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The impact of vocational education policy to secondary schools of Rushinga District rural communities in Mashonaland Central Province was studied. The study considered training levels of teachers, availability of relevant teaching material and their usage. Seventy respondents comprising of sixty and ten teachers and heads respectively participated. Purposive sampling was used. Data collection involved questionnaires, interviews and document analysis. Data was presented as frequency tables. Findings revealed that there has been very little effort in rural secondary schools towards implementation of vocational education. Poor policy implementation was due to engagement of majority of untrained teachers with a minimum academic qualification of Ordinary Level to teach vocational subjects. Some inexperienced teachers had no vocational education qualification. No staff development for effective teaching of vocational subjects, lack of relevant resources, overloaded timetables, high staff turnover, negative attitudes of heads and lack of industrial attachment of pupils to effectively implement the curriculum innovation. Major recommendations are that Higher Education Examination Council, through Curriculum, Research and Development Unit should mount re-orientation workshops to vocational education teachers. Syllabuses and additional learning resources of vocational education should be made available in schools. There is need for reduction of corporate taxes for companies that support vocational education.

greener journal of education and training studies

Challenges and Reflections of Implementing the Technical and Vocational Education Policy: A Case for Secondary Schools in Rural Communities of Rushinga District, Mashonaland Central Province