Vocationalisation of secondary education in Zimbabwe: an examination of current policies, options and strategies for the 21st century
Nherera, Charles M.
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This paper examines the apparent conflict between persistent attempts to vocationalise school curricula in relation to the controversy surrounding the provision of school-based vocational education in developing countries. It is argued in the paper that given the socioeconomic and political context of Zimbabwe as a post-colonial state, the provision of technical/ vocational education should emerge as one of the key educational reforms as we approach the 21s' Century’. The historical, social-economic and political factors influencing post independence curricula reforms in Zimbabwe provide the conceptual framework of my discussion.