Examining the extent which the SAIVCET support institute for TVET colleges in South Africa 

has accomplished its primary roles one to six    

 

By  

Bongiwe Tutu 

 

 

 

A paper presented in partial fulfilment of the requirements for the Masters of Management in 

the Field of Governance (Development and Economics), School of Governance, University of 

Witwatersrand 

 

 

 

Declaration 

I, declare that this write-up is my own, unaided work. I have not submitted this write-up 

before for any other purpose apart from the ‘Proposal Development’ course at the WITS 

Graduate School of Governance. 

 

 

 

 



1 
 

Abstract  

The National Development Plan (NDP) envisions South Africa’s economic transformation by focusing on 

higher education and skills development.  Since its adoption in 2012, it has emphasised the crucial role of 

Technical, Vocational Education and Training (TVET) colleges as the major institutions to improve education, 

skills development and to enhance economic growth.   Despite this realization, there are shortfalls that remain 

within TVET colleges, whereupon the NDP states, “the FET (TVET) system is not effective, it is too small and 

the output quality is poor” (NDP, 2012: 40).  The Department of Higher Education and Training (DEHET) 

established the South African Institute for Vocational and Continuing Education and Training (SAIVCET) to 

support the TVET colleges.  The SAIVCET was established on six primary roles and three implementation 

objectives.  Using the qualitative survey research approach, adopting questionnaires and semi-structured 

interviews to gather and assess data, this research examines the extent to which the institute has accomplished 

the six primary roles and fulfilled the purpose behind its establishment.  Through the purposive sampling of the 

research participants used, this  research has found that the rationale and importance for the SAIVCET to 

strengthen the TVET and CET sector is unquestionable.  However, research findings and conceptual analysis 

indicates that there have been challenges to the formal implementation of the SAIVCET.  The institute was 

projected for 2012, however has yet to be established due to funding and governance constraints. As a result, 

SAIVCET has no governance structure.  In the interim, a “SAIVCET Project” which is an informal body was 

formed to fulfil some of the functions and primary roles of the main SAVICET body. In a recent 2020/21 

DHET Annual Performance Plan, the SAIVCET is still presented as a planned initiative, which has been 

projected for implementation in the period 2020 – 2025 (DHET, 2020: 10).  In examining the primary roles 

of the SAIVCET support institute for TVET colleges in South Africa, this research has found that, the extent to 

which the SAIVCET, even as acting through the SAIVCET Project, fulfilled its primary roles is poor.  The 

findings indicate that the SAIVCET has attained average to poor results in effectively fulfilling of its primary 

roles.  Each of the primary roles received consolidated scores that are below average (below 50 percent) from 

the participants’ primary data.  The conceptual framework and analysis further indicates the lacking impact of 

the institute, particularly under assessments of the Good governance framework and the Education policy 

implementation framework. This research recommends DHET uphold publishing annual reports to the 

functions and progress of the SAIVCET and SAIVCET Project, in order to enable public awareness and 

engagement on developments within higher education.  Further, this research recommends a two-year 

progress review of the SAIVCET once it has been established.  Further, this research study recommends 

coordinated efforts among various ministries, stakeholders, public and private sectors and higher education 

institutions, on the functions and resources for SAIVCET. Furthermore, this study recommends an 

institutional push for shifts in mind-sets, particularly among employers with bias when selecting candidates 

from higher education institutions and TVET colleges.  Furthermore, this research recommends funding and 

resources, which are allocated without reservations, but for the sole purpose of advancing progress, 



2 
 

transformation and human development.  This requires rigid policy interventions within South Africa’s 

education system. This research can be used to build on new and existing studies of frameworks on TVETs and 

SAIVCET.  

 

Keywords: SAIVCET, NDP, TVET, FET, Colleges, South Africa, Institutes, Governance, Education, Policy 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



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Acknowledgements  

This research report began only as a distant idea, but has grown significantly into a project that has the potential 

to contribute and influence policy making in Higher Education systems, skills development policies, and 

entirely South Africa’s economic transformation.  For this, I would firstly like to thank my lecturers at the 

Wits School of Governance for the inspiration and influence towards the sharpness of this paper.  Notably, to 

my supervisor Dr Dikgang Motsepe, I am grateful for your support, patience and dedication towards my 

growth.  Furthermore, I thank my research participants who informed the empirical data and findings of this 

research coming to completion.  Lastly and most importantly, I want to thank my family for always 

encouraging me, particularly my mom for her divinity and hand over me.  Enkosi, Jwarhakazi.   

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



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Acronyms and Abbreviations 

NDP    National Development Plan  

RDP   Reconstruction and Development Plan 1994 

GEAR    Growth, Employment and Redistribution 1996  

ASGISA    Accelerated and Shared Growth Initiative for South Africa 

WP-PSET   White Paper on Post-School Education and Training  

NSDP   National Skills Development Plan 2030  

PMG   Parliamentary Monitoring Group 

GHS   General Household Survey 

HRDCSA   Human Resource Development Council of South Africa  

SAIVCET   South African Institute for Vocational and Continuing Education and Training  

TVET    Technical and Vocational Education and Training  

PSETA   Public Service Sector Education and Training Authority 

FET    Further Education and Training  

CET   Continuing Education and Training  

DHET    Department of Higher Education and Training  

NSF   National Skills Fund 

BIBB   Federal Institute for Vocational Education and Training, Germany  

NITTTR   National Institute of Technical Teachers Training & Research, India 

SFIVET   Swiss Federal Institute for Vocational Education and Training  

CEDEFOP  European Centre for the Development of Vocational Training  

KRIVET  Korea Research Institute for Vocational Education and Training 

SENCE   National Service of Training and Employment, Chile 

NCVER   National Centre for Vocational Education Research, Australia  

UN    United Nations 

AU   African Union  

EU    European Union 

SDGs   Sustainable Development Goals  

FOCAC  Forum on China-Africa Cooperation  

BRICS   Brazil, Russia, India, China, South Africa  

UNESCO   United Nations Educational, Scientific and Cultural Organisation 

OECD    Organisation for Economic Co-operation and Development  

 



5 
 

Table of Contents 
Chapter 1: Introduction .......................................................................................................... 7 

1.1 Problem Statement ................................................................................................. 10 

1.2 Research Question ...................................................................................................... 13 

1.3 Research Purpose ........................................................................................................ 14 

1.4 Research Objectives ..................................................................................................... 14 

1.5 Summary of chapters .................................................................................................... 14 

1.6 Conclusion ................................................................................................................ 15 

Chapter 2: literature review ................................................................................................... 16 

2.1 Introduction .......................................................................................................... 16 

2.2 Understanding Development and Skills Development in South Africa .................................... 16 

Development policy assessment of the TVET colleges in South Africa ............................................. 16 

2.3 Understanding skills and skills development in South Africa ................................................ 19 

2.4 Good governance framework ..................................................................................... 21 

2.5 Education policy implementation framework .................................................................. 22 

2.6 International comparisons of TVET policies and support institutes ........................................ 25 

2.6.1 BIBB support institute in Germany ........................................................................... 25 

2.6.2 CIVTE institute in China ....................................................................................... 27 

2.6.3 NITTTR support institute in India ............................................................................ 27 

2.6.4 SFIVET support institute in Switzerland ..................................................................... 28 

2.6.5 CEDEFOP support institute in the European Union ...................................................... 28 

2.6.6 NCVER support institute in Australia ........................................................................ 29 

2.6.7 SENCE support institute in Chile ............................................................................. 29 

2.6.8 KRIVET support institute in South Korea ................................................................... 30 

2.7 Regional (AU 2063) and international (BRICS) TVET objectives to skills development .............. 32 

2.8 Conclusion ............................................................................................................ 33 

Chapter 3: Research Methodology ........................................................................................... 35 

3.1 Introduction .......................................................................................................... 35 

3.2 Research Approach.................................................................................................. 35 

3.3 Research tools and their application ............................................................................. 35 

3.4 Sampling .............................................................................................................. 36 

3.5 Process of analysis ................................................................................................... 37 

3.5.1 Thematic analysis of data .................................................................................... 38 

3.6 Limitations, feasibility, and positionality ........................................................................ 38 

3.7 Ethics .................................................................................................................. 39 

3.8 Validity, reliability, dependability ................................................................................ 40 



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3.9 Conclusion ............................................................................................................ 40 

Chapter 4: Data presentation .................................................................................................. 41 

4.1 Introduction .............................................................................................................. 41 

4.2 Thematic Analysis ....................................................................................................... 41 

Theme 1: Development and the Development State ............................................................... 41 

Theme 2: Skills and Skills Development .............................................................................. 46 

Theme 3: The Governance of the SAIVCET ......................................................................... 51 

Theme 4: International and regional institutes ...................................................................... 56 

Theme 5: The Six SAIVCET Primary Roles ......................................................................... 62 

First Primary role: Applied Research.................................................................................. 63 

Second Primary role: Upskilling of TVET lecturers, instructors, and trainers ................................ 65 

Third Primary role: Curriculum innovation and design ........................................................... 66 

Fourth Primary role: Monitoring and evaluation from a systemic view ......................................... 67 

Fifth Primary role: Co-ordination and linkages, especially between the public and private sectors and 

between the current FET (TVET) colleges, TVET providers and higher education .......................... 68 

Sixth Primary role: Advocacy ........................................................................................... 70 

4.4 Conclusion ................................................................................................................ 71 

Chapter 5: Analysis of data ..................................................................................................... 72 

5.1 Introduction .............................................................................................................. 72 

5.2 Data analysis .............................................................................................................. 72 

The Six SAIVCET Primary Roles ...................................................................................... 74 

5.4 Conclusion ................................................................................................................ 82 

Chapter 6: Conclusion and Recommendations ............................................................................. 84 

Annexures ......................................................................................................................... 89 

Annexure 1:  Informed consent form ..................................................................................... 89 

Annexure 2: Semi-structured interview questions ..................................................................... 91 

Annexure 3: Questionnaire ................................................................................................. 92 

Annexure 4: Wits Ethics Approval ........................................................................................ 94 

Annexure 5: Department of Higher Education and Training (DHET) Research Approval (names redacted to 

protect participants) ......................................................................................................... 95 

Annexure 6: Data findings from the Participant Questionnaires..................................................... 97 

Annexure 7: Participant Questionnaire Results Chart ................................................................. 97 

Bibliography ....................................................................................................................... 98 

 

 



7 
 

Chapter 1: Introduction  

 

National and international policies on the advancement of higher education and the development of skills have 

played a vital role in economic growth and development.  Since the end of apartheid and the onset of 

democracy in 1994, South Africa has articulated various growth and development policies that seek to address 

the triple challenges of poverty, inequality, and unemployment.  Following the adoption of the Reconstruction 

and Development Plan 1994 (RDP); the Growth, Employment and Redistribution 1996 (GEAR); and the 

Accelerated and Shared Growth Initiative for South Africa (ASGISA), South Africa launched the National 

Development Plan 2030 (NDP) in 2012, which is arguably the most inclusive and holistic plan for economic 

and social development (NDP, 2012: 14).   

The NDP envisions South Africa’s economic transformation by focusing particularly on higher education and 

skills development as the driving force for job creation and economic growth.  Since its adoption in 2012, the 

NDP put emphasis on Technical, Vocational Education, and Training (TVET) colleges as the major institutions 

to fulfill the national objectives of improving education and skills development to enhance economic growth.  

In previous years, the TVET colleges were called FET1 colleges.   

At the same time, the Department of Higher Education and Training2 (DHET) was set to establish the South 

African Institute for Vocational and Continuing Education and Training (SAIVCET) to support the TVET 

colleges. Through the Green Paper for Post-School Education and Training (DHET, 2012a), the aims of the 

institute were to support “public further education and training colleges and the wider skills development 

system” (DHET, 2012, 6). During a Parliamentary Monitoring Group (PMG) meeting in October 2012, 

proponents argued that the SAIVCET would function only as a governance and administrative body, leaving 

TVET colleges primarily with the focus on academic and teaching responsibilities (PMG, 2012).  The DHET 

Ministerial Task Team (2012) set six primary roles, which would guide the functions of the SAIVCET (DHET, 

2012: 7-8). The six primary roles are; applied research; upskilling of TVET lecturers, instructors and trainers; 

curriculum innovation and design; monitoring and evaluation from a systemic view; co-ordination and 

linkages, especially between the public and private sectors and between the current FET (TVET) colleges, 

TVET providers and higher education; and advocacy (DHET, 2012: 7-8). 

                                                      
1 The Department of Higher Education and Training (DHET) in 2012 introduced the term ‘TVET’ to replace the previously used 

term ‘FET’ (Further Education and Training) in South Africa’s educational system.  This was in order to align South Africa with 

international frameworks.  In addition. The Minister of Higher Education and Training, Blade Nzimande therein announced in  2014 

that all FET colleges, not just public FET colleges change their names to identify as TVET colleges (Odendaal, 2015).  

2 The DHET was established in 2009 to integrate both the skills system, which was previously with the Department of Labour, and to 

integrate the TVET Colleges and Universities, which previously fell under the Department of Education (DHET, 2016: 16). 



8 
 

Furthermore, the Green Paper provided an extensive list of 13 responsibilities that expand on the six primary 

roles, which would be achieved by the SAIVCET, along with 12 additional functions adopted from the FET 

Colleges Amendment Bill, 30 May 2012.  The functions include developing long-term capacity curricula for 

FET (TVET) colleges and adult education colleges and the continuous improvement of FET(TVET) 

programmes.  Further, that the SAIVCET serves as a centre of excellence for research and innovation for FET 

(TVET) Colleges; and to advise the minister on vocational and continuing education at national level.  In 

addition, that the SAIVCET functions to develop resource materials and training for programmes, guidance, 

and capacity building for teaching staff; to promote dialogues between colleges, employers and SETAs, 

councils and training institutions; to conduct and promote labour market research; and to publish a research 

journal on further education and training and skills development (DHET, 2012: 23).  As ambitious as the 

proposed responsibilities appear, they speak to the crucial role the SAIVCET is meant to play in supporting 

TVETs in the country, and to realize the outcomes of its impact translate towards growing the economy.   

The DHET Task Team contemplated the governance structure of the SAIVCET to consist of a board, a 

chairperson and up to ten ordinary members, who are appointed by the Minister for a period of four years, 

renewable from nominations by the institute (DHET, 2012: 9).  The first members of the Board were meant 

to be nominated by the public, and thereafter, existing Board members were to nominate the future Board 

members.  By all accounts, however, the Board was never constituted (DHET, 2016, 21).   

In October 2016, the Presidential Commission on Higher Education and Training published a Ministerial 

Committee/ Task Team Report (DHET: 2016), which was to assess the progress of SAIVCET since its 

inception. The report notes that the rationale for the SAIVCET is “upgrading the technical knowledge and 

pedagogical skills of existing staff in TVET and community colleges, and promoting the professionalization of 

lecturers, instructors and trainers” (DHET, 2016: 19). In addition, the SAIVCET is supposed to promote 

excellence in research, foster dialogue and linkages between higher education institutions, and establish an 

autonomous monitoring and evaluation unit in college management and student performance (DHET, 2016: 

19). Although the SAIVCET is mentioned in the White Paper on Post-School Education and Training (WP-

PSET) in 2014, it was noted to have faced formidable funding difficulties in the fiscal framework of 2014/15. 

Despite these challenges, the National Skills Fund (NSF) provided a grant to the institute (DHET, 2016: 21).   

In addition, even though the institute did not have a fully constituted Board and had not embarked on the 

recruitment processes, the Swiss and German governments signaled support for its establishment (DHET, 

2016: 21). There is a significant role played by the international community in the motivation for the 

establishment of the SAIVCET, and the guiding comparative governance structures of the international TVET 

support entities for the SAIVCET, the discussion of which is on Chapter 2 of the literature review of this 

research.  



9 
 

Both the NDP and the White Paper on Post-School Education and Training (WP-PSET) have embraced the 

National Skills Development Plan 2030 (NSDP) which focuses on radical improvement in education and skills 

development (NSDP, 2017, 2019).  These objectives also formed part of previous policy platforms such as the 

New Growth Path 2011 (NGP), the Industrial Policy Action Plan 2, 2011, the Skills Accord 2010, the 

National Skills Development Strategy 3, 2010, and the Human Resource Development Strategy for South 

Africa 2009 for 2010 to 2030.  

More recently, in the 2020/21 DHET Annual Performance Plan, the SAIVCET is still presented as a planned 

initiative and projected for implementation in the period 2020 – 2025 (DHET, 2020: 10).  The performance 

plan maintains that colleges need to evolve into institutions that can produce highly responsive mid-level skills 

demanded in the labour market. While the Swiss government had previously committed to the unit, the recent 

2020/21 DHET Performance Plan held that only the German government would be supporting the South 

African government in the implementation of SAIVCET (DHET, 2020: 10).   

Three objectives were envisaged in the implementation of SAIVCET.  Firstly, “the sectorial coordination and 

cooperation to implement governance and policy through the facilitation of cooperation agreements between 

the public and private sectors that build on existing initiatives and take forward new initiatives” (DHET, 2020: 

10).  Second, “the private sector engagement assisting partner organizations and to promote systematic 

stakeholder dialogue” (DHET, 2020: 10).  And lastly, the “implementation of reformed vocational and 

technical skills development to support the provision of demand-oriented skills development to youth by 

promoting on-the-job or work-based training approaches, the training of vocational teaching personnel, and 

strengthening the quality of artisan training” (DHET, 2020: 10). 

This research examines the extent to which the institute has accomplished the six primary roles and fulfilled the 

purpose behind its establishment to support TVET colleges in South Africa.  The six primary roles of the 

SAIVCET are 1) applied research; 2) upskilling of TVET lecturers, instructors and trainers; 3) curriculum 

innovation and design; 4) monitoring and evaluation from a systemic view; 5) co-ordination and linkages, 

especially between the public and private sectors and between the current FET (TVET) colleges, TVET 

providers and higher education; and 6) advocacy. This study focused on the period since the initiation of 

SAIVCET from 2012.  Studies suggest that there has been limited progress made towards the objectives of 

developing TVET’s, upskilling individuals and running the SAIVCET accordingly. This research has found that 

the challenges confronted by the SAIVCET include funding constraints and the lack of establishing governance 

structures.  The research has found that to date, the SAIVCET has not been formally established, and instead, a 

“SAIVCET Project” which is an informal body was established to fulfill some of the primary roles that were 

meant to be supported by the SAIVCET.  



10 
 

This research drew findings from primary data collection from high-level senior industry and institutional 

experts with knowledge and expertise in the developments of the NDP, the DHET and the SAIVCET.  These 

senior experts are knowledgeable of the objectives of SAIVCET towards TVETs and the challenges to its 

implementation. This research further drew findings from secondary data collected through the analysis of 

major national policy documents and frameworks on the advancement of higher education and skills 

development.  As well as theory on the key concepts of national development and the developmental state; 

skills and skills development; the good governance framework, the education policy implementation 

framework, international institutes and regional bodies, and on the six primary roles of the SAIVCET. 

1.1 Problem Statement  

The NDP states that poverty, inequality, and unemployment are the main challenges faced in South Africa.  

Furthermore, education is necessary to generate higher employment, growth and earnings. At the same time, 

more rapid economic growth will expand opportunities and resources necessary to improve education (NDP, 

2012: 15). Despite this realization, there are shortfalls that remain in education and skills development, 

particularly regarding the TVET colleges.  The NDP states, “The FET (TVET) system is not effective, it is too 

small and the output quality is poor” (NDP, 2012: 40).  In addition, it argues that continuous quality 

improvement is needed as the system expands, and that the quality and relevance of courses within TVET 

colleges needs urgent attention:   

“When quality starts to improve and the employability of graduates begins to increase, 

demand for FET (TVET) services will rise automatically and so to simply grow the sector 

without improving on the quality will likely to be expensive and demoralizing for young 

people, further stigmatizing the system” (NDP, 2012: 40).   

The above statement points to some of the problems with the TVET system and underscore the significance of 

further improvements in expanding the system to allow for an inclusive and enabling economy for learners and 

graduates. The majority of the existing literature identifies the objectives of the national policies to achieve 

economic growth and development.  However, as education and skills development become more vital within 

the economic transformation of the country, there are few studies on the strategies adopted by SAIVCET for 

TVET colleges. That is why it is important to research this area to inform the primary roles and objectives of 

the institute, and the extent to which they have been achieved in supporting TVET colleges.    

Existing studies are limited in highlighting how the institute has been funded upon its initiation in 2012.  Two 

years into its formation in 2014, the SAIVCET faced funding challenges and was assisted with a grant from the 

National Skills Fund, which was dedicated to the “SAIVCET Project”, for it to meet some of the primary roles 

of the SAIVCET in its objectives for TVETs in South Africa.  And in the 2020/21 DHET Annual Performance 

Plan, the SAIVCET is still being presented as a planned initiative for 2020-2025 which maintains that TVETs 



11 
 

need to evolve to produce highly responsive skills demanded in the labour market (DHET, 2020).  Thus, the 

importance of this research; as it examines the extent to which the SAIVCET has been effective in achieving its 

primary roles from 2012, to inform on the impact of intervention policies on TVETs in South Africa.   

At the core of the NDP is building a developmental state, which builds the capabilities of its people to improve 

their own lives, while intervening to correct historical inequalities.  Chapter 9 of the NDP sets out four 

objectives which are relevant to TVET colleges, which are aligned to the primary roles of the SAIVCET, to 

which the goal is to improve and support TVETs for a more skilled and capable citizenry.  Most of the 

literature shows that successes in skills development is intricately linked to the success of the developmental 

state (Akojee, 2016). Aside from this however, there are studies which point to the shortfalls of the SAIVCET 

as a support entity for TVETs.   

Akojee (2016) argues that there are missed opportunities in boosting the effectiveness of SAIVCET.  The 

author adds that SAIVCET is less likely to achieve its intended purposes: “First the establishment of a purely 

advisory TVET College entity (SAIVCET) and second, the establishment of a skills planning unit, with data-

collection responsibility pertinent to skills development, is unlikely to link education, training and the world of 

work” (Akojee, 2016: 6).  Akojee also suggests that the opportunity to merge these entities into one holistic 

unit “that both defines what TVET should do, and its relationship with the economy has unfortunately been 

lost”, adding that SAIVCET did not present a strong case of being effective (Akojee, 2016: 6). Hence the 

importance of this research study, to examine the extent to which the SAIVCET accomplished its primary roles 

and fulfilled the purpose behind its initiation.  

The national statistics (Stats SA) general household survey (GHS) ranks higher education learning institutions 

into three categories: ‘Higher education institutions’; ‘FET/TVET colleges’; and ‘Other colleges’.  The GHS 

2013, 2019 and 2020 data reveals the concerns about TVET colleges.  The attendance figures from 2013 in 

Higher education institutions were at 4,7 percent, compared to FET (TVET) colleges which were at 2,4 

percent, while Other colleges had attained only 0,8 percent attendees (StatsSA GHS, 2013: 16).  In 2019 by 

comparison, there was a slight shift, though the same pattern has remained where 5,8 percent in attendance 

was seen in Higher education institutions; TVET colleges with 2,8 percent; Other colleges at 1,8 percent.  

And in 2020, the attendance seen in Higher education institutions was at 6,2 percent, 2,0 percent in TVET 

colleges, and 1,2 percent in other colleges.  These comparisons indicate and confirm the shortfalls of TVETs in 

advancing enrolling scholars and advancing impactful skills for employment, and economic development. 

Figure 1.1: Percentage of persons who are attending educational institutions in 2013  
(Source: 2012-13 General Household survey) 



12 
 

 

Figure 1.2: Percentage of persons who are attending educational institutions in 2019 
(Source: 2018-19 General Household survey) 

 

Figure 1.3: Percentage of persons who are attending educational institutions in 2020 
(Source: 2019-20 General Household survey) 



13 
 

 

Table 1.1.1: Discussion of attendance figures from StatsSA, 2013, 2019 and 2020 

 Higher education 

institutions  

TVET and FET Other colleges  

2013 4,7% 2,4% 0,8% 

2019 5,8% 2,8% 1,8% 

2020 6,2% 2,0% 1,2% 

 

The above table 1.1.1 indicates the attendance figures from TVET/FET colleges and other colleges are 

significantly lower to the attendance levels from Higher education institutions.  In 2019, TVET colleges 

attained growth in an attendance of 2,8 percent compared to 2,4 percent in 2013.  However, the gap in 

attendance between TVET colleges and Higher education institutions in 2013 was at 2,3 percent, and in 2019, 

the gap grew by 7 percentage points.  This is an indication of the low impact made by TVET colleges in South 

Africa and motivates the need for institutional support towards TVET colleges.  Furthermore, in the year 

2020, TVET attendance decreased by 8 percentage points compared to 2019.  

Through the analysis of national policy framework on higher education and skills development, the SAIVCET 

and its objectives for TVET colleges, this research examines the extent to which the SAIVCET has been able to 

support TVET colleges and drawing on expert recommendations to address these challenges.   

1.2 Research Question  

To what extent has the SAIVCET managed to achieve its primary roles in supporting TVET colleges in South 

Africa?  

1.2.1 Research Sub-Questions  

- What are the primary roles of the SAIVCET in supporting TVET colleges in South Africa? 

- What are the findings and solutions to challenges met by SAIVCET in achieving its primary roles? 



14 
 

1.3 Research Purpose   

The purpose of this research is to examine the extent to which the SAIVCET has managed to achieve primary 

roles, in supporting the TVET colleges as part of the of NDP’s strategies towards economic growth.  

1.4 Research Objectives 

- To examine primary roles, of the SAIVCET in supporting TVET colleges in South Africa 

- To explore and present expert findings and solutions to challenges met by SAIVCET in achieving its 

primary roles. 

1.5 Summary of chapters 

This research report is introduced with a discussion of the role of the National Development Plan and its 

objectives towards economic growth, with an emphasis on higher education and TVET colleges.  The first 

chapter of the introduction provides the foundation of this understanding, to the NDP, TVET colleges and the 

SAIVCET.  The introductory chapter further discusses the purpose of this study, the problems at hand to the 

research subject and presents the research question, purpose, and objectives.   

Chapter 2 presents the literature review of this research study.  The literature reviewed contributes to the 

assessment and analysis of the role of the SAIVCET in supporting TVET colleges.  The literature discusses the 

concepts of development, the developmental state, skills development, the Good governance framework, the 

Education policy implementation framework, and draws comparisons from studies of TVET support entities in 

international countries. The literature further compares South Africa’s experiences on TVETs and skills 

development to other regional and international institutions such as the African Union (AU), the BRICS, and 

United Nations (UN). 

Chapter 3 presents the methods taken to conduct the research and provides the findings that support the 

research questions and problem statement in Chapter 1, and the literature reviewed in Chapter 2.  This 

chapter explains the use of the qualitative survey research approach.  Further, this chapter presents the 

research tools of semi-structured interviews and questionnaires, adopted in the study and their 

implementation.  The purposive sampling of the selected participants is also explained in this chapter, and the 

phases of the data collection and the data analysis, as well as of the conceptual framework  is explained.  

Chapter 4 presents the data collected during the fieldwork.  This includes the semi-structured interview 

questions and answers, as well as those of the questionnaires.  The participants who contributed to this study 

are senior and high-level past and present government experts and officials, and relevant selected members of 

the DHET.  The chapter further presents the research questions, research objectives and themes which are 

used to analyse the data findings in Chapter 6 of this paper.   



15 
 

Chapter 5 presents the body of this research study, with the analysis of the data findings, which inform the 

recommendations, and conclusions of this research.  The chapter presents the findings, analysis, and discussion 

of the data from the semi-structured interviews and the questionnaires.   

Chapter 6 as the final chapter, concludes the relevance of this study, and presents the analytical 

recommendations and conclusions which can be drawn from the data.   

1.6 Conclusion  

Chapter one of this research study has introduced the objectives of this research; to examine the extent to 

which the SAIVCET achieved its six primary roles in supporting TVET colleges in South Africa.  Firstly, the 

research discusses the role of national and international policies to the advancement of higher education, skills 

development, and economic growth.  The National Development Plan 2030 which is set as the most inclusive 

and holistic plan for the country’s economic and social development is discussed, particularly its focus on 

higher education and skills development as the driving force for job creation and economic growth.  The 

NDP’s establishment of the SAIVCET is discussed, as its aim is to support “public further education and 

training colleges and the wider skills development system” (DHET, 2012, 6).    The governance structure of 

the SAIVCET is discussed upon its establishment in 2012.  Discussion is held of the important examination of 

the six primary roles in order to assess the impact of the SAIVCET.  The shortfalls experienced by DHET 

towards TVETS and the SAIVCET are recognized and discussed in this chapter, drawing from comparative 

analysis of data presented by StatsSA where the low impact made by TVET colleges in South Africa is shown.  

It is held that these trends present the indication and motivation of the needed institutional support mechanism 

such as the SAIVCET towards TVET colleges. As the literature suggests that there has been limited progress 

made towards the objectives of developing TVET’s, upskilling individuals and running the SAIVCET 

accordingly. This chapter finds the challenges confronted by the SAIVCET, which include funding constraints 

and unestablished governance structures.  It is further found that to date, the SAIVCET has not been formally 

established, and instead, a “SAIVCET Project” which is an informal body was established to fulfill some of the 

primary roles, which were meant to be supported by the SAIVCET.  

 

 

 

 

 

 



16 
 

Chapter 2: literature review  
 

2.1 Introduction  

This chapter presents the literature reviewed for the purposes of informing this research, which contributes to 

the assessment and analysis of the role of the SAIVCET in supporting TVET colleges.  The literature discusses 

the concepts of development and the developmental state, using studies from the HRDCSA (2014), Lin 

(2011), Akojee (2010), Bhorat, Cassim & Tseng (2016) and Gumede (2018).  The literature further assesses 

development to skills development, using studies by Lolwana, Ngcwangu, Jacinto, Millenaar, and Martin 

(2015), Winch (2011), Mayhew and Keep (2010) and Motala, Vally and Spreen (2011).  In addition, the 

literature discusses the good governance framework, using findings by Schacter (2000), Addink (2012), and 

Khanna (2016).  The Education policy implementation framework is also discussed, using Viennet and Pont 

(2017).  Furthermore, the literature draws comparisons from studies of TVET support entities in Germany, 

India, Switzerland, the European Union, South Korea, Chile, Australia and China, with studies and reports by 

Deissinger (2000), Kuehn (2019), Shuo (2023), Li (2021) and Antje Barabasch, Sui Huang & Robert 

Lawson (2009).  

 The literature further compares South Africa’s experiences on TVETs and skills development to other regional 

and international institutions such as the African Union (AU), the BRICS, and United Nations (UN). 

2.2 Understanding Development and Skills Development in South Africa 

This section will address postulations about the developmental state in South Africa and its links to national 

strategies encompassed in the commission’s policy strategies and objectives for TVET’s in the NDP (2012) and 

the Human Resource Development Council of South Africa (HRDCSA) (2014).  Lin (2011), Akojee (2010), 

Bhorat, Cassim & Tseng (2016) and Gumede (2018) provide some useful understanding of development in 

South Africa’s context that is relevant to analyses of TVET colleges and skills development.  In addition, the 

HRDCSA (2014) report raises important questions about the development state and South Africa’s 

development path.   

Development policy assessment of the TVET colleges in South Africa  

The discourse on TVETs is linked to major policy strategies the South African government adopted to build a 

developmental state (HRDCSA, 2014).  The NDP presents South Africa’s aspiration of a developmental state 

that can eradicate poverty and reduce inequality.  The plan emphasizes the importance of public service 

delivery because there is a risk that “South Africa’s developmental agenda could fail because the state is 

incapable of implementing it” (NDP, 2012: 44).   

The NDP stresses the importance of capability, in that “alongside hard work and effort, capabilities and the 

opportunities that flow from development enable individuals to live the lives to which they aspire. A 



17 
 

developmental state builds the capabilities of people to improve their own lives, while intervening to correct 

historical inequalities” (NDP, 2012: 17). 

Capability is crucial to a development state in fulfilling all its objectives.  As the NDP states: “a developmental 

state tackles the root causes of poverty and inequality, and a South African developmental state will intervene 

to support and guide development so that benefits accrue across society (especially to the poor)” (NDP, 2012: 

44).  The plan further notes the importance of building consensus for long-term and sustainable national 

objectives over the short-term “sectional concerns”.  The Commission warns, “Policy instability is a concern. 

While there are cases where policy must change, government often underestimates the disruptive effect of 

major policy adjustments on service delivery” (NDP, 2012: 44).  To achieve the aspiration of a capable and 

developmental state, the plan sets out three objectives:  

(i) The need to enhance Parliament’s oversight role, to stabilize the political administrative interface, 

professionalize the public service, upgrade skills and improve coordination. (ii) The need for a more 

pragmatic and proactive approach to managing the intergovernmental system to ensure a better fit 

between responsibility and capacity. And (iii) equally, that the state needs to be prepared to experiment, 

to learn from experience and to adopt diverse approaches to reach common objectives. 

The Commission sets these objectives to remedy the “uneven and often poor performance of the public service 

and local government” (NDP, 2012: 44). This section will present perspectives from authors who highlight 

South Africa’s incapacity to implement policy strategies and plans. 

 Lin (2011) argues that “long-term sustainable and inclusive growth is the driving force for poverty reduction in 

developing countries and for convergence with developed economies” (Lin, 2011: 194).  He assesses the 

evolution of development thinking, from a post-World War II global perspective and suggests a framework 

that would enable developing countries to achieve “sustainable growth, eliminate poverty, and narrow the 

income gap with the developed countries” (Lin, 2011: 194). This framework aligns strongly with that of the 

NDP, the NGP and the NSDP.   

The TVET colleges Technical Task Team for the HRDCSA (Human Resource Development Council of South 

Africa) Secretariat compiled a 2014 report to contribute to the work of the HRDCSA Technical Working 

Group and Council.  Within the report, international comparisons are used to articulate the purpose of TVET 

colleges.  The paper therein argues for the reconceptualization of the role and purpose of TVETs (HRDCSA, 

2014).  From its comparative analysis, the report concluded that the success in vocational education is built on 

understanding that “each state of development requires a TVET approach that prepares the country for the 

next state of its developmental path” (HRDCSA, 2014).  This report is crucial to understanding the role of 

TVET colleges and their enhancement to contribute greater to economic growth and development.  The 

report adds that “to increase returns on investment, demand-driven approaches to vocationalisation need to be 



18 
 

developed relevant to the stage of economic development, the type of the economy and regional specifics” 

(HRDCSA, 2014). 

Using the best practices from India, Switzerland, Australia, the European Union, Chile, South Korea, and 

Germany, the HRDCSA report recommends customized best practices for South Africa’s TVET system which 

should consider the “South African economic development phases, social-economic development challenges 

and learner and community expectations” (HRDCSA, 2014).  For purposes of further comparative study and 

analysis to this research, the institute of China has been included in the assessment, noting China’s significant 

role and relations with South Africa and as Africa’s largest trading partner, encapsulated in groupings such as 

the Forum on China-Africa Cooperation (FOCAC), the BRICS and other bilateral and multilateral formalities. 

The HRDCSA report calls for a TVET system that is based in a developmental state and aimed at creating 

opportunities for helping learners (youth and adult) “to acquire skills, knowledge and values for lifelong 

learning and to secure sustainable livelihoods” (HRDCSA, 2014).  The report found that the curriculum of the 

TVET should address the needs of the learners, industry, and society, and that by creating job-related skills, it 

would not only be the objective of the TVET college sector, but also create employment, reduce poverty, and 

contribute to socio-economic inclusiveness.  It highlights the need for TVET colleges to go beyond the “rigidly 

narrow” economic development approach and adopt a broader developmental agenda (HRDCSA, 2014).  

Akojee (2010: 261) argues, “Success in skills development is intricately linked to the success of the 

development state”.  This statement captures the importance of the TVET colleges in South Africa being 

rooted within the paradigm of a developmental state.  If TVETs were successful in the advancement of skills 

development in the country, they would influence the success of a development state, where individuals would 

be capable to improve their own lives, and the opportunities that flow from the development would correct 

historical inequalities (NDP, 2012: 17). 

Assessing the role of TVET colleges in the country’s economic transformation and developmental framework 

necessitates an outline of the history of TVET colleges.  The inherent rational of TVET colleges has been linked 

to the process of industrialization and economic development (HRDCSA, 2014; UNESCO, 2012. Over the 

years, the evolution of TVET systems gradually grew to human development (HRDCSA, 2014; Tikly, 2013).  

The HRDCSA report explains that the demand for technical education for white youths of the country birthed 

the surge of TVET colleges, further from the late 1800s, with industrial development (HRDCSA, 2014; 

Smuts, 1937).  The TVET was linked to the expansion of “mining, railways, harbors and small engineering 

workshops in urban centres” (HRDCSA, 2014: 33).  Increasingly, the TVET system came to reflect a “strong 

general and technical educations divide focusing on apprenticeship training” (HRDCSA, 2014: 33).  It was in 

the year 2000 however, that a decline was seen in apprenticeship training, following the establishment of 

Sector Education and Training Authorities (SETA’s).   



19 
 

The HRDCSA 2014 report emphasizes TVETs as vital to human capital, sustainable development, social 

justice, and economic transformation, themes that are central to the White Paper (HRDCSA, 2014: 8-15). 

Gumede (2018) argues that South Africa has performed poorly regarding inclusive development, which 

“remains elusive” (Gumede, 2018: 200).  He argues that one cause of the inappropriate development policies is 

the legacy of colonialism and the ‘neo-imperial’ order (Gumede, 2018: 200).  Further, Gumede (2018) 

emphasizes relations between the state and capital, which according to him favors the private sector at the 

expense of human development.  He proposes re-conceptualizing the concept of development to suit the 

country’s needs.  

The HRDCSA report confirms the consensus that the TVET college sector is “not meeting the needs of the 

economy and society as a whole” (HRDCSA, 2014; 22).  This, however, has not discouraged efforts to 

improve the sector, as evidenced in the NDP, NSDP and SAIVCET, which seek to improve TVET colleges.  

The report notes that the challenges to TVET college sector are interrelated and cannot be explained in 

isolation.  It identifies the major challenges of unemployment, inequality, and poverty, and suggests that the 

TVETs should address these challenges by coordinating with the developmental mandate of government 

(HRDCSA, 2014: 22). The HRDCSA explains how each of the challenges affects the role of TVET colleges 

directly.  This report offers insights in enhancing the TVET colleges. 

2.3 Understanding skills and skills development in South Africa 

Theories of development and their application to South Africa present a lens to understand the formulation of 

policy strategies.  This further deepens understanding of how the South African government accorded priority 

to education and skills development strategies. Lolwana, Ngcwangu, Jacinto, Millenaar, and Martin (2015) 

have contributed to understanding South Africa’s strategies of skills and skills development.  

Skills development can be understood from the theoretical aspects to technical and manual work. It also 

denotes expert knowledge, and or scientific applied and proven knowledge. The term can also be used to 

explain the intervals between when one gains new knowledge and training upon becoming an expert or 

professional.   

Winch (2011) argues that the concept as it is used in the labour market explains the mastering or performance 

of a certain type of task within work objectives.  Lolwana et al., (2015) link this understanding to the work 

which is performed during employment and learnership or internship programmes which encompass the 

transition from schooling to employment (Lolwana et al., 2015: 15). 

On the other hand, the concept of skill can be seen as an end to a means.  Or rather as a “social and economic 

panacea” (Mayhew and Keep, 2010) or a “solution to meet the demands of the labour market” (Lolwana et al., 

(2015: 15), where the point is to gain expertise and knowledge that enables one to navigate through society.  



20 
 

McGrath (2002) in Lolwana et al., (2015) argues that due to globalization, the different notions of ‘skills’ have 

had diminishing implications for researchers, statisticians and labour in data sorting and bargaining for 

remuneration (Lolwana et al., 2015: 15) due to the elusiveness which has come with the different and variant 

meanings of the concept of skill. In South Africa, Motala, Vally and Spreen (2011) hold that the focus on skills 

shortage causes paralysis, and has diminished any possible outlook for economic advancement, and that the lack 

of skills is the main cause for lack of productivity, and lack of being able to compete on an international level 

with other economies (Motala et.al., 2011: 251).  It can be deduced that Motala et. al., bring the 

understanding that if the main focus was on the accumulation of skills rather than the lack of skills, then there 

would be progress to the continued advancement of skills.    

Most of the studies on South African policy strategies on skills development do not adequately define the 

concept of skill.  The NDP 2030 (2012); the SAIVCET (2012); and the NGP (2011); the NSDP 2030; discuss 

the concept of skills broadly and apply it to the various contexts, depending on who the receiver of the ‘skill’ 

is.  This distortion very well emphasizes the concerns raised by Motala et al., (2011) on the paralysis in the 

thinking of the county’s area of skills, and the argument by McGrath (2002) on the effects of globalization on 

the concept and understanding of skills development. This presents an opportunity for further research and 

recommendations on the amendments and revisions to existing and new policies.  

Bhorat, Cassim & Tseng (2016) conducted a study on the interactions between education, employment and the 

economy and found various linkages and relations.  In the study of the relationship and linkages between higher 

education and economic growth in South Africa, the authors found that education from University institutions 

contribute to economic growth, while other post-secondary education including TVET colleges “do not 

productively contribute to economic growth” (Bhorat et al., 2016: 313).  This means that there is an increase 

of skills opportunities for employment towards degree holders, rather than certificate-holders.  Bhorat et al., 

(2016) adds that the issue is the South African labor market, which has an increasing number of youth with 

educational qualifications (Bhorat et al., 2016: 318). 

Bhorat et al., (2016) find two factors to high unemployment in South Africa.  Firstly, that the labour market is 

overfilled with peoples with very low levels of education, and meanwhile the economy is biased towards 

skilled positions (Bhorat., 2017: 314-315).  Secondly, that the poor quality of education and schooling has a 

detrimental effect to accessing of effective employment opportunities (Bhorat et al., 2016: 314-315).  This 

literature confirms the findings from 2013, 2019 and 2020 by Stats SA on the comparative attendance figures 

from Higher education university institutions, TVET Colleges and Other Colleges, as shown in the 

introduction of this research study.   



21 
 

2.4 Good governance framework  

The concept of good governance is of importance to this discussion, as it prescribes what is pertinent within 

effective implementation of policies such as the SAIVCET.  Furthermore, the concept of good governance 

supports and is arguably a platform to achieving skills, economic development and the effective realization of a 

developmental state.  Within the context of educational organisations, Khanna (2016), defines good 

governance as “the most important factor in promoting development and eradicating deficiencies existing in the 

overall working of the organization, as such it relates mainly to achieving the assigned goals of development” 

(Khanna, 2016: 22).  The author’s claim thereby reiterates the importance of good governance towards the 

effectiveness of educational organizations such as the SAIVCET.    

In the study of ‘A conceptual framework for achieving good governance at open and distance learning institutions’, 

Khanna (2016) adopts a conceptual framework to attaining good governance within open and distance learning 

institutions (ODLIs).  The paper explores seven good governance principles to which the author expands to the 

application of its conceptual framework.  While Schacter’s (2000) World Bank study on Sub-Saharan Africa 

finds effective managerial elements essential to good governance, as power, accountability and relationships, 

Addink (2012) holds that the elements to good governance are “properness, transparency, participation, 

effectiveness, accountability and (economic, social and cultural) human rights” (Addink, 2012, Khanna, 2016).  

Moreover, Khanna (2016) develops seven principles for good governance as “effective and efficient 

performance, transparency, accountability, participation, leadership, consensus orientation and fairness” 

(Khanna, 2016: 26).   

Consolidated, the three authors’ (Schacter, 2000, Addink, 2012, Khanna, 2016) elements and principals to 

good governance are applicable to this research and its examination of the extent to which the SAIVCET 

accomplished its primary roles in supporting TVET colleges.  Particularly as the concept of good governance 

prescribes principles and elements of what is necessary for effective implementation of policies such as the 

SAIVCET.  For the purposes of this research, the seven basic principles adopted by Khanna (2016) will be 

explored and applied in assessing the role of the SAIVCET.  Although the author expands the seven basic 

principles to the good governance framework into eight good governance practices, the focus for the 

conceptual analysis will be through the seven basic principles.  Albeit the seven basic principles will be 

discussed at length, the inclusion of the eight good governance practices will not be overlooked in the 

discussion and conceptual analysis, as they present evidence that can be used in the assessment and examination 

of the SAIVCET.  The eight good governance practices include, “Focusing on organisations’ purposes and 

outcomes; performing effectively well-defined functions and roles; promoting values for the organization and 

demonstrating the values of good governance through behavior.  Furthermore, the practices include making 

well-informed and transparent decisions with full information, advice and support; managing effectively – the 

risks, the conflicts and the conflicts of interest; enhancing capacity and capability of all players of governance in 



22 
 

the organization; assigning clear responsibilities and accountability; improving integrity while working 

faithfully with loyalty and devotion” (Khanna, 2016: 25). 

It is noteworthy that although Khanna’s (2016) study assesses open and distance learning institutions, the good 

governance basic principles presented can be widely applied to the assessments of other studies within the 

higher education organisations.  The study holds validity and credibility for this research as it draws its findings 

within the context of good governance in educational organisations (Khanna, 2016: 22).  Furthermore, this is 

motivated by the relative findings of challenges that are presented by the author.  The challenges include, “lack 

of an appropriate business and educational model, making the study material or open contents developed 

difficult to follow.  The second challenge is the lack of any clear quality assurance mechanism, which results in 

unclear standards and by consequence, poor quality of distance education; and the final challenge is the lack of  

support  from  the  relevant  governing  bodies  which  are  exhibiting  poor  participation brought about by a 

lack of appropriate human and infrastructure capacity” (Khanna, 2016: 24).  

The challenges observed to the ODLIs by Khanna (2016), present similar experiences to the challenges 

observed by the SAIVCET.  Moreover, educational systems across the globe are confronted by challenges of a 

comparable nature, through an interconnected and interrelated world, thus it becomes constructive to conduct 

regional as well as international comparisons in the effort of drawing assessments and applying lessons, 

solutions and recommendations.  As in the case of the three challenges confronted by the ODLIs in India 

(Khanna, 2016), this research has found through the data collected that the SAIVCET alike experienced 

challenges of lacking appropriate business, educational and governance model, additionally, lacking clear 

monitoring and evaluation mechanisms and, lastly of lacking the funding support from relevant government 

bodies and stakeholders.  Thus the applicability, validity and credibility of the study by Khanna (2016) to this 

conceptual framework analysis.   

2.5 Education policy implementation framework 

In the Organisation for Economic Co-operation and Development (OECD) ‘Education Policy Implementation: A 

literature review and proposed framework’ working paper, Viennet and Pont (2017) provide analytical support for 

the effective education policy implementation processes for education systems.  The OECD is an international 

body comprising of 38 countries committed to democracy and the market economy (OECD, 2023).   

As the paper (Viennet & Pont, 2017) is meant for education policy makers, practitioners as well as their 

cabinets at their various levels it becomes applicable, valid and credible to this research, and the examination of 

the SAIVCET, its policy implementation and role towards TVET colleges in South Africa.  The OECD paper 

becomes more applicable to South Africa, as the country became one of five key partners to the OECD in 

2007, along with Brazil, China, India and Indonesia (OECD, 2023). Key partners play a significant role in the 

OECD’s work ensuring sustained and comprehensive partnership.  Additionally, more recently, in 2023, 



23 
 

South Africa’s Minister of Finance, Enoch Godongwana and OECD Secretary General Mathias Cormann signed 

the Memorandum of Understanding for Co-operative Activities and Joint Work Programme.  The agreement 

will focus on the development of small, micro ad medium enterprises, the promotion of trade and investment 

as well as to improve skills of workers in South Africa (OECD, 2023).  As South Africa deepens its 

collaboration with the OECD, policy makers in the country gain access and expertise to the good policy 

practices and recommendations by the OECD, which in turn, benefit from the exposure into South Africa’s 

policy perspectives (OECD, 2023).  It is found further that no less than 450 education reforms have been 

adopted by OECD countries between 2008 and 2014 (OECD, 2015, Viennet & Pont, 2017), which presents a 

platform of practical policy teachings and lessons, from planning to implementation. 

The authors’ explain the complexities in implementing policies within education systems, building on 

literature and country case studies, and further recommendations to education policy implementation, which is 

defined “as a purposeful and multidirectional change process aiming to put a specific policy into practice and 

which affects an education system on several levels” (Viennet & Pont, 2017: 3).  The assessment (Viennet & 

Pont, 2017) presents a strong conceptual framework to this research and its objectives to examine the 

SAIVCET, its primary roles in supporting TVET colleges in South Africa, and to explore and present expert 

findings and solutions to challenges met by the SAIVCET.  The Education policy implementation framework 

thereby contributes extensively to this research conceptual analysis.  

The OECD paper further presents the broader context to which education policy implementation needs to be 

understood, in order to appreciate that it is not simply or merely a matter of strictly implementing decisions, 

but rather that contextual analysis needs to be considered.  It is held that “implementation is purposeful only to 

the extent that the process is supposed to change education according to some policy objectives; secondly, that 

it is multidirectional because it can be influenced by actors at various points of the education system.  And 

lastly that it is contextualized in that institutions and societal shocks and trends, such as in culture, 

demography, politics and economy – affect the education system and the ways in which a policy is shaped and 

translates in the education sector” (Viennet & Pont, 2017: 6).  That requires the understanding that various 

considerations need to be made to the context of the implementation process, understanding the numerous 

factors, which may influence its interruptions, delays and or failures.   

Education policy implementation is a complex, evolving process involving a number of stakeholders, and thus 

“can result in failure if not well targeted” (Viennet & Pont, 2017: 6).  In fact, the authors sternly and 

fundamentally reflect on the range of reasons that can prevent effective implementation.  The reasons include: 

“a lack of focus on the implementation processes when defining policies at the system level; a lack of 

recognition that the core of change processes require engaging people; and the fact that the implantation 

process need to be revised to adapt to new complex governance systems” (Viennet & Pont, 2017: 6).  This 

presents fundamental knowledge contribution to the assessment of the SAIVCET and its implementation 



24 
 

challenges, particularly as it remains presently projected in the DHET 2020-2025 Strategic Plan, even though 

it was established through the Green Paper for Post-School Education and Training in 2012.  Eleven years 

later, the SAIVCET is still yet to be formerly established.  The challenges experienced and expert solutions 

sought within SAIVCET, are guided by key elements within good governance frameworks and Education 

policy implementation frameworks, and will be discussed further within the conceptual analysis of this 

research.      

Drawing to actionable solutions to the varying factors that hinder effective implementation, the authors 

propose a generic framework, which places four dimensions that should be taken into account to ensure an 

effective education policy implementation.  The four dimensions for education policy implementation are, 

“smart policy design; inclusive stakeholder engagement; a conducive institutional, policy and societal context; 

and a coherent implementation strategy to reach schools” (Viennet & Pont, 2017: 6-7).   

The first dimension for education policy implementation of smart policy refers to policies which are justifiable 

and offer a solution to an existing problem, and it must be within the means of the organization to implement 

the policy and establish concrete steps as to how the policy will be implemented.  The OECD report cautions 

of how policies fail if there are no considered plans to how they can be achieved.  This is done using the 

example of a policy requesting the adoption of new high technology equipment in schools, which however falls 

outside of the budgets of the schools, as they are unable to afford the upgrades.  This policy is therefore under 

threat to fail in implementation, unless there is national or local level or stakeholder support to fund the 

initiative.  The second dimension for education policy implementation of inclusive stakeholder engagement 

refers to an important aspect within policy implementation, which is the crucial engagement of stakeholder 

partners to ensure the effective implementation of the policy.  When this is achieved, the policy process is 

guaranteed a solid implementation and long-term benefits.  The third dimension for education policy 

implementation is of a conducive institutional, policy and social context.  This refers to the recognition of the 

“existing policy environment, the education governance and institutional settings and external context” 

(Viennet & Pont, 2017: 7).  Moreover, it is crucial to ensure that policies are not redundant to existing 

policies, that they meet the governance of the education sector and all external contexts are considered. The 

final dimension for education policy is of “a coherent implementation strategy to reach schools “(Viennet & 

Pont, 2017: 6-7).  This refers to ensuring that all concrete steps and measures are taken to bring about all 

aspects of the policy coherently across all schools.  In the case of the SAIVCET, this would be the effective 

operationalization of the institute to support all TVETs in South Africa.  The four dimensions are discussed in 

their applicability to the SAIVCET under the conceptual analysis in Chapter 5 of this research.  

 



25 
 

2.6 International comparisons of TVET policies and support institutes  

This section will discuss the comparable TVET support institutes from a global spectrum, assessing eight 

countries to draw out key lessons from each.  Since the understanding of the SAIVCET is limited in existing 

literature, drawing lessons from long standing international TVET support institutes fills the existing 

knowledge gap in this area.  This study will further explore lessons from the international TVET support 

institutes to understand the challenges faced by SAIVCET.  The TVET support institutes assessed include the 

BIBB support institute in Germany, notable also that Germany is supporting South Africa in its initiation of 

SAIVCET.  Also included is the CIVTE of China, the NITTTR of India; the SFIVET of Switzerland; the 

CEDEFOP of the European Union; the KRIVET of South Korea; SENCE of Chile; and the NCVER of 

Australia. Some of the findings from the international study and country comparisons is borrowed from the 

Task Team on SAIVCET (2012) as they provide support to advance the implementation of vocational 

education and training support institute in South Africa. The criteria used by the Task Team on SAIVCET, is of 

support institutes which are organized and may be located outside of a central national government 

department; provide support and capacity building of staff, curriculum development, monitoring and 

evaluation, research, and data analysis, and that which have been in operation for at least five years (DHET, 

2012: 26).  The Task Team notes it assessed 17 support institutes across the world, where seven were 

specifically detailed for their signifying factors and relevance to South Africa. The seven countries to which the 

Task Team assessed the TVET support institutes are Germany, India, Switzerland, the European Union, South 

Korea, Chile and Australia.  The assessment of China’s TVET institute is included in this research for purposes 

of further comparative analysis, noting the role of China on the global economies and African nations, within 

its Forum on China-Africa Cooperation (FOCAC), BRICS, and other bilateral and multilateral groupings.  

Drawing comparative assessments on international TVET institutions is sufficient to inform the grounds to 

which the SAIVCET could establish in order to be successful in fulfilling its primary roles to TVETs.  

However, as the purpose of this research is to examine the extent to which the SAIVCET has supported the 

TVETs, only a top layer assessment of the international institutes is drawn.  This realizes the opportunity for a 

global in-depth comparative study of governance and policy frameworks of international TVET institutes.  

2.6.1 BIBB support institute in Germany  

The South African model of higher education has distinct similarities to that of Germany, particularly in three 

cases. Firstly, the German higher education system is entrenched in the tradition of universities held up as the 

preferred higher education learning institutions (Deissinger, 2000: 607) much like South Africa where the 

general standard and culture of higher education and success is embedded in the universities.   

Secondly, there is a national distinction between higher education institutions or universities, and TVET 

colleges. In Germany there is a clear distinction between universities and polytechnics, which refers to 

institutions that emerged from specializing in practice related education (Deissinger, 2000: 608), in South 



26 
 

Africa, polytechnics would be the equivalent of technical and vocational colleges or otherwise TVETs.  

Dessinger (2000) argues that as a result, the vocational institutions are affected by the differentiation in the 

status and denomination of higher education institutions. Graduates entering the civil service from vocational 

institutions are presented with a lower entrance salary and are “normally barred from the highest career 

positions in public institutions” (Deissinger, 2000: 608).  Thirdly, and significantly, only one-third of higher 

education institutions in Germany are recognized as universities, while others bear titles such as “polytechnics 

including public administration colleges; theological colleges; colleges of art and music; colleges of education; 

and vocational academies” (Deissinger, 2000: 608).   

The German Federal Institute for Vocational Education and Training (BIBB) is a research institution, which 

works to address challenges faced by TVET, stimulate innovation in national and international systems of 

TVET, and develop new practice-oriented solutions for initial and continuing vocational education and training 

(DHET, 2012, 32).  BIBB is highly regarded for its dual system of secondary schooling, which operates on both 

an academic track and on a vocational track.  The vocational track takes up the largest group of learners in the 

upper secondary level at approximately 53 percent trained for training occupation.  After the dual system, 

most participants take up employment opportunities as skilled workers (DHET, 2012: 320).   That is where 

the success of the dual system correlates to the economic growth of Germany. 

BIBB actively participates in academic research dedicated to vocational education and training and contributes 

to inform the system in theoretical development (DHET, 2012: 32).  The research generated by BIBB’s is 

interdisciplinary and cooperates with institutions of higher education and enables the field of academic research 

to access its research output and data while cooperating with international partners and consulting worldwide 

(DHET, 2012: 32).    

Furthermore, beyond research activities, BIBB advances in development and continuing training occupations, 

management, and supervision of national and international TVET programmes, supporting in-company 

vocational training materials and concepts for qualifying company trainers (DHET, 2012: 33).   BIBB works 

with federal and state ministries, employer organizations, trade unions, professional associations, and chambers 

responsible for vocational training, where BIBB is also significant for its policy formulation and advice. 

Germany TVET system has been at the center of international recognition due to its contribution to boosting 

its economy.  Notably, the UNESCO-UNEVOC International Centre, is located at the United Nations 

Campus, in Bonn, Germany and is financed by UNESCO and the German government.  The UNESCO-

UNEVOC is the global network for TVET institutions, otherwise known as the International Centre for 

Technical and Vocational Education and Training, and is one of seven UNESCO institutes and centres working 

in the field of education. 



27 
 

2.6.2 CIVTE institute in China  

The Central Institute for Vocational and Technical Education, Ministry of Education of China (CIVTE), is a 

national research institution that specializes in the field of TVETs.  The institute was established in 1990 in 

collaboration between the governments of Germany and China in the TVET sector.  The institute is run on a 

“consistent engagement in policy-making consultancy, coordinating curriculum development and relevant 

research programmes among Chinese TVET institutions and practitioners” (UNESCO-UNEVOC, 2023).  

Furthermore, the institute aims to conduct research on improvements to TVET teaching capacity and to 

deliver TVET teachers training and leadership training programmes nationwide (UNESCO-UNEVOC, 2023). 

China’s education sector has not been boastful for a long time, for decades, China has held a population lacking 

skills, and the country lacked an educated workforce.  The Chinese government recognized this as a significant 

bottleneck for its transition to an innovative power.  Recently, in 2021, the Chinese government initiated rigid 

policies to reform the education system, and in 2023, China made its vocational education reform a major part 

of its national goals (Shuo, 2023).  Other literature points this reform to the noticeable outcomes of the 

German education system (Antje, Sui & Robert, 2009).  Scholars, Antje et al., (2009) note that German and 

Chinese scientists and critical development agencies have since 1997 worked in collaboration to introduce new 

schools and training programmes according to the German model, with the exception of the dual system of 

Germany – which has not taken hold in some parts of China (Antjie et al., 2009: 5-8).  In 2022, the 

Communist Party of China Central Committee and the State Council, China’s Cabinet, issued a new guideline 

on TVET education sector with a newly revised vocational education law (Shuo, 2023; CIVTE, 2022).  The 

guideline is set to boost the capacity of “vocational schools and increase the quality, adaptability, and appeal of 

the education” (Shuo, 2023). The Vocational Education Law of the People's Republic of China was revised and 

passed at the 34th meeting of the Standing Committee of the Thirteenth National People's Congress on April 

20, 2022, and came into effect in May 1, 2022 (CIVTE, 2022).  The guideline was further recognized by 

Congress, which made it the first to be issued by central authorities on vocational education since the 20th 

Communist Party of China National Congress in October 2022, this according to Chen Ziji, director of the 

Ministry of Education's Department of Vocational Education (Shuo, 2023).   The Congress thereby placed 

significant emphasis on the importance of vocational education.  Noting further how it had been given less 

regard in the overall education system.  Chen held in a news conference that, “since the Congress also stressed 

the importance of education, technology and talent in building a powerful country, deepening the reform of 

modern vocational education is an ever more challenging and important task” (Shuo, 2023).   

2.6.3 NITTTR support institute in India 

The National Institute for Technical Teacher Training and Research (NITTTR) was established in 1966 and 

leads India’s professional development of TVET teachers and trainers (DHET, 2012: 29).  The institute’s 

primary focus is supporting TVET’s engineering sector by developing lecturers within the sector and trainers at 



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350 colleges, 850 polytechnics and numerous universities (DHET, 2012: 29).  The institute conducts research, 

assists in the building of teaching and learning materials, and develops curriculum to meet the demands of 

employers.  The private sector has representation in the governing body of the NITTTR sector while the All-

India Council for Technical Education (AICTE) provides support for employers on inputs to quality assurance, 

curriculum, and accreditation to the TVET and engineering qualification in India (DHET, 2012: 30).   

A World Bank study (2000/5) warned that India’s scientific and technical manpower development system has 

deficiencies in fulfilling the potential for economic prosperity, some of which resonate in South Africa (DHET, 

2012: 29).  The study found deficiencies in the physical infrastructure, over-centralisation, lack of autonomy 

and accountability of institutions, whereby most have limited autonomy on appointments and admissions, 

curriculum programmes and student evaluation and financial management, all which hinder quality 

provisioning (World Bank, 2005: 54 in DHET, 2012: 29). 

2.6.4 SFIVET support institute in Switzerland 

The Swiss Federal Institute for Vocational Education and Training (SFIVET) is characterized by three factors: it 

has acquired participation at high levels by the private sector, where 30 percent - which is deemed as a higher 

employer rate than in most countries - of all companies in Switzerland are employing apprentices (DHET, 

2012: 27).  Secondly, the SFIVET, maintains high quality participation to the economy, whereby more than 80 

percent of youth after completing the compulsory basic education, undergo apprenticeships.  This leads to a 

youth employment rate of 95 percent, which is significant and has maintained Switzerland’s position within the 

World Economic Forum’s annual Competitiveness Index in the top three of the biannual World Skills contests 

(DHET, 2012: 27).  Third characteristic to Switzerland’s TVET system is a sophisticated level of articulation 

between training programmes and qualifications, with multiple exit and re-entry points whereby qualifications 

can easily be portable from different institutions and programmes (DHET, 2012: 28).  Furthermore, the 

SFIVET is significant for its professional development of TVET teachers and trainers, as its responsible for 

initial and continuing training of TVET educators and conducts research and development to the institutions, 

influenced by policy development, the institution often serves a channel to input into curriculum and training 

programmes for industry and professional bodies (DHET, 2012: 28).   

2.6.5 CEDEFOP support institute in the European Union 

The European Centre for the Development of Vocational Training (CEDEFOP) is significant for its support to 

the development of coherent and compatible vocational education and training policies across European Union 

(EU) member countries. CEDEFOP primarily operates as a research and advisory body to governments to 

assist in the policy development on TVET providing research reports, policy papers, comparative studies of 

qualifications, national statistical data; the CEDEFOP has an overarching function over all EU member states.  

The SAIVCET Task Team found this function to be lacking in South Africa; “the provision of consistent policy 



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advice based on a strategic, long-term system-wide view” (DHET, 2012: 34).   The differences that can be 

understood from this function in terms of structure and governance, CEDEFOP is autonomous and governed 

by government representatives, employees, and the state whom each are members of the European Union. 

2.6.6 NCVER support institute in Australia 

The National Centre for Vocational Education and Research (NCVER) was established in 1981 and significant 

for its applied research as one of the premier research centres on TVET globally, as it funds research, builds 

capacity for research, disseminates research findings, and holds briefing sessions widely (DHET, 2012: 31).  

The NCVER provides information and research to a wide scope of stakeholders, federal, state and 

Commonwealth departments of education and training, international agencies, institutions of research and 

education, councils for industrial skills, employment employer-employee and community organisations 

(DHET, 2012:31).  The Australian TVET system is regarded as one of the most sophisticated globally due to 

three aspects: that it is industry led as employers and industry members define the required outcomes from 

training; that it is integrated with the system and jointly managed by state and federal governments; and that is 

flexible to the needs of clients (DHET, 2012: 31).  The South African Task Team on SAIVCET found that the 

Australian NCVER an example of “how an institute can support national TVET system by enabling government 

to make evidence-based policy decisions and create well-informed policies and regulatory environments” 

(DHET, 2012: 32). 

 

2.6.7 SENCE support institute in Chile  

The Chilean National Council for Vocational Education and Training (SENCE) is significant for its systemic 

coordination as both “apex and support” entity for TVETs in Chile. The defining features of the institute are its 

decentralized set-up and how it is based in a highly privatized TVET system that is dominated by private 

market needs for employer training (DHET, 2012: 33).  Different from other institutes in other countries, 

SENCE is a regulatory, administrative, and financial body, which manages the national training system (DHET, 

2012: 33).  SENCE expands entrepreneur training programmes and activities, and through private agencies 

allocates funding for training courses. 

The SENCE is a tripartite body that represents government, employers and unions, which seek to advance the 

economy towards development and towards the “knowledge economy” (DHET, 2012: 33).  The challenge 

within the Chilean TVET sector is in identifying a single unit or entity that will be inclusive of all the work 

needed to promote and develop the TVET sector (DHET, 2012: 33).  Notwithstanding also advances in 

curriculum quality assurance and provides information and data about the TVET system. 



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2.6.8 KRIVET support institute in South Korea  

The Korean Institute for Vocational Education and Training (KRIVET) was established in 1997 to focus on the 

employability of TVET graduate and address the industry labour shortages (DHET, 2012: 30). It collaborates 

with the Prime Minister’s office and the ministries of Education, Science and Technology and Labour. The 

functions of the institute change with the demands of the economy.  At the time of the report, the institute was 

focused on five main elements.  The first element is to support policies that lead to knowledge-based society.  

Followed by the element to support demand-driven vocational development competency system, which 

maintains linkages between education, training and employment.  Thirdly, to support establishment of 

organizational, individual and social learning networks for social integration.  Followed by the element to 

provide for the development and dissemination of career learning information.  Lastly, to act as a global hub 

for projects on research on human resource development (DHET, 2012: 31).   

The South African Task Team on SAIVCET found the Korean institute of particular importance because of its 

engagement between the public TVET system and employers to maintain the chain between education, 

training institutions, and employing companies.  Furthermore, because KRIVET was instrumental in the 

transition of South Korea from an industrialized manufacturing economy to a knowledge-based economy, it has 

contributed to the government’s objectives of building a ‘development state’ (DHET, 2012: 31).  

Table 2.4.1 below presents the international TVET institutes and their primary roles.  The table is taken from 

the DHET Ministerial Task Team report on the establishment of the SAIVCET, published in 2012.  The report 

was assessing and motivating for the establishment of the SAIVCET to support TVETs in South Africa.  

Thereby doing so, the report took analysis of existing international institutions and their effectiveness within 

their economies.  The primary roles presented in this table are of the international institutes and do not 

specifically speak to the six primary roles of the SAIVCET, however, there is an interrelatedness which can be 

seen within the international primary roles and the SAIVCET primary roles.  It must be noted, that as this 

report was compiled in 2012, some of the data on these institutes and their primary may have changed and 

been updated.   



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Table 2.4.1 International TVET Institutes and their Primary Roles (DHET, 2012: 37) 

 

The purpose of presenting the above table is to present the primary roles by way of comparison, which were 

achieved by international institutes at the time which the SAIVCET was being assessed for feasible 

implementation in South Africa. What is evident from the table is that the most successful institutes in terms of 

the number of primary roles achieved, is the German BIBB and the India NITTTR, which both attained six 

scores of ‘yes’, in achieving their primary roles.  This is followed by the South Korean KRIVET which attained 



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five counts of ‘yes’ in achieving its primary roles. This table will be discussed further in Chapter 5 of analysis of 

data and the SAIVCET Six Primary roles.  

2.7 Regional (AU 2063) and international (BRICS) TVET objectives to skills development 

Studies reveal that international best practices on the development and transformation of the TVET institutions 

have influenced many national efforts. In fact, Akojee (2016) shows that South Africa’s education and skills 

development trajectory has been highly influenced by the international community (Akojee, 2016: 3). He adds 

that although South Africa may be presented favorably on the international front, it is still faces many 

implementation challenges.  In addition to adhering to the NDP, South Africa’s TVET objectives are also 

aligned with regional and international institutional policy objectives, including the African Union (AU) 

Agenda 2063, the continental BRICS cooperation targets and the global UN’s Agenda 2030. 

The African Union’s AU Agenda 2063 makes reference to skills development, education and the TVET system 

to realize the objective of ‘inclusive growth and sustainable development (African Union, 2015). This is 

confirmed by Objective 1.2 of a “well educated citizens and skills revolution underpinned by science, 

technology and innovation”, and Objective 1.2.1 of “education and science, technology and innovation driven 

skills revolution” (African Union, 2015).  In reference to the TVET system, Akojee (2016) questions the 

recommendation that “all secondary school students without access to education have free access to TVET 

education by 2063” (African Union, 2015: 135).  The author positions this as a problematic, in that it could 

pose dangers than the desired solution where other options have failed. This desired solution, according to 

Akojee (2016), ignores the challenges of the TVET system which is operated on a supply-driven basis, but 

invariably undermines its position as an institution of choice rather than last resort (Akojee, 2016: 4).  

Notwithstanding this clause, the document has underlined the significance of TVET for development and 

alignment with the labour market in the promotion of skills and entrepreneurship (African Union, 2015: 135). 

South Africa plays a major developmental role in Africa and the emerging economies.  Following the 6th BRICS 

Summit, Fortaleza, Brazil, July 2014, the BRICS adopted the Building Education for the Future: Recommendations 

for cooperation that underscored the role of TVET’s and skills development in four of the 12 recommendations 

(Akojee, 2016: 3). These recommendations relate to the need to develop labour market information systems 

and capacity for skills analysis and forecasting and strengthen the links between companies and TVET 

institutions; and facilitate workplace learning at the secondary level (UNESCO, 2015: 3-4).  Furthermore, the 

documents emphasizes the need to gather data which would be crucial to the labour market under the 

TVET/LM Observatory; and the recognition of the relationship between the TVET and the labour market 

(Akojee, 2016: 4).   

In terms of the UN’s Agenda 2030 objectives to skills development, within the 17 Sustainable Development 

Goals (SDGs) and 169 associated targets are objectives towards TVET systems. The objective of SDG 4 is to 



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promote lifelong learning.   More specifically, SDG 4.3-4 affirms that by 2030, members will ensure the “equal 

access for all women and men to affordable and quality technical, vocational and tertiary education, including 

university; and by 2030, substantially increase the number of youth and adults who have relevant skills, 

including technical and vocational skills, for employment, decent jobs and entrepreneurship” (UN, 2015: 12). 

2.8 Conclusion 

This chapter presented the literature reviewed in this research, which contributes to the assessment and 

analysis of the role of the SAIVCET in supporting TVET colleges.  The literature discussed, assessed the 

concept of development, and the development state as adopted in the NDP (2012), the HRDCSA Report 

(2014) along arguments from authors, Lin (2011), Akojee (2010), and Gumede (2018).  The understanding of  

development in the context of South Africa is discussed, as well as its linkages to the nations NDP policy aims 

to establishing a developmental state that is capable to reduce poverty and eradicate inequality.  The HRDCSA 

(2014) maintains the requirements in establishing TVET at the centre of economic growth and development, 

as the report requests for a TVET system located within a developmental state, aimed at producing 

opportunities for youth and adult to acquire skills, knowledge and values to secure sustainable livelihoods. Lin 

(2011) is used to discuss the evolution of development thinking, while Akojee (2010) finds the linkages in the 

successes of the development state, to that of skills development.  Gumede (2018) discusses the shortfalls of 

South Africa in becoming a developmental state.  Bhorat, et al.,(2016) is discussed within the historical 

understanding of South Africa and their relevance to the current realities.  Further, the authors are discussed in 

the understandings of concepts of skills, unemployment, access and equity.  The chapter further breaks down 

theoretical meanings and understanding to the concept of skills and skills development.  Winch (2011) argues 

that the concept of skills explains a mastering of a performance of a task or work, while Lolwana et al., (2015) 

link this understanding to work which is performed in employment, learnership or internship programmes, 

and in transition from schooling to employment.  Mayhew and Keep (2010) discuss the concept of skills as an 

end to a means, to gain knowledge or expertise in order to navigate society.  The co-existence of various 

theories to the concept of skills is found to have diminishing effects to researchers, statisticians, labour, and 

bargaining for remuneration, and data sorting by McGrath (2002).  While Motala et al., (2011) highlight the 

paralysis brought by the focus of skills shortage to skills development. Literature by Deissinger (2000), Kuehn 

(2019), DHET (2012) 

The literature further assesses development to skills development, where studies by Lolwana, Ngcwangu, 

Jacinto, Millenaar, and Martin (2015), Winch (2011), Mayhew and Keep (2010) and Motala, Vally and Spreen 

(2011) are used in discussion. In addition, the literature discusses the concept of good governance under the 

good governance framework, and the elements and principles which can be applied to the assessment of the 

SAIVCET, using findings by Schacter (2000), Addink (2012), and Khanna (2016).  The Education policy 

implementation framework is also discussed, using Viennet and Pont (2017) where elements to effective policy 



34 
 

implementation and factors to policy hindrances and failures are discussed.  Furthermore, the literature draws 

comparisons from studies of TVET support entities in international countries, including Germany, India, 

Switzerland, the European Union, South Korea, Chile and Australia. Studies by Deissinger (2000), Kuehn 

(2019), Shuo (2023), Antje, Sui & Robert (2009) and Akojee (2016) is used to discuss the comparative analysis 

and assessments of international TVET institutions to inform international experiences to the examination of 

the SAIVCET.  Lastly, regional and international bodies such as the AU, BRICS, and the UN are discussed in 

their aligned objectives to skills development and education.  This literature will be analysed further in Chapter 

5, together with the primary data findings from the semi-structured interviews and questionnaires.  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



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Chapter 3: Research Methodology 

3.1 Introduction  

This chapter presents the methods taken to conduct the research and provides the findings that support the 

research questions and problem statement in Chapter 1, and the literature reviewed in Chapter 2.  This 

chapter presents the selected research approach, which is the qualitative survey research approach.  The 

qualitative survey research approach is the most effective for this study as it makes use of questionnaires or 

interviews to gather and assess data.  Further, this chapter presents the research tools of semi-structured 

interviews and questionnaires, which are adopted in the study and their implementation.  The purposive 

sampling of the participants is also explained, and the phases of the data collection and analysis process are 

presented.    This chapter further presents the process of analysis, explaining the thematic analysis taken in this 

research, as well as the conceptual analysis.  The impact and limitations of the global COVID-19 pandemic, 

feasibility and positionality of the research is discussed.  Furthermore, the discussion confirms the validity, 

reliability and dependability of the research study.   

3.2 Research Approach  

This research adopts a qualitative survey research approach to examine the extent to which the SAIVCET 

attained its primary roles in supporting TVET colleges in South Africa.   Wagner, Kaulich and Garner (2012) 

write that “surveys are used to gather data from large groups of people in a relatively short period of time using 

questionnaires or interviews” (Wagner, Kaulich, Garner, 2012: 22).  This is the most suitable research design 

for this research as it will assess data and capture responses from respondents who will provide information on 

the role of SAIVCET in supporting TVET colleges, and how they are positioned to support skills development.    

3.3 Research tools and their application  

The research tools used in conducting this study are semi-structured interviews (Annexure 2) and 

questionnaires (Annexure 3).  The data from these tools informs the primary findings of this study.  Secondary 

data is generated from desktop research using existing literature, national databases, national policy strategy 

documents and reports on education and skills development, higher education departmental databases, and 

frameworks such as Statistics SA presented in Chapter 2 of the literature review.  The literature further 

presents the conceptual framework, which is used in the data analysis.  A triangulation approach is thus realised 

in this research, as the assessment and