An Analysis of How TVET Colleges in South Africa Can Help Mitigate Future Global Pandemics : Insights from the Experiences of Students with Disabilities

Abstract

Background: The potential of Technical and Vocational Education and Training (TVET) colleges in the Global South to mitigate the impacts of future global pandemics is critically examined, using a theoretical perspective that understands learning continuity as shaped by instructional design and institutional capacity, social recognition and support, and the competence-generating logic of vocational learning. Aims: The project intended to determine implications for TVET preparedness in future emergencies and investigate how the COVID-19 pandemic impacted educational continuity for students with physical and cognitive disabilities in the TVET sector in Johannesburg, South Africa. Methods: The data came from a qualitative study done in Johannesburg, South Africa, that examined the experiences of forty students during the COVID-19 pandemic, paying particular attention to the ways in which TVET learning practices and disability-related needs interacted. Results: The results demonstrate that learning in TVET colleges often relies on in-person instruction, practical demonstrations, and apprenticeship-style training components that mainstream universities can frequently convert more easily to online formats so students in these institutions face unique challenges during pandemics. According to students' accounts, the pandemic exacerbated structural barriers that already existed for students with disabilities, interfering with educational continuity beyond temporary curricular modifications. Conclusion: The report contends that TVET colleges are still crucial for addressing labour shortages during emergencies despite these difficulties. To enhance meaningful participation and the development of competence, it suggests preparatory techniques focused on enhancing accessible e-teaching skills and using artificial intelligence into TVET courses.