{"title":"Comfortably numb: Behind the policy push for skill and qualification recognition systems in Southern Africa","authors":"Stephanie Allais, Carmel Marock","doi":"10.1016/j.ijedudev.2025.103459","DOIUrl":null,"url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"120 ","pages":"Article 103459"},"PeriodicalIF":2.6000,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Educational Development","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0738059325002573","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/12/20 0:00:00","PubModel":"Epub","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.
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.