ZIMBABWE’S ‘FOUR-PATHWAY’ SCHOOLS PROPOSAL FOR TECHNICAL AND VOCATIONAL SKILLS DEVELOPMENT: IMPLEMENTATION CHALLENGES, BENEFITS AND PROSPECTS
Journal Title: Educational Research International - Year 2015, Vol 4, Issue 2
Abstract
The first Commission of Inquiry into Education and Training for Zimbabwe was instituted on 2 January 1998. The Commission reviewed completely Zimbabwe’s education system against the background of the demands of the Third Millennium and made several recommendations. One of those recommendations was the establishment of a ‘four-pathway’ senior school system designed to develop technical and vocational skills among Zimbabwean students that are usable in their future formal employment or informal self-employment. Regrettably, the new educational structure has not yet been fully implemented up to now. This paper makes a modest contribution to the on-going debate about challenges associated with renewed attempts to vocationalize secondary education in Zimbabwe. Through a critical analysis of related documents and interviews with key stakeholders, evidence is marshalled in support of the view that the innovative ‘four-pathway’ skills empowerment project, unlike Education With Production (EWP) of the 1980s, which failed to take off, is a product of a wide consultative process. Because of its commendably public approach, the innovation seems to enjoy a secure ground-base with the generality of Zimbabweans. However, chief among other factors is an apparent situation that exists in which some recalcitrant technocrats in the relevant ministries are prepared to scuttle what is arguably the best school system ever designed in the post-Independence Zimbabwe right at the shoals of its implementation. For, the proposed curricular change project has far-reaching implications for staffing in the affected ministries. At best, some of the key personnel may be redeployed, at worst retrenched. Hence, the sluggish structural reform of the current Zimbabwe education system. The project has massive potential to increase supply of skilled manpower and participation of Zimbabwean future citizenry in the economic development of the country. Such a noble experiment at curricular diversification, therefore, needs the full support of all Zimbabweans.
Authors and Affiliations
Hardy Chitate
Keywords
Related Articles
- EP ID EP574597
- DOI -
- Views 94
- Downloads 0
Benefits and Stakeholders’ Role in School Greening: Case of SESE Primary School in Rural Botswana
This paper explores the greening of SESE Primary School, a change project aimed at promoting education for sustainable development. It is based on study carried out on a sample of learners, teachers, and auxiliary staff...
PREDISPOSING FACTORS TO LIFE ON THE STREETS: THE CASE OF OUT-OF-SCHOOL CHILDREN IN NIGERIA
Education is the key to national development and no development can take place without first developing the citizenry of the country, out-of-school/street children inclusive. The phenomenon of out-of-school/stree...
A SURVEY OF THE FACTORS AFFECTING FEMALE COLLEGE STUDENTS’ ENGLISH LANGUAGE LEARNING IN DISTRICT MARDAN
The purpose of this study is to make a survey of the factors that are responsible for English language learning. The study was descriptive in nature. The data was collected in district Mardan from the selected 60 female...
IMPACT OF COASTAL CLEAN-UP TO BENEFICIARIES AND PROPONENTS: BASIS FOR COMMUNITY EXTENSION ENHANCEMENT PROGRAM
The study aimed to determine the impact of the coastal clean-up project of Lyceum International Maritime Academy (LIMA) in Wawa River in Batangas City, Philippines as perceived by the beneficiaries and...
TIME MANAGEMENT: ESSENTIAL TOOL FOR TEACHING AND LEARNING IMPROVEMENT IN CHALLENGING RESOURCE PERIOD IN NIGERIA
Every event is time dependent. Eventually, successfully completed events are measured from total time expended. In school organization, curricular and extracurricular activities depend on the time scheduled like...