing countries, implementing or introducing a NQF has continued to increase. This book will be of interest to policy makers and researchers. This book was originally published as a special issue of the Journal of Education and Work.

Es gibt einen steigenden Bedarf an beruflich-wissenschaftlicher Bildung in Wissenschaft, Arbeitsmarkt und Gesellschaft. Dennoch verharren viele Akteure in Bezug auf die berufliche und wissenschaftliche Bildung im traditionellen Saulendenken, starke gesellschaftliche Krafte halten an ihrer institutionellen Trennung im Bildungssystem fest. Der Band will den Diskurs uber das Verhaltnis und die Integration von beruflicher und wissenschaftlicher Bildung reflektieren und erweitern. In einer Reihe von Beitragen namhafter Erziehungswissenschaftler*innen aus dem In- und Ausland werden theoretische, konzeptionelle und praktische Gestaltungsfragen fur eine Qualifizierung diskutiert, die die Anschlussfahigkeit von wissenschaftlicher und beruflicher Bildung innerhalb und zwischen den Studiengangen in eine integrative Perspektive stellt.