Read the following passage.

A. Words like knowledge economy and information economy are part of our everyday vocabulary and underline the connection between the economy and education today. One way of explaining this connection is by understanding the driving force behind technological developments and the use thereof with the ideology of capitalism. A report from the World Bank defines a knowledge-based economy as an economy that '… relies primarily on the use of ideas rather than physical abilities and on the application of technology'. The rapid changing needs and demands for skilled workers are an integral part of the knowledge-based economy, and therefore, this report argues for lifelong learning. This means that ongoing training and learning is needed to be an active participant in a competitive, global knowledge-based economy. Because the application of technology is an integral part of education in such economy, technology adoption is strongly linked to the education of the labour force. Society therefore relies on technology as well as the creation and distribution of knowledge as part of knowledge economy.

B. The challenges that are brought along by a knowledge-based economy in especially developing countries like South Africa, are formulated as '… the dual challenge of addressing the longstanding issues of access, quality, and equity while moving towards a lifelong learning system'. Access to technology and technological literacy are a part of the challenges faced in developing countries like South Africa. These challenges are often described as the digital divide referring to those that have access to technology and technological skills and those that do not. Chau also warns that the push towards, for example, online education where the use of technology forms the basis masks the reality that not everyone has access to technology or the skills to use it and would therefore not benefit from it.

C. Lelliot also warns that this social embeddedness of technology leads to an unavoidable dilemma in Africa. Without advanced technology, Africa will be excluded from global development, but access to technology 'will bring new forms of exclusion and new risks'. Moreover, it has implications for distributive justice because where the money is spent on infrastructure to secure technology use, it means that that money cannot be used to provide people's basic needs like shelter, food, health care, and education. Although it is often assumed that technology will better the world and peoples' lives, there is no sufficient proof thereof in South Africa and the rest of Africa. Therefore, the push for the advancement of technology in these contexts could lead to even more poverty and exclusion, although it is difficult to believe or accept, especially when the optimistic view of technology is the prevailing one. 

D. The learning society promise, primarily created through technology, is viewed as a myth by some, because 'the very notion of learning is under-theocratized'. The learning societies, especially in Africa, are faced with unavoidable dilemmas concerning Information Communication Technology (ICT). Because of the lack of access and stable structure needed to use technology, the use thereof could lead to new forms of exclusion and risks. Furthermore, the use of ICT in education assumes that basic education is of a good standard, which is currently not the case, for example, in many African countries.

E. Not given in any of the above paragraphs.