Vocational Education and Training in Rural Zimbabwe: Attitudes and Opinions of Students, Teachers and Education Inspectors: The Case of Murewa District

  • Tapiwa Emmanuel Katsande Health, Social Care and Education Anglia Ruskin University, Cambridge Cambridge Regional College, Cambridge


The 2008 global economic crisis has seen young people’s career and employment prospects dwindle, particularly for those based in rural areas. Governments in both industrialised and developing countries are considering vocational education reform to meet nations’ employment and economic needs. Despite renewed interest in VET, the sentiments of students and teachers remain largely unexplored. This study investigated the views and attitudes of students, teachers and education inspectors towards VET in rural Zimbabwe. The findings revealed divergent views. It emerged that most students did not necessarily have negative views of VET, but they were put off by the low status, lack of choice and the lacklustre delivery of VET. Teachers and students alike were sceptical about the role of VET in securing employment. This study will contribute to the on-going review of Zimbabwe’s education system and will inform school managers and policy makers on curriculum development and culture change in rural communities and schools.


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How to Cite
KATSANDE, Tapiwa Emmanuel. Vocational Education and Training in Rural Zimbabwe: Attitudes and Opinions of Students, Teachers and Education Inspectors: The Case of Murewa District. Journal of Education and Vocational Research, [S.l.], v. 7, n. 3, p. 12-29, oct. 2016. ISSN 2221-1152. Available at: <https://ifrnd.org/journal/index.php/jevr/article/view/1412>. Date accessed: 19 sep. 2017.
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