Moving beyond vocational qualifications: A Freirean perspective on the transformative path of vocational education

Abstract

In this article, I examine the transformative potential and persistent challenges in South Africa's Technical and Vocational Education and Training (TVET) sector from a Freirean perspective, situating the analysis within broader global debates on vocational education and youth transitions. Using a qualitative Participatory Action Research (PAR) design, I engaged a purposive sample of 15 National Certificate (Vocational) [NC(V)] graduates in Gqeberha, South Africa. Data was generated through life narrative interviews and Learning Cycle Group (LCG) discussions, and analysed thematically using Freirean concepts of conscientisation, dialogue, and praxis. The findings reveal a significant misalignment between student aspirations and post-graduation realities, with graduates experiencing persistent barriers to employment, further education, and entrepreneurship. These challenges are linked to limited curriculum responsiveness, insufficient dialogical engagement, and weak institutional support systems. Consistent with international evidence on vocational education systems, the study highlights how employment-oriented models often fail to address broader issues of inclusion, agency, and social justice. I argue for a reimagined TVET curriculum grounded in Freire's problem-posing pedagogy-one that promotes critical consciousness, social responsibility, and structural engagement. I contribute to the literature by demonstrating how participatory and humanising pedagogies can reposition vocational education as a site of empowerment rather than mere skills training. Practically, the findings suggest the need for curriculum reform, stronger industry and community linkages, and the institutionalisation of participatory learning spaces to support graduate transitions and social inclusion.