Improving the TVET Skills Production System in South Africa: A Literature Review

This chapter examines the discourse around improving skills production systems in the technical and vocational education (TVET) sectors in South Africa. Via a narrative review of a wide range of research and policy literature containing recommendations for the South African skills production system, we examine types of approaches for TVET development. Seven main categories of recommendation are identified: (1) Industry or work-aligned curricula and programmes, (2) Work-integrated learning and industry-education partnerships, (3) Policy approaches, (4) Funding approaches, (5) Teacher needs, teacher skills development and TVET leadership, (6) Student needs and general skills, and (7) Institutional or regional collaboration. We analyse the coherence of discourse related to skills production development, arguing that while abundant, workplace needs alignment perspectives seem somewhat separate from perspectives related to the needs of vocational teachers. Furthermore, we argue that few recommendations align with 4IR/5IR perspectives. Aiming to provide a basis to interpret other chapters in this volume, we synthesise key strands of the literature and point out key missing links to address in further research on TVET educational futures.