{"id":{"repo_id":"cape-town","oai_identifier":"oai:open.uct.ac.za:11427/38455"},"canonical_url":"https://search.dev.ndltd.org/etd/cape-town/oai:open.uct.ac.za:11427/38455","repository":{"repo_id":"cape-town","name":"University of Cape Town","base_url":"https://open.uct.ac.za/oai/request"},"display":{"title":"The integration of education and training in further education and training : towards a pedagogy of mode-switching","abstract":"The integration of different types and areas of knowledge and skills is being explored for the first time in the official discourse on educational reconstruction in South Africa. The reasons for this are bound up with the country's general global conditions of capital accumulation and its political and social history. The conceptually and practically integrated curricula envisaged pose some challenges that will have to be addressed. On the one hand, the culture of democracy presently being introduced in the educational arena leads to notions of learner autonomy, self-realisation, recognition of diversity, and socio-economic redress and equity. On the other hand, the present conditions of capital accumulation accentuate the market discourse of efficiency, competitiveness and tangible outcomes.","abstract_html":"The integration of different types and areas of knowledge and skills is being explored for the first time in the official discourse on educational reconstruction in South Africa. The reasons for this are bound up with the country's general global conditions of capital accumulation and its political and social history. The conceptually and practically integrated curricula envisaged pose some challenges that will have to be addressed. On the one hand, the culture of democracy presently being introduced in the educational arena leads to notions of learner autonomy, self-realisation, recognition of diversity, and socio-economic redress and equity. On the other hand, the present conditions of capital accumulation accentuate the market discourse of efficiency, competitiveness and tangible outcomes.","abstract_has_math":false,"creators":["Edwards, Lucy"],"institution":"School of Education","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1999,"date_issued":"1999","date_published":"1999","updated_at":"2026-07-22T22:22:52Z","subjects":["Adult Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11427/38455","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Edwards, Lucy"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2023-09-08T07:45:19Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2023-09-08T07:45:19Z"]},{"key":"dc:date.issued","label":"Date","values":["1999"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["School of Education"]},{"key":"dc:type","label":"Dc Type","values":["Master Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Masters","MPhil"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Adult Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/11427/38455"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The integration of different types and areas of knowledge and skills is being explored for the first time in the official discourse on educational reconstruction in South Africa. The reasons for this are bound up with the country's general global conditions of capital accumulation and its political and social history. The conceptually and practically integrated curricula envisaged pose some challenges that will have to be addressed. On the one hand, the culture of democracy presently being introduced in the educational arena leads to notions of learner autonomy, self-realisation, recognition of diversity, and socio-economic redress and equity. On the other hand, the present conditions of capital accumulation accentuate the market discourse of efficiency, competitiveness and tangible outcomes."]},{"key":"dc:title","label":"Title","values":["The integration of education and training in further education and training : towards a pedagogy of mode-switching"]}]}],"canonical_facts":{"dc:creator":["Edwards, Lucy"],"dc:date.accessioned":["2023-09-08T07:45:19Z"],"dc:date.available":["2023-09-08T07:45:19Z"],"dc:date.issued":["1999"],"dc:description.abstract":["The integration of different types and areas of knowledge and skills is being explored for the first time in the official discourse on educational reconstruction in South Africa. The reasons for this are bound up with the country's general global conditions of capital accumulation and its political and social history. The conceptually and practically integrated curricula envisaged pose some challenges that will have to be addressed. On the one hand, the culture of democracy presently being introduced in the educational arena leads to notions of learner autonomy, self-realisation, recognition of diversity, and socio-economic redress and equity. On the other hand, the present conditions of capital accumulation accentuate the market discourse of efficiency, competitiveness and tangible outcomes."],"dc:identifier.uri":["http://hdl.handle.net/11427/38455"],"dc:publisher.department":["School of Education"],"dc:subject":["Adult Education"],"dc:title":["The integration of education and training in further education and training : towards a pedagogy of mode-switching"],"dc:type":["Master Thesis"],"dc:type.qualificationlevel":["Masters","MPhil"]},"updated_at":"2026-07-22T22:22:52Z"}