Skills development and structural change: possibilities for and limitations of redressing structural racial inequalities in South Africa

Improving structural racial equality for historically-disadvantaged Black South Africans, including low-skilled and unemployed adults and youths, is a pertinent challenge for the South African government during the ongoing transition from apartheid capitalism to post-apartheid capitalism. Within the framework of the National Skills Development Strategy (NSDS), the introduction of ‘‘learnerships’’ and ‘‘learning programmes’’, which include structured learning programmes, learnerships, apprenticeships and skills programmes, has had some impact. But emerging theoretical perspectives assert that apartheid structural racial inequalities persist and that structural reform is imperative. Opposing positions translate into two perspectives on social transition: either capitalism can be de-racialised, or capitalism in South Africa should be dismantled in order to de-racialise it. After a review of relevant literature and governmental documents, the author identifies five structural and pedagogical barriers as likely causes for low completion rates of skills development courses and concludes that structural reform needs more favourable political and economic conditions in order to be successful.International Bibliography of Social Science

Confirming the Effectiveness of the Requirements Generation Model

Product quality is directly related to how well that product meets the customer’s needs and intents. It is paramount, therefore, to capture customer requirements correctly and succinctly. Unfortunately, most development models tend to avoid, or only vaguely define the process by which requirements are generated. Other models rely on formalistic characterizations that require specialized training to understand. To address such drawbacks we introduce the Requirements Generation Model (RGM) that (a) decomposes the conventional “requirements analysis” phase into sub-phases which focus and refine requirements generation activities, (b) constrains and structures those activities, and (c) incorporates a monitoring methodology to assist in detecting and resolving deviations from process activities defined by the RGM. The results of an industry-based study are also presented and substantiate the effectiveness of the RGM in producing a better set of requirements

SMEs entry mode decision making process: Rational or cybernetic?

Entry mode choice is a critical decision when a firm expends its business to foreign markets. By applying rational and cybernetic strategies to international strategic decision-making process, this paper investigates how small and medium sized firms (SMEs) decision makers decide their entry mode choices. By focusing on the entry decision making process, this research distinguishes the prior entry mode studies that emphasize the relationship between influencing factors and their impacts on entry mode choices. The results of this study show that SME managers normally adapt a combination of rational and cybernetic strategies in their international entry decision making process. This highlights that SMEs’ international entry decision making process is dynamic and complex

The Impact of advice on women's and men's selection into competition

We conduct a laboratory experiment to study how advice affects the gender gap in the entry into a real-effort tournament. Our experiment is motivated by the concerns raised by approaching the gender gap through affirmative action. Advice is given by subjects who have already had some experience with the participation decision. We show that advice improves the entry decision of subjects, in that forgone earnings due to wrong entry decisions go significantly down. This is mainly driven by significantly increased entry of strong performing women, who also become significantly more confident, and reduced entry of weak performing men

Validating process refinement with ontologies

Peer reviewedPublisher PD

Adult education, globalisation and inequality in South Africa. Searching for new analytical frameworks

Researchers have reported recently that inequalities emerging under conditions of globalisation are creating barriers to participation in adult learning. According to some studies, South Africa has become the most unequal society in the world. Structural inequalities in South African present an opportunity to develop a socio-political perspective to explain how structural inequalities create structural institutional barriers which prohibit black people from participating in adult learning, and to analyse the extent to which these barriers have been addressed. The South African state faces the challenge of creating more fundamental change to address persisting inequalities and barriers to participation in adult learning