European Journal of Sustainable Development (2013), 2, 1, 123-132
ISSN: 2239-5938
Vocationalization of Secondary Schools:
Implementation Reality or Fallacy?
By
1
Leona Mandiudza, 1Winnet Chindedza, 1Jeriphanos Makaye
Abstract
The study attempted to evaluate one of the recommendations of the Nziramasanga
Commission of Inquiry into Education and Training viz the vocationalisation of the
Secondary Schools curriculum. The study has established that vocationalisation in most
Secondary Schools is mere window dressing, as evidenced by poor to non implementation
of the policy directives in most schools due to lack of infrastructure, human resources and
equipment. The interviews and observations check list done showed that the
implementation of vocational subjects in secondary schools is an uphill struggle. The study
also revealed that the negative perception of technical subjects perpetuated from the
colonial era still prevails and affects negatively the implementation of these subjects. To
make matters worse on the implementation, teachers, pupils and parents still hold the idea
that pupils who do technical subjects are not academically talented. Even teachers
themselves have prestige in teaching academic subjects. Teachers who teach technical
subjects are looked down upon just as the subjects they teach. In the end these subjects
lose popularity since teachers who are able to teach them develop an inferiority complex.
The study recommends a re-education of the whole nation on the value of vocational and
technical subjects. Although there are policies guiding the implementation of technical and
vocational subjects there is need of strict stringent policy adherence by all stakeholders.
Key Words: vocationalisation of secondary schools; school curriculum; technical
subjects; vocational subjects
1. Introduction and Background
Commissions of Inquiry into educational matters in general and the
curriculum in particular, especially...