Challenges and Proffered Strategies in Attaining Quality Technical Vocational Education and Training in Zimbabwean Tertiary Institutions: Evaluating Insider Perspectives | Chapter 2 | An Overview ofD Literature, Language and Education Research Vol. 5

 

Zimbabwe has made significant efforts to promote Technical and Vocational Education and Training (TVET) to enhance graduates’ employable skills and boost economies. TVET is defined as an educational process that focuses on the acquisition of practical skills, and an understanding of technologies and related sciences necessary for employment in a particular occupation or trade. The implementation of TVET is on the premise that students develop the requisite skills necessary to increase their employability and for the development of the economy through entrepreneurship. In Zimbabwe, TVET is incorporated into two levels of education: secondary and tertiary, to come up with an education system that mitigates poverty through the creation of employment. The study sought to ascertain the challenges and proffered strategies for attaining TVET programmes in Zimbabwean tertiary institutions. A qualitative approach was used, and a case study design was employed. Two research questions guided the study. The data collection instruments were interviews, document analysis and focus group discussions. The participants were selected through purposive sampling. The study revealed the following challenges: lack of TVET training facilities, poor teaching methods, poor funding, deplorable facilities, and routine assessment of students' competencies. The following strategies were proffered: deliberate continual professional development of TVET lecturers, provision of adequate training facilities, and mobilisation of the requisite financial resources. This study concluded that a workable quality assurance mechanism should be put in place, and the TVET Line Ministry should monitor and supervise the training process to ensure that graduates are adequately prepared for the needs of the industry. It was recommended that the central government, policymakers, and all TVET providers should deliberately focus on strengthening quality assurance in all the TVET tertiary institutions.

 

Author (s) Details

Abigirl Mawonedzo
Department of Art Design and Technology Education, University of Zimbabwe, Zimbabwe.

 

Wilson Banda
Department of Educational Foundations, University of Zimbabwe, Zimbabwe.

 

Please see the book here:- https://doi.org/10.9734/bpi/aoller/v5/1887