Developmental TVET rhetoric in-action: the White Paper for post-school education and training in South Africa.

Autor/in	Akoojee, Salim
Titel	Developmental TVET rhetoric in-action: the White Paper for post-school education and training in South Africa.
Quelle	In: International journal for research in vocational education and training, 3 (2016) 1, S. 1-15Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2197-8646
DOI	10.13152/IJRVET.3.1.1
URN	urn:nbn:de:0111-pedocs-121923 urn:nbn:de:0168-ssoar-46741-2
Schlagwörter	Bildungspolitik; College; Community College; Lernsystem; Techniktraining; Demokratisierung; Entwicklungspolitik; Berufsausbildung; Arbeitsmarktbezogene Qualifikation; Berufsbildungssystem; Weiterbildung; Südafrika (Staat)
Abstract	This paper explores the extent to which latest developments in the Technical and Vocational Education and Training System in South Africa respond to key principles espoused for a developmental, democratic and inclusionary ideal. The White Paper for post school education and training approved by Cabinet in November, 2013 is referred to by the Minister as the "definitive statement of the governments vision for the post school system" and as such represents a crucial strategy document intended to chart the TVET direction to 2030. Using key theoretical constructs from development theory, this paper provides an assessment of the TVET strategy contained is the paper and explores the extent to which it does respond to the agenda defined by the promise. It is argued that the challenges outlined are not yet able to provide the blueprint for a TVET transformative vision. It is concluded that while the development rhetoric contained in the paper is plausible, the creative tinkering of the system is unlikely to lead to the radical revisioning necessary for a truly transformative TVET system. The underlying assumptions regarding purpose, impact and outcome will need to be carefully reconsidered if the system is to be responsive to the promises of the democratic developmental ideal to which the government is committed. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2016/4