Positioning Technical and Vocational Education and Training in Zimbabwe: An Exploration of Trainers’ Perspectives

Abstract

This study applied survey data collected from 115 trainers in 15 technical and vocational education and training (TVET) centres in Zimbabwe to explore trainers’ views of Zimbabweans’ perception of TVET education, the state of training and trainers’ qualifications and technological infrastructure in these institutions. A structured questionnaire was the main data collection instrument. From the trainers’ perspective, the findings show that the TVET system in Zimbabwe has qualified teaching staff and workshop space. The major problems facing the sector are lack of funding, dilapidated workshop equipment and unattractive buildings and classes, old and outdated technologies, lack of awareness and low student enrolment and political interference. These problems lead to a negative perception of TVET education in Zimbabwe. The results even show that the very low minimum requirements for a student to be enrolled at a TVET institution makes these institutions inferior to universities whose minimum requirements are quite high. The negative perception is therefore a build-up of number of these factors. The main policy implication of such findings is that TVET education in Zimbabwe can be significantly scaled up through intensification of awareness programmes, beautification and equipment of TVET institutions. The government must consider TVET education as equally important in its programmes such as in national budgeting.