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

Abstract

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.

A Social Realist Perspective of Challenges Facing Educators in Implementing the Revised Curriculum in Ompundja Circuit in Namibia

“…The domain of culture describes the ideas, beliefs, theories, values and ideologies which are demonstrated through discourses used in particular social contexts by the agents at particular times (Archer, 2003). The non-involvement of key stakeholders in the curriculum or policy design and planning serves as a factor that may influence effective education policy or curriculum implementation when implementers adopt negative perception, which are characteristics of a culture (Ahmadi & Lukman, 2015;Gwembire & Katsaruware, 2013;Ogunbiyi, 2012;Tubaundule, 2014). Negative attitudes, beliefs and values are cultural constraints to the effective curriculum implementation.…”