Social Ecosystem for Skills Research: Inclusivity, Relationality and Informality

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dc.contributor.authorMetelerkamp, Luke
dc.contributor.authorMonk, David
dc.date.accessioned2026-10-14T06:52:47Z
dc.date.available2026-10-14T06:52:47Z
dc.date.issued2023
dc.descriptionOpen Access
dc.description.abstractEighty per cent of Africans work in the informal economy. This chapter considers the highly informal, unregulated and often marginalized contexts that form the majority experience of living, working and learning. Situating the praxis of horizontal learning within these very normal contexts of informality demands renewed analysis into the questions of how horizontal learning is facilitated, by whom, with what resources, and why. This is explored through two empirical case studies offering distinct lenses on the informal sector. In Gulu, the current dynamics of learning and inclusion among informal traders and community initiatives are considered. In Alice, South Africa, the chapter reflects on efforts by formal institutions to support expansive informal learning through food-growing initiatives.
dc.identifier.citationMetelerkamp, L., & Monk, D. (2023). Social ecosystem for skills research: Inclusivity, relationality and informality. In Transitioning Vocational Education and Training in Africa: A Social Skills Ecosystem Perspective (pp. 75-96). Bristol University Press. https://doi.org/10.51952/9781529224658.ch005
dc.identifier.isbn9781529224658
dc.identifier.urihttp://hdl.handle.net/20.500.14270/979
dc.language.isoen
dc.publisherBristol University Press
dc.subjectSkills ecosystems
dc.subjectInformal learning
dc.subjectVocational education
dc.subjectInclusion
dc.subjectRelationality
dc.subjectAfrica
dc.titleSocial Ecosystem for Skills Research: Inclusivity, Relationality and Informality
dc.typeBook chapter

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