Lifelong learning through the four major stages of people’s development (Schuller and Watson 2009) embodies the need for integrated, connected-up approaches to development. I will reference briefly three examples in ...

The article explores the relationship between the state and NGOs in order to address the question: Is there a place for non-governmental, community based organisations in a democratic South African state? Section One ...

Worker education played a crucial role in the development of the trade union movement in South Africa and in the broader struggle for social transformation. This article reviews key moments and dynamics in the trajectory ...

The imperatives for lifelong learning in South Africa are driven by its reinsertion into the global economy and by the social and political necessities of equity and redress after the years of colonialism, segregation and ...

Unlike research into access and success for school-leavers entering higher education (HE) in South Africa, very little research has been conducted into adult learners in HE. Apart from generalized, albeit extensive, ...

In using “lifelong learning” as the frame to observe higher education institutions, our gaze focuses both internally and externally. Internally we see a concern to ensure high quality, and flexible teaching and learning ...

The South African Qualifications Authority (SAQA) recently commissioned a review of the career development field in South Africa. The review was designed to clarify what SAQA’s role might be in assisting learners throughout ...