The ethics of TVET policy and practice: Issues of access and quality

Abstract

Much research, deliberation, policy and programming in TVET is concerned with issues of an ethical nature. We ask, for example, whether the access that women and girls have to TVET opportunities is equal to that of men and boys. We ask whether the quality of the TVET experience of students in rural and remote areas is equivalent to that of students in the towns and cities. We ask whether the quality of the learning in TVET is the same for persons with disabilities as it is for those of more standard ability. We ask whether vocational learning outcomes achieved through non-formal education give access to vocational qualifications and to work equivalent to that from study in more formal TVET courses. We ask whether TVET is preparing students to work in a manner that properly respects the interests of others. And if the answer to any of these and other such questions is not 'yes', then we ask why and what can and should we do about it. All of these questions—and the myriad others like them—are questions of ethics and are the focus of this chapter.