Critical Analysis of Post-1994 Progressive and Transformative Legislative Instruments Introduced to Build Skills and Capacities in South Africa
Critical Analysis of Post-1994 Progressive and Transformative Legislative Instruments Introduced to Build Skills and Capacities in South Africa

Summary/Abstract: The South African government seeks to tackle poverty, unemployment and inequality via the deployment and use of quality education at the tertiary level. To accomplish this, Technical Vocational Education and Training Colleges (TVET Colleges) have been strategically introduced and established as intervention tools to ensure that skills and capacities are required to address socio-economic challenges facing the country. To this end, students would be trained to receive the requisite skills to make them competent in their chosen vocation where they would utilise the skill and competency to stand on their own after graduating by establishing a vocation, enterprises, ventures where they are self employed and even employ others, or have the skills that are deployable in the workplace with minimal supervision to discharge the job requirements. The most potent tool that underpins the realisation of this is through the introduction of post-1994 progressive and transformative instruments that speak to the effective implementation of skills, capacity and capability to fill skill gaps and shortages to deliver and fulfil the development agenda of South Africa.

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