The Politics of Vocational and Technical Education Curriculum: An Analysis of the Implementation of Vocational and Technical Education in Zimbabwe
Abstract
The study sought to analyse pre-colonial era system of vocational and technical education in
Zimbabwe in contrast with the post-independence period. It defined Curriculum and Politics in
educational issues. The paper looked at the hurdles in the implementation of vocational and
technical education, citing human interests and attitudes towards vocational and technical
education. The study used the interpretivist methodology based on the case study survey design.
Open ended in-depth interviews were used to gather data. The study found that there was no
real and clear government policy on vocational and technical education in Zimbabwe’s education
system except in theory and on paper. It concluded that it would take decades and decades
before true vocationalisation found its way into the country’s education system. The following
were the main recommendations: Government should appoint a panel of educationists to
formulate policy on vocational and technical education in Zimbabwe. Ministry of Finance should
set aside adequate funds to implement vocational and technical education programmes.
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