International Research Journal of Teacher Education

Vol. 1(2), pp. 010-015, September, 2014. © www.premierpublishers.org, ISSN: XXXX-XXXX IRJTE

Research Article

Teachers’ perceptions on challenges faced by rural

secondary schools in the implementation of the
technical and vocational education and training policy
in Nkayi district
1*
Thembinkosi Tshabalala and 2Alfred Champion Ncube
1*,2
Educational Management, Faculty of Arts and Education, Zimbabwe Open University, Zimbabwe

The paper analysed the teachers’ perceptions on challenges faced by rural secondary schools in
the implementation of the technical and vocational education and training policy in Nkayi District
in Zimbabwe. This study sought to investigate the challenges confronting teachers of rural
secondary schools in Zimbabwe using the quantitative methodology. The study adopted the
descriptive survey design. The target population comprised all secondary school teachers in
Nkayi District. The sample consisted of 120 teachers of which 68 were female and 52 were male.
The data were gathered through a questionnaire. The study revealed that most teachers had a
positive attitude towards the TVET programme. It also revealed that schools faced many
challenges as they tried to implement TVET. The study recommends that there should be more
allocation of financial, material and human resources towards TVET in secondary schools.

Key Words: Technical education, Vocational Education, Technical Vocational and Education Training (TVET),
Secondary schools, Implementation, District, Higher Education Examination Council (HEXCO)

INTRODUCTION

Technical and vocational education and training (TVET) unemployment among graduates is the absence of
has emerged as one of the most effective human entrepreneurial training in the school curriculum (Afeti,
resource development strategies that African countries 2014). In Zimbabwe, technical and vocational education
need to embrace in order to train and modernise their and training gained currency when some secondary
technical workforce for rapid industrialisation and national schools offered technical and vocational subjects
development (Afeti, 2014). In almost all countries in designed by the Higher Education Examination Council
Africa, large numbers of graduates coming out of the (HEXCO).
formal school system are unemployed, although
opportunities for skilled workers do exist in the economy
(Baiyin, 2004). This situation has brought into sharp *Corresponding Author: Dr Thembinkosi Tshabalala,
focus the mismatch between what schools offer and Educational Management, Faculty of Arts and Education,
labour market skill demands (Savage, 2009). Another Zimbabwe Open University, P.O .Box MP1119 Mount
reason that is often cited for the incidence of high Pleasant Harare Zimbabwe
Teachers’ perceptions on challenges faced by rural secondary schools in the implementation of the technical and vocational ed ucation and training policy in
Nkayi district
Tshabalala and Ncube 010

HEXCO curricula are designed in close consultation with theoretical vocational preparation of students for jobs
industry and all National Foundation Certificates (NFC) involving applied science and modern technology. It
courses offered in secondary schools therefore, were emphasises the understanding of basic principles of
characterised by their relevance to industry and science and mathematics and their practical application
commerce (Zendera, 2013). Furthermore, to strengthen rather than the actual attainment of proficiency in manual
the teaching and learning of technical and vocational skills as is the case with vocational education (Savage,
education in schools, the Ministry of Primary and 2009). Vocational education and training on the other
Secondary Education has adopted and is implementing a hand, prepare learners for jobs that are based on manual
two-pathway education structure. The two-pathway and practical activities, traditionally non-theoretical and
structure, which is technically and vocationally-biased is totally related to specific trades, occupations, or vocation
meant for post-Basic Education (Form 2) to cater for (Pillay, 2005).
students of different abilities (Policy Circular Number 77
of 2006). All secondary schools in Zimbabwe, therefore, The technical and vocational education implementation
are mandated by this policy pronouncement to teach as an education strategy requires substantial financial
technical and vocational subjects to all their pupils. It is commitments and dedicated key stakeholders’ support
on account of this information that this study set out to and commitment (Bennel, 2009). Investing in a strong,
investigate challenges that schools encounter as they public technical and vocational education and training
attempt to implement this policy. (TVET) sector must be crucial in knowledge-based
societies in developed as well as developing countries
LITERATURE REVIEW (Baiyin, 2004). The UNESCO (2001) revised
recommendations on TVET, assert that, given the
Technical and Vocational Education and Training is immense scientific, technological and socio-economic
about work and training for work (Raymond, 2007). development, either in progress or envisaged, which
Immaculate (2006) in his opinion said that technical and characterise the present era, particularly globalisation
vocational education are work experiences meant to be and the revolution in Information Communication
imparted to an individual systematically in order to get Technology, TVET should be given central role in the
him or her adequately equipped for good employment in educational process in all countries as it enriches a
a recognised occupation. According to Brickmen (2006), person for life and it provides the competencies which are
TVET includes numerous occupational areas such as necessary in modern states (Savage, 2009).
agriculture, various trades, health services and technical
training. On the other hand, Nwogu and Nwanoruo According to Fuller (2006), not only can TVET support
(2011) perceive TVET as an educational training which the socio-economic welfare of individuals, but it can also
has been designed technically and systematically to increase their international competitiveness. Currently,
accommodate both the trainer and the trainee in order to as Gatawa (1999) argues, technological changes are
enable most importantly, the trainee acquire the basic taking place at an extremely fast pace in a fast
knowledge, skills, abilities, understanding and attitudes globalising world. The gap in knowledge and ownership
needed for one’s efficient performance in his/her chosen of advanced technologies between developing and
occupational carrier for self-reliance and national developed countries has always been large, with
development. developing countries often adopting technologies and
solutions innovated elsewhere and lacking the capacity
According to Mpofu (2012) the 2001 United Nations and resources to adapt most of the technologies to the
Educational, Scientific and Cultural Organisations local context (Bennel, 2009). Transfer of knowledge
(UNESCO) and the 2002 International Labour therefore through TVET coupled with creative skills and
Organisations (ILO) General Conference on Technical career guidance, can raise the innovative capacity of
and Vocational Education and Training (TVET) involves developing countries allowing them to innovate quality
those aspects of the educational process in addition to technological solutions for their own context and for
general education, the study of technologies and export and keep up with the developed world (Zendera,
knowledge related to occupations in various sectors of 2013).
economic and social life (Foster, 2007). Societal and
economic development depends on the strength of TVET There are many challenges that schools trying to
provision through the education system as it provides implement TVET face particularly in developing countries.
access to skills and entry routes into the labour markets For example, as Immaculate (2006) postulates, technical
(Nyerere, 2009). Savage (2009) states that TVET and vocational education has been considered as a
includes technical education which essentially refers to career path for the less academically endowed, and this
Teachers’ perceptions on challenges faced by rural secondary schools in the implementation of the technical and vocational ed ucation and training policy in
Nkayi district
 Int. Res. J. Teacher Educ. 011

perception has been fuelled by the low academic and training programme in order to come up with
requirements for admissions into TVET programmes and practical suggestions to improve the situation.
the limited prospects for further education and
professional development. As Zendera (2013) observes, Research Questions
what worsens this perception is that governments create
the impression that the primary objective of vocational 1. What are the teachers’ views toward technical
education programme is to keep drop outs; that is, and vocational education and training?
students who are unable to move up the educational 2. What are the challenges faced by schools in
ladder, not because of poor grades, but because of lack implementing the TVET programmes.
of places at the higher level from the basic and 3. How can schools be assisted to better implement
secondary school systems off the streets, rather than the TVET programmes?
projecting the project as an effective strategy to train
skilled workers for the employment market and for
sustainable livelihoods. Significance of the Study

The other challenge with TVET programmes is that they The study’s importance is premised on the assumption
are competing with academic subjects. Academic that if TVET programmes’ implementation challenges are
education is found by most students and parents to established, this would enable all stakeholders to put
provide a route to better jobs and incomes than other their heads together to come up with strategies to
forms of education (Pillay, 2005). With this is mind, improve the situation.
students were likely to have a negative attitude towards
TVET. As Gichira (2002) posits, aspects such as high
probability of getting employment after following a certain RESEARCH METHODOLOGY
course of education like TVET, results in students
developing positive attitudes towards the learning The study adopted the quantitative research paradigm
content. and made use of a descriptive survey research design.
According to Creswell (2009) the descriptive survey
Fuller (2006) notes that inadequate technical experts design looks with intense accuracy at the phenomenon of
meant to drive TVET systems is another challenge the moment and then describes precisely what the
militating against effective TVET provision. There is researcher sees. The questionnaire was used as the
general lack of professional teachers, education instrument for collecting data. As Chawawa (2012)
managers and policy makers with adequate expertise observes, the questionnaire increases reliability because
and insight in the formulation and implementation of of its greater impersonality. However, as Bell (2011)
vocational education and training programmes (Gichira, posits, its major weakness is that it may invite people to
2002). The TVET staff in many countries lacked the lie and answer questions vaguely. This was mitigated
technical capacity to develop national qualifications, through the use of pilot testing of the questionnaire. The
courses, competency-based curricula and training sample consisted of 120 teachers of which 68 were
packages as well as quality assurance and accreditation female and 52 were male. Simple random sampling was
standards in TVET (Zendera, 2013). used to select the respondents.
There is no any descriptive information about the
Statement of the Problem instrument(s) used for this study as well as the
psychometric properties
Numerous attempts to vocationalise the secondary
school education system before and after independence Data Collection and Analysis
in Zimbabwe have been made without much success.
This study seeks to examine the extent to which Data were collected by means of a questionnaire which
secondary schools are implementing the new TVET was largely made up of close-ended questions and one
policy in Zimbabwe. open-ended question. The researchers personally
distributed the questionnaires to the schools understudy.
Purpose of the Study The same method was used to collect the completed
questionnaires in order to maximise on the rate of return
The study seeks to establish teachers’ perceptions on of the instrument. Data produced from the questionnaire
challenges that their schools faced during the produced descriptive statistics around the variables under
implementation of the technical and vocational education study. These statistics were computed and inferential
Teachers’ perceptions on challenges faced by rural secondary schools in the implementation of the technical and vocational ed ucation and training policy in
Nkayi district
Tshabalala and Ncube 012

implications from them derived and recorded. Table 4. Composition of respondents by TVET subjects
taught (N=120)

FINDINGS AND DISCUSSION Subject Frequency Percentage

Agriculture 10 8
The study set out to explore teachers’ perceptions on Woodwork 15 12
challenges faced by rural secondary schools in the Metalwork 5 4
implementation of the technical and vocational education Food and nutrition 10 8
and training policy in Zimbabwe. This section is Fashion and Fabrics 7 7
presented in two parts, namely, results and discussion. Technical graphics 5 4
Building 4 3
Presentation of Data Computer studies 15 13
Accounts 10 8
Table 1. Distribution of respondents by sex Physical education 12 10
(N=120) Art and craft 7 7
N/A 20 16
Sex Frequency Percentage Total 120 100
Male 52 43
The information on Table 4 above shows that the majority of
Female 68 57 respondents (84%) teach one practical or technical subject or the other
Total 120 100 and yet the majority of them do not hold qualifications to teach these
Table 1 above shows that there were more areas as depicted in table 3 above. Only 16% of the respondents
female respondents than male ones. The datum indicated that they did not teach practical subjects.
was considered statistically significant to the
extent that it confirmed that most schools in
Zimbabwe had more female teachers than male Table 5. Challenges faced by teachers in TVET implementation
ones. (N=120)

Rank Challenge Frequency Percentage

Table 2. Composition of respondents by age (N=120) 1 Lack of expertise 24 20
Age in Years Frequency Percentage 2 Lack of equipment 22 18
Below 20 2 2 3 Shortage of 20 16
20 – 29 10 8 textbooks
30 – 39 50 42 4 Shortage of 15 13
40 – 49 54 45 specialist rooms
50 and above 4 3 5 Inadequate time 13 11
Total 120 100 6 Lack of industrial 10 8
attachment
The information on Table 2 above reveals that the
majority of the respondents are within the 30 – 49 age 7 Inadequate funding 8 7
range (87%). Those below 30 years constituted 10% of 8 Students’ negative 6 5
the respondents and the 50 and above age range were attitudes
a mere 3% of the sample. 9 Lack of parental 2 2
support
Totals 120 100
Table 3. Composition of respondents by areas of specialisation
The information on table 5 above shows the major challenges faced by
Area of Specialisation Frequency Percentage teachers ranked according to the highest to the lowest frequencies.
The picture reveals that many respondents (20%) were challenged by
Arts 94 79 lack of expertise to teach TVET curricula, followed by lack of equipment
Sciences 18 15 (18%), shortage of basic books (16%), shortage of specialist rooms
Practicals 4 3 (13%), lack of industrial attachment, for pupils (8%), inadequate funding
Technical 4 3 (8%), students negative attitudes (5%) as well as lack of parental
support (2%).
Total 120 100
Table 3 above shows that the majority of teachers in the sample (79%) The questionnaire had one open-ended question which
specialized to teach Arts subjects, 15% specialized to teach sciences wanted to find out from the respondents what they felt
and those who specialiased to teach practical and technical subjects
were 3% apiece. could be done to improve the implementation of TVET
Teachers’ perceptions on challenges faced by rural secondary schools in the implementation of the technical and vocational ed ucation and training policy in
Nkayi district
 Int. Res. J. Teacher Educ. 013

programmmes in their schools. The most common teachers were not qualified to teach these subject areas.
responses included the following: - The effects of this information are that, first of all, pupils


receive inadequate information from these ill equipped
Technical and vocational education and training teachers; secondly; the teachers are forced by authorities


subjects should be made compulsory for all pupils. to teach these areas because under normal
There should be career guidance for pupils so circumstances no teacher would opt to teach in an area
where they are fully aware of their lack of capacity. This

that they appreciate the value of these subjects.
Schools should engage other stakeholders then breeds a lot of conflict and animosity between
teachers and heads of schools. As Raymond (2007)

particularly industry for attachment of pupils.
Schools within zones and clusters should argued, where teachers are compelled to teach there is
always bound to be passive resistance through teaching

collaborate to assist each other on these subjects.
Schools should be electrified and also have the basics at the expense of core material on the subject
generators on stand by since most of these subjects thereby disadvantaging the learners.


require electricity.
Colleges and universities should train more TVET The study revealed that schools experience a multiplicity
of challenges during the implementation of TVET

teachers.
Provide incentives for TVET teachers to attract programmes. These challenges among others, included
them to teach in the rural areas. lack of expertise amongst the teachers, lack of equipment
to properly teach the subjects, shortage of specialist
Discussion rooms for the practical teaching of these subjects,
inadequate time due to shortage of qualified teachers
The findings reveal that the majority of teachers in the since the subjects are taught by teachers who teach in
study were female. This information was considered other areas, failure by schools to find industrial
statistically significant to the extent that it confirmed that attachment for their pupils, lack of funding as well as lack
most schools in Zimbabwe had more female teachers of support from parents. The above challenges render
than male ones. The implications of this finding are that the whole implementation process of the TVET
boys may be disadvantaged if most female teachers programmes an impossible mission. This finding tallies
specialised in those practical and technical areas viewed with observations by Bennel (2009) who postulates that
by students (boys) as courses for girls. Such stereotypes technical and vocational education implementation as an
are common in schools where you find very few boys education strategy requires substantial financial
doing areas like needlework, cookery or fashion and commitments and dedicated key stakeholders’ support
fabrics, because the boys, through socialisation view and commitment.
them as feminine subjects. This is corroborated by
observations by Bennel (2009) who discovered that the Data from the study also revealed that most students and
socialisation of most African boys discouraged them from parents had negative attitudes towards the technical and
doing those subjects that their culture preserved for the vocational subjects. Where students were expected to
girls. choose subject areas (for example at Form Three level)
with a combination of academic and practical subjects,
The study revealed that the majority of respondents the majority opted for the academic areas in spite of the
specialised in Arts subjects. Very few teachers under advice from teachers. Where they were coerced to take
study had specialised in practical and technical subjects. these subjects, in most cases, they would not register
This corroborates information by Zendera (2013) who them for the Ordinary Level Examinations as parents
states that one factor militating against effective would be said to have discouraged them from registering
implementation of TVET provision in schools is general for them. This is corroborated by observations by Pillay
lack of professional specialist teachers. The nature of (2005) who states that, the other challenge with TVET
technical and vocational subjects is such that those programmes are that they are competing with academic
teachers who teach them should have undergone subjects. Academic education is found by most students
rigorous training to acquire the necessary skills and and parents to provide a route to better jobs and incomes
knowledge to impart to pupils and not just the theoretical than other forms of education. With this in mind, students
aspects of the areas. were likely to have a negative attitude towards TVET. As
Gich ira (2002) argues aspects such as high
Data from the study also reveal that the majority of probability of getting employment after following a certain
teachers were assigned to teach one practical subject or course of education results in students developing
the other. This inspite of the fact that the majority of the positive attitudes towards the learning content.
Teachers’ perceptions on challenges faced by rural secondary schools in the implementation of the technical and vocational ed ucation and training policy in
Nkayi district
Tshabalala and Ncube 014

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Teachers’ perceptions on challenges faced by rural secondary schools in the implementation of the technical and vocational ed ucation and training policy in
Nkayi district
 Int. Res. J. Teacher Educ. 015

.
Savage TV (2009). Teaching self- control through Social Sciences. He holds PhD studies in Educational
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Zendera E (2013). Technical and vocational education
and training policy implementation in secondary schools. Accepted 17 September, 2014.
Harare: Zimbabwe Open University.
Citation: Tshabalala T, Ncube AC (2014). Teachers’
perceptions on challenges faced by rural secondary
AUTHORS’ BIO-DATA schools in the implementation of the technical and
vocational education and training policy in Nkayi district.
Dr. Thembinkosi Tshabalala is a Senior Lecturer and Int. Res. J. Teacher Educ. 1(2): 010-015.
National Programme Leader for the Master of Education
in Educational Management in the Faculty of Arts and
Education at the Zimbabwe Open University. He is a PhD
holder in Educational Management. He has published
Copyright: © 2014 Tshabalala and Ncube. This is an
more than 30 papers in peer reviewed journals. He can
open-access article distributed under the terms of the
be contacted at the Zimbabwe Open University P.O.Box
Creative Commons Attribution License, which permits
MP1119 Mount Pleasant Harare Zimbabwe OR by E-mail
unrestricted use, distribution, and reproduction in any
[email protected].
medium, provided the original author and source are
Dr. Alfred Champion Ncube is an Acting Pro-Vice cited.
Chancellor-Academic at the Zimbabwe Open University.
He is also the substantive Dean for the Faculty of Applied

Teachers’ perceptions on challenges faced by rural secondary schools in the implementation of the technical and vocational ed ucation and training policy in
Nkayi district