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Is our skills system ready for a sustainability transition?

South African Journal of Science, 2024-09, Vol.120 (9/10)

Allais, Stephanie

2024

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Selling Out Education: National Qualifications Frameworks and the Neglect of Knowledge

Allais, Stephanie

1, 2014

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Skills for industrialisation in sub-Saharan African countries: why is systemic reform of technical and vocational systems so persistently unsuccessful?

Journal of vocational education & training, 2022-07, Vol.74 (3), p.475-493

Allais, Stephanie

2022

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Why skills anticipation in African VET systems needs to be decolonized: The wide-spread use and limited value of occupational standards and competency-based qualifications

International journal of educational development, 2023-10, Vol.102, p.102873, Article 102873

Allais, Stephanie

2023

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How the global VET toolkit weakened local colleges in South Africa

Journal of vocational education & training, 2024-10, p.1-20

Allais, Stephanie

2024

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Will skills save us? Rethinking the relationships between vocational education, skills development policies, and social policy in South Africa

International journal of educational development, 2012-09, Vol.32 (5), p.632-642

Allais, Stephanie

2012

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Towards measuring the economic value of higher education: lessons from South Africa

Comparative education, 2017-02, Vol.53 (1), p.147-163

Allais, Stephanie

2017

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The impact and implementation of national qualifications frameworks: a comparison of 16 countries

Journal of education and work, 2011-09, Vol.24 (3-4), p.233-258

Allais, Stephanie M.

2011

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A critical perspective on large class teaching: The political economy of massification and the sociology of knowledge

Higher education, 2014-06, Vol.67 (6), p.721-734

Allais, Stephanie

2014

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Crediting worker education? Insights from South African experiences

Social dynamics, 2021-09, Vol.47 (3), p.550-567

Allais, Stephanie

2021

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The past, present, and future of workers' education in South Africa

Social dynamics, 2021-09, Vol.47 (3), p.488-497

Allais, Stephanie

2021

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The changing faces of the South African national qualifications framework

Journal of education and work, 2011-09, Vol.24 (3-4), p.343-358

Allais, Stephanie M.

2011

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'Economics imperialism', education policy and educational theory

Journal of education policy, 2012-03, Vol.27 (2), p.253-274

Allais, Stephanie

2012

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Why the South African NQF Failed: lessons for countries wanting to introduce national qualifications frameworks

European journal of education, 2007-12, Vol.42 (4), p.523-547

ALLAIS, STEPHANIE MATSELENG

2007

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Labour market outcomes of national qualifications frameworks in six countries

Journal of education and work, 2017-07, Vol.30 (5), p.457-470

Allais, Stephanie

2017

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The shifting powers of educational knowledge: power relations between sociology and economics of education

Journal of curriculum studies, 2021-03, Vol.53 (2), p.197-211

2021

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What does it mean to conduct research into qualifications frameworks?

Journal of education and work, 2017-10, Vol.30 (7), p.768-776

Allais, Stephanie

2017

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Theorising the Relationship of Higher Education and the Public Good in Africa

Journal of higher education in Africa, 2022-11, Vol.20 (2), p.17-39

2022

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Editorial

Journal of higher education in Africa, 2022-11, Vol.20 (2), p.1-16

2022

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Beyond ‘supply and demand’: Moving from skills ‘planning’ to seeing skills as endogenous to the economy

Journal of vocational, adult and continuing education and training, 2022-11, Vol.5 (1), p.19

Allais, Stephanie Matseleng

2022

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Theorising the Relationship Between Higher Education and the Public Good in Africa

Journal of higher education in Africa, 2022-01, Vol.20 (2), p.17-40

2022

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Editorial

Journal of higher education in Africa, 2022-01, Vol.20 (2), p.1

2022

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Polarity in sociology of knowledge: the relationship between disciplinarity, curriculum, and social justice

Curriculum journal (London, England), 2019-06, Vol.30 (2), p.144-161

2019

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Claims vs. practicalities: lessons about using learning outcomes

Journal of education and work, 2012-07, Vol.25 (3), p.331-354

Allais, Stephanie

2012

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Implementing National Qualifications Frameworks Across Five Continents

1, 2013

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Is our skills system ready for a sustainability transition?

Selling Out Education: National Qualifications Frameworks and the Neglect of Knowledge

Skills for industrialisation in sub-Saharan African countries: why is systemic reform of technical and vocational systems so persistently unsuccessful?

Why skills anticipation in African VET systems needs to be decolonized: The wide-spread use and limited value of occupational standards and competency-based qualifications

How the global VET toolkit weakened local colleges in South Africa

Will skills save us? Rethinking the relationships between vocational education, skills development policies, and social policy in South Africa

Towards measuring the economic value of higher education: lessons from South Africa

The impact and implementation of national qualifications frameworks: a comparison of 16 countries

A critical perspective on large class teaching: The political economy of massification and the sociology of knowledge

Crediting worker education? Insights from South African experiences

The past, present, and future of workers' education in South Africa

The changing faces of the South African national qualifications framework

'Economics imperialism', education policy and educational theory

Why the South African NQF Failed: lessons for countries wanting to introduce national qualifications frameworks

Labour market outcomes of national qualifications frameworks in six countries

The shifting powers of educational knowledge: power relations between sociology and economics of education

What does it mean to conduct research into qualifications frameworks?

Theorising the Relationship of Higher Education and the Public Good in Africa

Editorial

Beyond ‘supply and demand’: Moving from skills ‘planning’ to seeing skills as endogenous to the economy

Theorising the Relationship Between Higher Education and the Public Good in Africa

Editorial

Polarity in sociology of knowledge: the relationship between disciplinarity, curriculum, and social justice

Claims vs. practicalities: lessons about using learning outcomes

Implementing National Qualifications Frameworks Across Five Continents

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