The aim of this paper is to define and articulate the purpose of FET colleges in South Africa
using selected international comparisons. To achieve this,
• the study reviewed the theoretical basis of the Technical and Vocational Education
and Training (TVET) systems,
• undertook a comparative analysis how other developmental states have used the
theoretical underpinnings to develop their TVET policies, and then
• Argues for the reconceptualization of the role or purpose of TVET in South Africa.
Conceptualising the role or purpose of TVET requires an understanding of TVET history and
its theoretical underpinnings. Historically, formal TVET has been closely tied to the process
of industrialization and economic development, and therefore TVET policies have often been
dominated by an economic and equity perspectives (UNESCO, 2012). The evolution of
TVET systems and transformation over the years has been based on perceived role of TVET
in relation to economic and or human development (Tikly, 2013).
Theoretical contestations on the role of TVET ranges from the productivity or economic
approach, which is based on neo-liberal assumptions that training leads to productivity
which, in turn, leads to economic growth (training for growth). The other assumption is that
skills lead to employability, which in turn, leads to jobs (skills for jobs). On the other hand the
human development theory asserts that TVET provisioning should be aimed at sustainable
development or livelihoods. Furthermore, recent theories like the capabilities approach see
the TVET as a means for supporting the development of a range of capabilities that are
conceived as opportunities to develop functionings that individuals, their communities and
society at large have reason to value.
On the back of these broad theoretical contestations, the paper reviewed the empirical
literature on how other developmental states have used the theoretical underpinnings to
develop their TVET policies. Countries with well-functioning TVET systems and similar
middle-income countries were reviewed, namely: Korea, Singapore, Germany and India.
The analysis revealed that in countries like Korea and Singapore, the success of the TVET
system is based on the involvement of the government in ensuring that the purpose of the
TVET systems is reformed in line with the phases of the country’s economic development.
Based on Asian experience (Korea, Singapore, and Taiwan), it can be concluded that
success with vocational education is built on the understanding that each stage of
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development requires a TVET approach that prepares the country for the next stage of its
developmental path. Furthermore, to increase returns on investment, demand-driven
approaches to vocationalisation need to be developed relevant to the stage of economic
development, the type of the economy and regional specifics.
A review of the current policy pronouncements by government revealed a disjuncture
between the Green Paper (2012) which asserts that TVET colleges should not be ‘all things
to all possible learners’ and other government policy documents which would want the
purpose of TVET sector to be broadened. The thrust is for the sector to include national
social and economic goals such as economic growth and development, poverty reduction,
employment creation, unequal income distribution, sustainable livelihoods, youth
development, innovation and industrial advancement by providing high quality education and
training programmes in the democratic developmental state.
Given South Africa is currently faced with challenges such as chronic unemployment,
inequality, and poverty; the paper argues that the South African TVET system needs to be
strengthened in order provide access to high quality technical vocational education for all
(youth and adults), without losing sight of the TVET’s special relationship with the worlds-ofwork
(McGrath, 2012:627). To achieve this, the theoretical grounding of the SA TVET policy
needs to shift from the human capital approach, and broadened to include the human capital
approach, human capability and sustainable development approaches. On an operational
level, SA needs to customise the best practices from the Singapore, Korea and Germany
models into a new SA TVET model. This model should take into account the South African
economic development phases, social-economic development challenges, and learner and
community expectations.
Thus, the paper calls for a TVET system located in a developmental state, aimed at helping
learners secure sustainable livelihoods. In the medium to long-term, South Africa’s
developmental needs include economic growth, equity and transformation. The system
should link education provisioning to the developmental needs of the country. It will be a
TVET system located in the democratic developmental state. The purpose of such a TVET
system is to create opportunities for youth and adults to acquire skills, knowledge and values
for lifelong learning. The curriculum therefore needs to address the needs of the learners,
industry, and community or society.
The development of job-related skills is, therefore, not only part of the TVET College sector’s
purpose but also employment creation, poverty reduction, socio-economic equality and
inclusive economic growth as part of a multi-pronged strategy. The idea is not to underplay
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the economic rationale of TVET provision, but rather to highlight the need for colleges to
subscribe to a broader developmental agenda beyond the rigidly narrow economic
development approach.