Advertisement

Professional Development of Vocational Teachers in Zimbabwe: The Past, Present, and Future

  • Chenjerai MuwanikiEmail author
  • Volker Wedekind
Living reference work entry

Abstract

The chapter traces the historical evolution of professional development of vocational teachers from colonial to postindependence Zimbabwe. Professional development of VET teachers has a long history in Zimbabwe and is officially recognized as an important component for improving the quality of teaching and learning. While there was a strong indigenous form of vocational education, since the colonial period, vocational education has been viewed as of lesser status. During the period of settler-colonial rule, vocational education was racially stratified and viewed as inferior, and this has continued into the postindependence years. While the periods of expansion, adjustment, and crisis all had a different impact on the way professional development was viewed, it continued to be a lesser priority when compared to general education. Currently professional development of VET teachers remains fragmented and in a state of neglect. It is argued that until VET generally is valued, that professional development of VET teachers will continue on the same historical trajectory.

Keywords

Professional development Vocational education and training teachers Zimbabwe 

References

  1. Andersson P, Köpsén S (2015) Professional development of vocational teachers: participation in a Swedish national initiative. Empir Res Vocat Educ Train 7(1):1–20Google Scholar
  2. Axmann M, Rhoades A, Nordstrum L et al (2015) Vocational teachers and trainers in a changing world: the imperative of high-quality teacher training systems. International Labour Office, GenevaGoogle Scholar
  3. Billett S (2011) Vocational education. Springer, New YorkGoogle Scholar
  4. Bound H (2011) Vocational education and training teacher professional development: tensions and context. Stud Contin Educ 33(2):107–119Google Scholar
  5. Broad J (2016) Vocational knowledge in motion: rethinking vocational knowledge through vocational teachers’ professional development. J Vocat Educ Train 68(2):143–160Google Scholar
  6. Busia KA (1968) Purposeful education for Africa. Mouton, The HagueGoogle Scholar
  7. Chinyamunzore NN (1995) Devolution and evolution of technical/vocational education curriculum in Zimbabwe. Paper presented at IDATAR conference, Loughborough University, LoughboroughGoogle Scholar
  8. Corcoran TB (1995) Transforming professional development for teachers: a guide for state policymakers. National Governors’ Association, Washington, DCGoogle Scholar
  9. Davis TL (ed) (2013) Digest of reports on jeanes schools at Kabete in Kenya, Zomba in Nyasaland, Mazabuka in N Rhodesia, Domboshawa in S Rhodesia and Hope Fountain in S Rhodesia. Historical Papers Research Archive, JohannesburgGoogle Scholar
  10. Dorsey BJ (1989) Educational development and reform in Zimbabwe. Comp Educ Rev 33(1):40–58Google Scholar
  11. Dube E (2017) Zimbabwe Land tenure impact on development and justice delivery. In: Mawere M, Mubaya TR (eds) African studies in the academy: the cornucopia of theory, praxis and transformation in Africa? Langaa, Bamenda, pp 137–158Google Scholar
  12. Duri FPT (2016) Defining the Zimbabwean crisis during the new millennium. In: Duri FTP (ed) Resilience amid adversity: Informal coping mechanisms to the Zimbabwean crisis during the new millennium. Booklove Publishers, Gweru, pp 22–49Google Scholar
  13. Dzvimbo KP (1989) The dilemmas of teacher education reform in Zimbabwe. Interchange 20(4):16–31Google Scholar
  14. European Centre for the Development of Vocational Training (2004) Professionalisation of VET Teachers for the future. Office for official Publications of European Communities, LuxembourgGoogle Scholar
  15. European Commission (2015) TVET teacher education in Africa: synthesis report. European Commission, BrusselsGoogle Scholar
  16. Gono G (2008) Zimbabwe’s casino economy: extraordinary measures for extraordinary challenges. ZPH Publishers, HarareGoogle Scholar
  17. Government of Zimbabwe (1981) National manpower survey 1981, vol 1. Government Printer, HarareGoogle Scholar
  18. Government of Zimbabwe (2002) Manpower planning and development act, no 02 2002. Government Printer, HarareGoogle Scholar
  19. Grollman P, Rauner F (2007) VET teachers: an endangered species or professional innovation agents. In: Grollman P, Rauner F (eds) International perspectives on teachers and lecturers in technical and vocational education, UNESCO book series. Springer, DordrechtGoogle Scholar
  20. Gudyanga A (2014) Vocationalisation of education. In: Zvobgo RJ (ed) Contemporary issues in education. College Press, Bulawayo, pp 101–114Google Scholar
  21. Gukurume S (2015) Livelihood resilience in a hyperinflationary environment: experiences of people engaging in money-burning transactions in Harare, Zimbabwe. Soc Dyn J Afr Stud 41(2):1–16Google Scholar
  22. Gustafsson I (1985) Zimbabwe foundation for education with production (ZIMFEP), A follow-up study. Education division document number 29, Ministry of Education and ZIMFEP Secretariat, SIDAGoogle Scholar
  23. Hawkins AM (1967) The Rhodesian economy under sanctions. Rhod J Econ 1(1):44–60Google Scholar
  24. Kanyenze G, Kondo T, Chitambira P, Martens J (eds) (2011) Beyond the enclave: towards a pro-poor ad inclusive development strategy for Zimbabwe. Weaver Press, HarareGoogle Scholar
  25. Kasambira DP (1987) Youth skills training as a strategy for rural employment in Zimbabwe, a case study. J Soc Dev Afr 2(2):35–48Google Scholar
  26. King K (1971) Pan-Africanism and education. Clarendon, OxfordGoogle Scholar
  27. Lloyd C, Payne J (2012) Raising the quality of vocational teachers: professional development in England, Wales and Norway. Res Pap Educ 27(1):1–18Google Scholar
  28. Machingura V (2006) Women’s access to teacher education in Zimbabwe: a gender profile. Zimb Bull Teach Educ 13(2):26–38Google Scholar
  29. Maguraushe W (2015) Insights into the Zimbabwe Integrated National Teacher Education Course: graduates’ music teaching competence. Muziki 12(1):86–102.  https://doi.org/10.1080/18125980.2015.1031452Google Scholar
  30. Mandiudza L, Chindedza W, Makaye J (2013) Vocationalization of secondary schools: implementation reality or fallacy? Eur J Sustain Dev 2(1):123–132Google Scholar
  31. Mazani W (2015) Principals’ role in the implementation of curriculum effectiveness strategy in Zimbabwean polytechnics. Dissertation, University of South AfricaGoogle Scholar
  32. McGrath S (1993) Changing the subject: curriculum change in secondary education in Zimbabwe since independence. Occasional paper, 44 Edinburgh University, EdinburghGoogle Scholar
  33. McGrath S (2011) Where to now for vocational education and training in Africa? Int J Train Res 9(1–2):35–48Google Scholar
  34. McLaughlin J, Nhundu V, Mlambo P, Chung F (2002) Education with production in Zimbabwe: the story of ZIMFEP. Zimbabwe Foundation for Education with Production, HarareGoogle Scholar
  35. Meredith M (2002) Mugabe: power and plunder in Zimbabwe. Public Affairs, OxfordGoogle Scholar
  36. Ministry of Higher and Tertiary Education (2005) Report on the technical and vocational training review policy review framework. Ministry of Higher and Tertiary Education, HarareGoogle Scholar
  37. Mlambo AS (2014) A history of Zimbabwe. Cambridge University Press, New YorkGoogle Scholar
  38. Moyo S (2000) The political economy of land acquisition and redistribution in Zimbabwe, 1990–1999. J Southern African Studies 26(1): 5–28Google Scholar
  39. Mupinga DM, Burnett MF, Redmann DH (2005) Examining the purpose of technical education in Zimbabwe’s high schools. Int Educ J 6(1):75–83Google Scholar
  40. Nyazema NZ (2010) The Zimbabwe crisis and the provision of social services health and education. J Dev Soc 26(2):233–261Google Scholar
  41. Nziramasanga CT (1999) Report of the presidential commission of inquiry into education and training. Government Printers, HarareGoogle Scholar
  42. Parsons D, Huges J, Allincon C et al (2009) The training and development of VET teachers and trainers in Europe. In: Modernising vocational education and training, fourth report on vocational education and training research in Europe. Publications Office of the European Union, Luxembourg, pp 71–141Google Scholar
  43. Robinson NA (2016) Education in Zimbabwe: from colonial to present. Dissertation, University of Colorado at DenverGoogle Scholar
  44. Saungweme T (2013) Trade dynamics in Zimbabwe: 1980–2012. Int J Econ Res 4(5):29–38Google Scholar
  45. Shizha E, Kariwo MT (2011) The development of higher education in Zimbabwe. In: Shizha E, Kariwo MT (eds) Education and development in Zimbabwe: a social, political and economic analysis. Sense Publishers, RotterdamGoogle Scholar
  46. Siyakwazi JB (2014) A history of teacher education in colonial Zimbabwe 1928 to 1980. Booklove Publishers, GweruGoogle Scholar
  47. UNESCO (2011) The role of teacher training in technical and vocational education and training (TVET) in Africa. International Institute for Capacity Building in Africa NewsletterGoogle Scholar
  48. UNESCO (2013) Status of VET in the SADC region: assessment and review of technical and vocational education and training (VET) in the Southern African Development Community Region and of the development of a regional strategy for the revitalisation of VET. UNESCO, ParisGoogle Scholar
  49. UNESCO-UNEVOC (2016) UNESCO-VET strategy 2016–2021. Retrieved from http://www.unevoc.unesco.org/go.php?q=UNESCO+VET+Strategy+2016-2021
  50. UNEVOC (1997) Training of teachers/trainers in technical and vocational education. UNEVOC studies in technical and vocational education no 11. UNESCO, ParisGoogle Scholar
  51. Union Africa (2007) Strategy to revitalize technical and vocational education and training (VET) in Africa. In: Meeting of the Bureau of the conference of Ministers of Education of the African Union (COMEDAF II+), pp 29–31Google Scholar
  52. Yonemura A (2011) The role of teacher training in technical vocational education and training (VET) in Africa. UNESCO IICBA Newsletter 13(2):14–17Google Scholar
  53. Zengeya MA (2007) A critical analysis of the one hundred years of growth and development of technical and vocational education policy in Zimbabwe. Dissertation, University of ZimbabweGoogle Scholar
  54. Zvobgo C (1981) African education in Zimbabwe: the colonial inheritance of the new state, 1899–1979. J Opin 11(3):13–16Google Scholar
  55. Zvobgo RJ (1986) Transforming education: the Zimbabwean experience. College Press Publishers, HarareGoogle Scholar
  56. Zvobgo RJ (1994) Colonialism and education in Zimbabwe. Sapes Books, HarareGoogle Scholar
  57. Zvobgo C (1996) A history of Christian missions in Zimbabwe 1890–1939. Mambo Press, GweruGoogle Scholar
  58. Zvobgo RJ (2007) Contextualising the curriculum: the Zimbabwean experience. College Press, HarareGoogle Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Department of Adult and Continuing EducationGreat Zimbabwe UniversityMasvingoZimbabwe
  2. 2.School of EducationUniversity of NottinghamNottinghamUK

Section editors and affiliations

  • Volker Wedekind

There are no affiliations available

Personalised recommendations