Cosatu's policy on worker education, 1985-1992 : changes and continuities

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dc.contributor.advisorCooper, Lindaen_ZA
dc.contributor.advisorGrossman, Jonathanen_ZA
dc.contributor.authorAndrew, Sallyen_ZA
dc.date.accessioned2014-08-30T06:00:31Z
dc.date.available2014-08-30T06:00:31Z
dc.date.issued2003en_ZA
dc.descriptionBibliography: leaves 164-176.en_ZA
dc.description.abstractThe South African literature on worker education notes developments in Cosatu's approach to education from the 1980's to the 1990's. I critically explore the changes and continuities evident in Cosatu's policy on worker education from 1985 to 1992. I examined the national documentation produced by Cosatu during these years and conducted selected interviews with 11 people in the Western Cape who were active in Cosatu during this period. I qualitatively categorise and analyse the information on Cosatu's policy. Secondary data, together with the interviews provide both illustrative and contextual information on the policy, practice and politics of Cosatu at that time. The approach to worker education contained in the policy from 1985 to 1988 can be distinguished from that of the 1989-1992 period. Cosatu's policy on worker education in the 1985-1988 period contained a critique of capitalist education, an argument that education should contribute to socialist transformation, and the assertion of an 'alternative' education founded on progressive principles. In the 1989-1992 period some of the progressive principles evident in the 1985-1988 policy on worker education were still asserted. However there were stark changes from the earlier policy. The 1989-1992 policy asserted that education should assist with reconstructing the economy and developing individual careers. Cosatu was no longer promoting an alternative to the existing capitalist education, but was pushing for workers to have greater access to this system. I characterise the dominant approach to worker education of the 1985-1988 period as 'radical' or 'transformatory', whereas the 1989-1992 period increasingly manifested elements of a 'service' and 'instrumental' approach, which I characterise as 'reformist'.en_ZA
dc.identifier.apacitationAndrew, S. (2003). <i>Cosatu's policy on worker education, 1985-1992 : changes and continuities</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/6775en_ZA
dc.identifier.chicagocitationAndrew, Sally. <i>"Cosatu's policy on worker education, 1985-1992 : changes and continuities."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2003. http://hdl.handle.net/11427/6775en_ZA
dc.identifier.citationAndrew, S. 2003. Cosatu's policy on worker education, 1985-1992 : changes and continuities. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Andrew, Sally AB - The South African literature on worker education notes developments in Cosatu's approach to education from the 1980's to the 1990's. I critically explore the changes and continuities evident in Cosatu's policy on worker education from 1985 to 1992. I examined the national documentation produced by Cosatu during these years and conducted selected interviews with 11 people in the Western Cape who were active in Cosatu during this period. I qualitatively categorise and analyse the information on Cosatu's policy. Secondary data, together with the interviews provide both illustrative and contextual information on the policy, practice and politics of Cosatu at that time. The approach to worker education contained in the policy from 1985 to 1988 can be distinguished from that of the 1989-1992 period. Cosatu's policy on worker education in the 1985-1988 period contained a critique of capitalist education, an argument that education should contribute to socialist transformation, and the assertion of an 'alternative' education founded on progressive principles. In the 1989-1992 period some of the progressive principles evident in the 1985-1988 policy on worker education were still asserted. However there were stark changes from the earlier policy. The 1989-1992 policy asserted that education should assist with reconstructing the economy and developing individual careers. Cosatu was no longer promoting an alternative to the existing capitalist education, but was pushing for workers to have greater access to this system. I characterise the dominant approach to worker education of the 1985-1988 period as 'radical' or 'transformatory', whereas the 1989-1992 period increasingly manifested elements of a 'service' and 'instrumental' approach, which I characterise as 'reformist'. DA - 2003 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2003 T1 - Cosatu's policy on worker education, 1985-1992 : changes and continuities TI - Cosatu's policy on worker education, 1985-1992 : changes and continuities UR - http://hdl.handle.net/11427/6775 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/6775
dc.identifier.vancouvercitationAndrew S. Cosatu's policy on worker education, 1985-1992 : changes and continuities. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2003 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/6775en_ZA
dc.language.isoeng
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEducationen_ZA
dc.titleCosatu's policy on worker education, 1985-1992 : changes and continuitiesen_ZA
dc.typeThesis
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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