TVET Managers’ Perspectives on Preparedness for Inclusive Education in the Eastern Cape

Abstract

Technical and Vocational Education and Training (TVET) managers play a critical role in implementing inclusive education policies. This study explores Eastern Cape TVET managers’ perceptions of their preparedness for inclusion. Despite growing attention to inclusive education, limited research focuses on managers’ perspectives in this sector, making this study significant. Grounded in Bronfenbrenner’s ecological systems theory, the research highlights how interactions between policy, institutional structures, and local contexts influence implementation. A qualitative approach was employed, using convenience and purposive sampling to select two public TVET colleges and ten managers. Data were generated through semi-structured interviews, observations of facilities and assistive technologies, and document analysis of policies and strategic plans. Thematic analysis was used to interpret the data. Findings reveal that managers generally hold positive attitudes toward inclusive education and recognise its importance for equity and social justice. However, they feel insufficiently prepared to implement it effectively. Challenges include inconsistent understandings of inclusion, lack of training, centralised budgets that do not prioritise accessibility, and limited institutional support for students with disabilities. The study recommends establishing inclusive committees, conducting skills audits, building managerial capacity, strengthening partnerships, clarifying implementation guidelines, and revising budget structures to support inclusive practices in TVET colleges.