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

Thembinkosi Tshabalala and Alfred Champion Ncube

Accepted 17 September, 2014. 

Citation: Tshabalala T, Ncube AC (2014). Teachers’ perceptions on challenges faced by rural secondary schools in the implementation of the technical and vocational education and training policy in Nkayi district. Int. Res. J. Teacher Educ. 1(2): 010-015.

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Copyright: © 2014 Tshabalala and Ncube. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are cited.

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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)