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Education service delivery

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  • Stephanie Matseleng Allais

    (Stephanie Matseleng Allais is Director: Research and Development, Umalusi, the Council for Quality Assurance in General and Further Education and Training; doctoral candidate at School of Public and Development Management, University of the Witwatersrand.)

Abstract

International trends towards outcomes-based qualifications frameworks as the drivers of educational reform fit in well with trends in service delivery and public sector reform. Education reform in South Africa provides a particularly interesting case study of this phenomenon, because of the very comprehensive outcomes-based national qualifications framework that was implemented shortly after the transition to democracy. Problems with the framework as a basis for education reform became rapidly apparent, and the system is now deadlocked in a series of unresolved policy reviews. A key to understanding this collapse is the role of knowledge in relation to education. The outcomes-based qualification framework approach turns out to have very little to do with education, and in fact to have the potential to increase educational inequalities, particularly in poor countries.

Suggested Citation

  • Stephanie Matseleng Allais, 2007. "Education service delivery," Progress in Development Studies, , vol. 7(1), pages 65-78, January.
    • Handle: RePEc:sae:prodev:v:7:y:2007:i:1:p:65-78
    DOI: 10.1177/146499340600700106
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    References listed on IDEAS

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    1. repec:ilo:ilowps:376646 is not listed on IDEAS
    2. Young, Michael., 2005. "National qualifications frameworks : their feasibility for effective implementation in developing countries," ILO Working Papers 993766463402676, International Labour Organization.
    3. Fine, Ben, 2000. "Endogenous Growth Theory: A Critical Assessment," Cambridge Journal of Economics, Cambridge Political Economy Society, vol. 24(2), pages 245-265, March.
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