Disruptive Innovation and the Future of Technical and Vocational Education: A Conceptual Analysis

The emergence of digital technological systems in industry such as the internet of things and virtual reality and “disruptive innovation” (DI) of work practices associated with this, still positions Technical and Vocational Education and Training (TVET) programs as the future response to the skills development of the youth of South Africa and the world over. A key challenge has been the lack of effective and efficient engagement with key players in circles where TVET programs are offered. Although the current youth is styled as “Generation Y”, their struggle to integrate relevant technologies like the Internet of Things, robotics, etc., in TVET programs persists. This has resulted in graduates from TVET programs flooding the market and possessing empty technological skills that are not responsive to the technologically industry-based workforce. Therefore, this chapter focuses on the importance of increasing labor skills within TVET programs and exposing the realities within them in the era of disruptive innovation, where manual craft labor is gradually being replaced by technological advancements. Since this chapter is a conceptual study, various literature that talks about TVET challenges within the technological era are reviewed. The arguments that drive this conceptual study rest within the theory of DI of Christensen and Raynor where they lay down four elements that one should be mindful of. The findings of the chapter from the reviewed literature are that new technologies should not be seen as disruptive but ought to be embraced and adopted.