An exploration of how discourses of efficiency and social justice shaped the technical and vocational education and training (TVET) sector with special reference to TVET colleges

[摘要] ENGLISH ABSTRACT : This study explores the influences of market-directed educational policies, underpinned byneoliberalism, to shape technical and vocational education and training practices atTechnical Vocational Education and Training (TVET) colleges post-1994. Given the financialconstraints of the general South African budget, the government at the time believed thatsuch an approach was appropriate because it was conducive to promoting efficiency andaccountability in education. This approach, they thought, would ensure that the delivery ofthe desired educational outcomes, such as higher pass and throughput rates of collegegraduates with work-related skills, would be achieved.Prevailing educational discourses, as articulated in sources such as academic literature,public documents and the news media, not only question the appropriateness of marketorientedpolicies in education that target efficiency practices, but also question the lack ofpractices promoting social justice at TVET colleges. Therefore, this study questions whetherthe pursuit of efficiency targets at TVET colleges actually promoted the sustainability ofsocial justice practices at these institutions. This study also examines whether it is feasible tohold both a market-oriented approach as well as a social justice approach simultaneously, byexamining this tension, conceptually and in actual practice, by means of the widerphilosophical framework of pragmatism. A conceptual investigation was chosen as themethodology to steer this study to its conclusion.On the one hand, the post-apartheid government has the responsibility of promoting policiesaimed at removing the inherited barriers arising from unequal power relations that preventedequity, access and participation. On the other hand, in a globalised economy, thegovernment has to ensure efficient use of limited resources and to ensure an educatedworkforce that can compete in the knowledge economy. In the post-apartheid era, tensionshave emerged between issues of equity and efficiency. In effect, the government faces apolicy dilemma, namely, that an increase in efficiency will more than likely compromiseissues of equity and vice versa.The two objectives appear to be at odds with one another, but this thesis concludes thatthere is not necessarily mutual exclusion at the conceptual level. This study also emphasisesthat it is not impossible to maintain a delecate balance between the two. However, it needs tobe borne in mind that policies aimed at social justice (such as increased access and redress)affect the actual quality of delivery and the need for increased resources. Despite the tension in real terms – interpreted in the light of a Deweyan pragmatistframework where what works is 'right' – the two discourses and resultant policies andpractices can, to an extent, be practically reconciled. TVET colleges have included a substantially increased number of previously disadvantaged students who now have accessto a college education, one that shows improved pass rates, reported improvements fromUmalusi in quality assurance, rising qualification levels of staff, and a reported improvementin the availability of educational resources at TVET colleges. Nevertheless, in response tothe question of whether market-oriented policies were actually successful in delivering thedesired goals that were set for TVET, a definite no can be justified.Despite the tensions and potentially contradictory discourses, it is possible for TVET collegesto negotiate the precarious path between the two competing goals. Therefore, the purpose ofthis study is to recognise the tensions in order to prevent conceptual confusion and actualunwanted outcomes. However, further empirical studies need to be conducted to examinehow, in actual, pragmatic terms, this complex balance plays itself out in multiple practiceswith varying consequences.

[发布机构] Stellenbosch University