Innovation as Disruption of Culture: A TVET Perspective

With its focus on training and retraining people for the world of work, Technical and Vocational Education and Training (TVET) must respond to changing societal contexts and the demands of the world of work. Against this background, and in recognition of the disruptions taking place within economies, societies, and the environment, UNESCO–UNEVOC encourages TVET institutions to commit to an institution–wide approach to innovation to maximize their potential to overcome disruptive challenges and become drivers of innovation. This paper discusses innovation in TVET as a disruption of culture. It makes the assumption that for innovation in TVET to take root in the education system there must be changes in current TVET cultural practices. The arguments of this paper are developed through an integrative literature review which explores the notion of innovation (and particularly innovation in TVET). The paper discusses why innovation in TVET is imperative in the 21st century with the penetration of digital technologies in the world of work and the emergence of new forms of entrepreneurship that are changing job profiles and creating new possibilities for generating solutions for social and economic problems. Working on the premise that curriculum change and innovation must consider the culture of practice, this paper examines the dimensions of culture (rituals, cultural tools, and discourses) as a framework for assessing the disruptions that are occurring and must occur in the teaching and learning experience and in the products and services of TVET as we seek to prepare TVET students for the 21st century workplace.