TVET research, policy and practice has traditionally been associated with the economy It is not surprising, therefore, that when markets fail, some of the blame is laid at the door of the TVET system. The resultant widespread calls for its alignment with the market become particularly robust. Its close relationship with the formal economy has, however, also been questioned as the formal economy becomes less robust and its job-creating potential is muted. Various global reports have indicated the extent of the international economic and employment context in a post-2008 world in both in the developed and emerging contexts (see for instance, ILO, 2012; OECD, 2012; OECD, 2009). The need for a responsive TVET and skills development agenda is therefore called for.

 In the emerging and transition countries, the need for a new TVET agenda has been identified as its ability to respond to the traditional economy has been questioned. There is clearly for a new order to which the TVET system needs to respond in a developing context. This paper will explore the nature of the TVET agenda to which it needs to respond using a theoretical lens consistent with understanding the political economy that enables understanding of the way in which education systems to respond. It explores ways in which the sector can respond to the current new development context using a social justice dimension that ensures inclusivity. Using the notion of ‘responsive developmentalism’, the paper suggests that key premises and promises of TVET will need to re-defined if it is to be responsive to the new order. .

In the context of a changed and changing labour market, the answer lies in a more nuanced conception of the ‘market’ as TVET begins to respond to a range of agendas. The post-2008 world order has left many nation states wondering how, if at all, the key challenges of economic inequality, rising poverty and increasing unemployment can be resolved. The focus on TVET is therefore, not surprising, as education and training systems themselves undergo considerable change and transition. As a responsive and appropriate mechanism for development, the role of TVET as a transformative mechanism that is flexible and appropriate to changing circumstances is unquestioned. However, its ability to continue to be responsive to changing circumstances will have to take cognisance of the new order.  

 In this regard, we clearly need to interrogate the nature of TVET research. To whom and to what entities does TVET currently respond and to what end? What are the questions being asked by the current players and are they still relevant? Answers to these questions might lead us to review the answers to questions we take for granted. Thus hard questions about the very premises of TVET need to be answered taking account of the new circumstances that TVET finds itself.

The paper proposes that conventional notions of TVET need to be re-defined as its fundamental premises and promises are reconsidered. How do we respond as TVET practitioners and researchers and what exactly is the role of research and academia in the current context?  This paper intends to explore the current nature, form and context of TVET in South and Southern Africa and locate this within an international context of skills development. 

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