Comfortably numb: Behind the policy push for skill and qualification recognition systems in Southern Africa

IF 2.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Stephanie Allais, Carmel Marock
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引用次数: 0

Abstract

This paper interrogates the disjuncture between skill and qualification recognition policies in the Southern African Development Community (SADC) from the lived realities of labour migration. Drawing on document analysis, interviews, and surveys with migrants, employers, and policy actors, we show a performative policy landscape with little connection to the problems it officially claims to solve. While national and regional qualifications frameworks claim to facilitate labour mobility and economic integration, their actual impact remains negligible—particularly for low-skilled migrants for whom formal credentialing is largely irrelevant. Conversely, for high-skilled migrants, recognition processes are slow, fragmented, and frequently obstructive. We argue that the extensive policy-busyness in these systems can be understood as a technocratic process of constructing skill recognition as a central problem experienced by migrants, deflecting attention from deeper structural issues such as wage inequality, segmented labour markets, and exclusionary migration regimes. The ‘policy busy-ness’ sustains a false ‘win-win’ narrative while ignoring underlying power asymmetries.
舒适的麻木:在南部非洲推动技能和资格认证系统的政策背后
本文从劳动力迁移的现实出发,探讨了南部非洲发展共同体(SADC)的技能和资格认可政策之间的脱节。通过对文件分析、访谈和对移民、雇主和政策参与者的调查,我们展示了一个与官方声称要解决的问题几乎没有联系的实效性政策景观。虽然国家和地区资格认证框架声称促进了劳动力流动和经济一体化,但它们的实际影响仍然可以忽略不计——特别是对那些正规资格认证在很大程度上无关紧要的低技能移民而言。相反,对于高技能移民来说,识别过程是缓慢的、分散的,而且经常是阻碍的。我们认为,这些系统中广泛的政策繁忙可以理解为一个技术官僚的过程,将技能认可构建为移民经历的核心问题,转移了对工资不平等、劳动力市场分割和排外移民制度等更深层次结构性问题的关注。“政策繁忙”维持了一种虚假的“双赢”叙事,同时忽视了潜在的权力不对称。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
International Journal of Educational Development
International Journal of Educational Development EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.20
自引率
12.00%
发文量
106
审稿时长
40 days
期刊介绍: The purpose of the International Journal of Educational Development is to foster critical debate about the role that education plays in development. IJED seeks both to develop new theoretical insights into the education-development relationship and new understandings of the extent and nature of educational change in diverse settings. It stresses the importance of understanding the interplay of local, national, regional and global contexts and dynamics in shaping education and development. Orthodox notions of development as being about growth, industrialisation or poverty reduction are increasingly questioned. There are competing accounts that stress the human dimensions of development.
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