Staff insights on opening up learning to students with disabilities at Motheo TVET College, South Africa : A social justice perspective

Abstract

The extent to which open learning is being adopted by South African Technical and Vocational Education and Training (TVET) institutions in general and, more specifically, to support students with disabilities (SWDs) is not known. The aim of this study is to better understand the ways in which one ‘disability-friendly’ TVET college has opened up learning to students with mobility, visual, hearing, communication, intellectual, emotional and multiple limitations, impairments and/or disabilities. Two senior managers and four staff members were interviewed in this qualitative study undertaken amid the COVID-19 pandemic. Fraser’s (2005) conception of social justice as ‘parity of participation’ is used as a lens to untangle the economic, cultural and/or political injustices faced by SWDs as well as the staff who endeavour to support them. Several national government and institutional structural arrangements, institutional cultural conventions and individual activities have helped to ameliorate some economic and even transform some cultural injustices. However, more synergy and proactive interventions are required between policies and financial provision at national and municipal levels to ensure parity of participation of SWDs. These insights are applicable for implementation at the institution, in the TVET sector more broadly, for consideration by policymakers at the Department of Higher Education and Training, the National Student Financial Aid Scheme and Sector Education and Training Authorities as well as by employers seeking to increase access, progression and success of SWDs.