Development of vocational and technical education in South Africa up to 1990

• Main Author: Thabede, Reginald Thamsanqa
• Other Authors: Vocational and Technical Education
• Format: Others
• Language: en
• Published: Virginia Tech 2014
• Subjects: vocational education; technical colleges; technikons; LD5655.V856 1996.T433
• Online Access: http://hdl.handle.net/10919/39267; http://scholar.lib.vt.edu/theses/available/etd-08272007-163702/

This study traces the development of vocational and technical education in South Africa up to 1990. The study was centered around three themes, political, social and economic in relation to the development of vocational and technical education in South Africa in the period under review. Historical method of documentation and analysis was employed in this study. The study analyzed the development of education in South Africa, particularly vocational and technical education prior to the colonial occupation. Colonial occupation completely altered or stopped all the advances which were made by the indigenous people of South Africa in education and other fields. Industrial revolution in South Africa, through the discovery of diamonds and gold, added a new element in the development of vocational and technical education in South Africa, that of labor production. Vocational and technical education became tightly connected with the needs of industries. The tumultus labor relations between the industrialists and the employees, and between the African employees and European employees set the direction in which vocational and technical education followed throughout the years. The study also analyzed the role played by the missionaries in the provision of education, particularly vocational and technical education for Africans. The association of vocational and technical education with the department of prisons through reformatory schools and with the welfare services through the orphanages and the indigent communities in South Africa created a lifelong stigma on vocational and technical education. This stigma has hampered the development of vocational and technical education in South Africa up to this day. Conclusions were drawn from the knowledge gained from this study, and recommendations were presented. The conclusions reached were that: (a) some form of vocational and technical education may have existed prior to the colonial period, (b) vocational and technical education during the colonial period was shaped by industry and labor, missionaries, and prejudicial government policy. === Ph. D.