Open AccessTVET Offering Institutions’ Perceptions on TVET Education: The Case of Zimbabwe
Author(s) -
Albert Makochekanwa,
Joburg Mahuyu
Publication year - 2021
Publication title -
african review/the african review
Language(s) - English
Resource type - Journals
eISSN - 1821-889X
pISSN - 0856-0056
DOI - 10.1163/1821889x-12340036
Subject(s) - vocational education , government (linguistics) , perception , public relations , descriptive statistics , survey research , descriptive research , political science , medical education , economic growth , business , pedagogy , sociology , psychology , socioeconomics , medicine , social science , economics , linguistics , philosophy , statistics , mathematics , neuroscience
The study examined the perceptions of TVET offering institutions on TVET education in Zimbabwe. The research answered the following three questions: (i) What were the TVET institutions’ views toward technical and vocational education and training in Zimbabwe? (ii) What were the challenges faced by TVET institutions in providing TVET programmes? And (iii) How could TVET activities be enhanced in TVET institutions? To answer these questions, the study adopted the quantitative research paradigm and made use of a descriptive survey research design. The questionnaire was employed as the instrument for collecting data, and was used to get data from 55 government TVET institutions as well as several private institutions. The study found out that perception of community and various stakeholders on TVET educations was diametrically distributed as 50% viewed it negatively while 50% perceived it positively. A number of challenges were enumerated that bedevilled TVET education system in Zimbabwe. Associated recommendations were provided, not only to directly deal with some of the challenges, but also to improve and enhance the overall system.