ABSTRACT

In many countries, the contours of skills formation systems are traced back to early struggles over control of apprenticeship. This paper uses a curriculum lens to examine two distinctive policy moments in the history of formal apprenticeships in South Africa and to trace the legacy imprint of direct and indirect race-based exclusion as well as the imprint of educational deprivation in social class terms. The policy trajectory shows how an apprenticeship curriculum that had to cater for White working-class youth with low educational credentials led to a steady erosion of the formal knowledge component of the curriculum in favour of practical workplace experience. Alongside race-based exclusion, a neglect of science-based knowledge emerges as a lasting curriculum legacy of apprenticeship trajectories under conditions of segregation, Apartheid and their colonial precursors.

摘要

在许多国家，技能形成系统的轮廓可以追溯到早期对学徒制控制的斗争。本文使用课程视角来考察南非正式学徒制历史上的两个不同政策时刻，并追溯直接和间接基于种族的排斥的遗留印记，以及社会阶层术语中教育剥夺的印记。政策轨迹表明，学徒课程必须迎合教育证书低的白人工人阶级青年，导致课程的正式知识部分不断受到侵蚀，而有利于实际的工作场所经验。除了基于种族的排斥之外，对基于科学的知识的忽视也成为隔离条件下学徒轨迹的持久课程遗产，种族隔离及其殖民前身。