Critical analysis of TVET reforms and pedagogical practices in South Africa highlights the need for transformative approaches.
Key Points
Graduate experiences revealed that rigid curricula hindered agency, making policy reforms insufficient for real change.
Data indicated a critical need for dialogical pedagogies that align teaching with students' lived realities and career aspirations.
A participatory action research approach was utilized to gather insights from 15 TVET graduates, demonstrating the disconnect between policy and practice.
Reimagining South African TVET requires student-centered practices to foster critical consciousness and address social justice.