AllaisS. (2007). The Rise and Fall of the NQF: A Critical Analysis of the South African National Qualifications Framework. Unpublished doctoral dissertation. Johannesburg: University of the Witwatersrand.
2.
EdwardsA. (2010). Being an Expert Professional Practitioner: The Relational Turn.London: Springer.
3.
FenwickT. (2010). ‘Let the river run: Education futures and globalization’. Keynote address to the Vice Chancellor's Annual Julius Nyerere Lecture on Lifelong Learning, University of Western Cape, South Africa, October 2010.
4.
Lotz-SisitkaH. & RamsarupP. (2015). ‘Learning pathways in a transforming society’, 4th Ben Parker Memorial Lecture 22 January 2015, SAQA, Pretoria.
5.
MullerJ. (2009). Forms of knowledge and curriculum coherence. Journal of Education and Work, 22:3, 205–226.
6.
SoudienC. (2012). ‘Whither progressive education and training in South Africa’, the 3rd Ben Parker Memorial Lecture, 6 March, SAQA, Pretoria.
7.
SoudienC. (2013). ‘Debating educational futures’, panel discussion at the close of the South African Education Association (SAERA) 30 January, Klein Kariba Resort, Limpopo Province, South Africa.
8.
StromquistN. (2014). Keynote speech at the international AAE colloque ‘Les sciences sociales européennes de l'éducation et de la formation face à la globalisation: réflexions pour un nouveau cadre réflexif et critique’; Université of Picardie Jules Verne, Amiens, France, 17–19 November.
9.
WaltersS. & IsaacsS. (2014). ‘National qualifications frameworks governing knowledge: Insights from South Africa’. In FenwickT.MangezE., & OzgaJ. (Eds) Governing Knowledge: Comparison, Knowledge-Based Technologies and Expertise in the Regulation of Education, World Year Book 2014.
10.
WaltersS. (2011). ‘Lifelong learning and connected-up development: Insights from South Africa’. In YangJ. & Valdes-CoteraR. (Eds), Conceptual Evolution and Policy Developments in Lifelong Learning (pp. 114–119). Hamburg: UNESCO Institute for Lifelong Learning.
11.
YoungM. (2009). Education, globalization and the 'voice of knowledge’. Journal of Education and Work, 22:3, 193–204.
