Vol. 1 No. 28 (2024)
Professional Pedagogics

Professional Pedagogics

THE SETAs AND S-SYSTEM SKILLS DEVELOPMENT IN SOUTH AFRICA AND BRAZIL: A TRANSFORMATIVE SOCIAL POLICY PERSPECTIVE

Published 01.10.2024

  • Newman Tekwa

Newman Tekwa
Post-Doctoral Research Fellow South African Research Chair in Social Policy, University of South Africa , Після-докторський науковий співробітник Південноафриканської наукової кафедри соціальної політики, Університет Південної Африки Південноафриканської дослідницької кафедри соціальної політики, Університет Південної Африки.

Professional Pedagogics

Abstract

Relevance. The African Union declared 2024 the Year of Education, Educating an African Fit for the 21st Century and the Agenda 2063 aspiration seeks to catalyse an education and skills revolution for Africa’s industrialisation. This places Technical and Vocational Education and Training at the centre in skills development on the continent. As part of their endogenous initiatives at improving skills, knowledge and abilities desired for work and enhance industrial competitiveness South Africa and Brazil instituted the SETAs system and the S-System, respectively aimed at skills formation and human capital development.

Aim. The two BRICS countries of South Africa and Brazil, through Acts of Parliament, institutionalised skills development programs which had seen them emerge as leading economies on their respective continents. What key lessons can be drawn for other African countries in their quest for industrialisation in the AU Year of the Year of Education to foster the relevant and competitive skills needed for the 21st century. 

Methods. The case studies of the S-system of Brazil and the SETAs system of South Africa are presented using a case study approach. Examining the SETAs and S-systems using a Transformative Social Policy framework, the paper adopts a case study approach seeks to answer the following questions: (1) what kind of institutional linkages and coordination between industry/business and skills/education training institutions need to be in place for adequate and appropriate human capital formation in Africa? (2) what are the appropriate funding mechanisms for human capital development suitable for African countries to adopt? (3) What coordination and facilitating role should be adopted by states in African countries to facilitate industry/training institutional linkages?

Results and conclusions. Key finding indicates that while the SETAs in South Africa are widely recognised by employers and give holders a big advantage in securing employment, TVET-market coordination, regional coordination for area-specific industrialisation and appropriate skills funding mechanism are key for competitive skills development and provide practical and policy lessons for African governments.

Keywords

transformative social policy,, skills development, SETAs, S-system, Brazil, South Africa

pdf

Author Biography

Newman Tekwa

Post-Doctoral Research Fellow, South African Research Chair in Social Policy, College of Graduate Studies,  University of South Africa, Pretoria, South Africa

http://orcid.org/0000-0002-0248-7073

e-mail: tekwan@unisa.ac.za

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  36. Translated & Transliterated
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