Published Article / This paper examines the discourses on technical vocation education and training (TVET) adopting a comparative perspective. In particular, we critically analyse the notion of academic and professional pedagogy to embed curriculum and pedagogy at Universities of Technology (UoTs) in South Africa and at the Central University of Technology (CUT). This is conducted by analysing the term, vocational pedagogy within the context of Universities of Applied Sciences (UASs) and Universities of Technology (UT) in Germany, and Universities of Technology (UoTs) in South Africa, respectively. We then proceed by exploring the idea of an Institute of Pedagogy at the Central University of Technology (CUT) that will become a centre of excellence where research on professional pedagogy will be undertaken by staff and students from CUT and other institutions, as well as other bodies, including government and the employer/industry.