E-ISSN 2240-0524 ISSN 2239-978X Journal of Educational and Social Research www.richtmann.org Vol 10 No 6 November 2020 186 . Research Article © 2020 Isaiah Mmatipe Sefoka and Kolawole Sola Odeku. This is an open access article licensed under the Creative Commons Attribution-NonCommercial 4.0 International License (https://creativecommons.org/licenses/by-nc/4.0/) Perspective on Transformative Educational Interventions Developed for Empowerment and Capacitation of Learners in South Africa Isaiah Mmatipe Sefoka Faculty of Management and Law, University of Limpopo, South Africa Kolawole Sola Odeku Faculty of Management and Law, University of Limpopo, South Africa DOI: https://doi.org/10.36941/jesr-2020-0119 Abstract In South Africa, progressive transformative educational interventions have been implemented since the country became a democratic government in 1994. These interventions were meant to eliminate all past colonial and apartheid eras educational segregation laws and policies which denied the black majority access to quality education. This paper explains the intrinsic contents and contexts of these interventions by demonstration how these interventions are being used to redress the past educational segregation and injustices. It highlights that the Constitution provides for the right to education and that other legislation, policies and educational institutions were introduced to enable and ensure the delivery of quality education to learners in order to make them competent and employable in the workplaces and/or to establish their own businesses and be self-employed. The paper concludes that in order to develop capable and competent human capital and resources, access to and delivery of quality education and training are essential potent tools to accomplish this feat. Keywords: Pedagogy, competency, educators, learners, employability, workplace 1. Introduction In 1994, South Africa became a democratic country, and one of the first steps made to redress the past apartheid injustices was to restructure the legacy of apartheid educational sector in line with the provisions of the Constitution of South Africa, 1996 (the Constitution). (Motala and Pampallis,2019). As such, to realise the fundamental right to education in the post-apartheid era, South Africa reviewed its educational status and introduced a number of policies and legislation on transformation of education to foster flexibility, empowerment, skilled acquisition, capacity development programmes relevant to the 21 st century demands (Gamede, 2017). These policies and legislative interventions call for an urgent need for a major investment in education by providing people with quality education and opportunities to become productive in their respective post-education activities (Pegg et al., 2012). In addition, these interventions were aimed at removing the apartheid educational system which discriminated against black South Africans by giving them poor and sub-standard education (Meek