Editorial

Abstract

This Special Issue of the Journal of Education and Work continues the focus on the ‘high skills’ thesis featured in an earlier Special Issue of this journal 1. It does so through a study of skill formation in post‐apartheid South Africa. The overarching theme of the articles is to provide an account and evaluation of the attempt by the South African government and its partners to ‘overcome the historical imprint of a particular “low skills regime” ’. The articles provide a critique of the high skills argument, particularly as regards its application to developing countries such as South Africa.