ABSTRACT
In South Africa, technical and vocational education and training (TVET) is a recent term. It follows on an earlier policy appellation of further education and training (FET), which was split into distinctive academic, vocational and occupational tracks. Debates about the relationship between education and training remain topical (and contested) in policy terms and Michael Young’s constant injunction towards in-depth theorisation of qualifications reform and his unwavering insistence that knowledge matters in all domains of education has had a lasting impact on the framing and terms of engagement of such debates. In honour of this legacy, the chapter engages particularly with his theorisation of knowledge in the vocational curriculum.
