Governance of the South African Technical Vocation Education and Training (TVET) Colleges: A Ponder

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DOI: https://doi.org/10.5281/zenodo.18410420

Gumede E.E.¹ and Selepe M.² (Department of Public Administration and Management, University of South Africa, Pretoria, South Africa¹ and Department of Public Administration, University of Limpopo, Limpopo, South Africa²)

This paper critically examines the governance of South African Technical and Vocational Education and Training (TVET) colleges within the framework of the Continuing Education and Training (CET) Act 16 of 2006. Drawing on Weber’s bureaucratic theory and New Public Management (NPM) principles, the study explores how governance structures, leadership practices, and resource management influence institutional performance. Using a qualitative content analysis of existing literature, the findings reveal systemic challenges, including excessive centralization, weak leadership capacity, and resource mismanagement, which undermine efficiency and responsiveness. While governance frameworks emphasize decentralization, accountability, and stakeholder participation, practical implementation remains inconsistent, creating tensions between bureaucratic rigidity and modern governance ideals. The paper recommends adopting hybrid governance models, strengthening leadership development, enhancing decentralization, and promoting participatory decision-making to align TVET governance with national development priorities. These reforms are essential for transforming TVET colleges into agile, accountable, and inclusive institutions capable of meeting labour market demands and advancing socio-economic growth.