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

  • Chenjerai MuwanikiEmail author
  • Volker Wedekind
Reference work entry


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.


Professional development Vocational education and training teachers Zimbabwe 


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© 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

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