
































Microsoft Word - APE-V3N4-p1


Advances in Politics and Economic 
ISSN 2576-1382 (Print) ISSN 2576-1390 (Online) 

Vol. 3, No. 4, 2020 
www.scholink.org/ojs/index.php/ape 

1 
 

Original Paper 

Perspectives of Parents towards Technical and Vocational 

Education and Training (TVET) in Zimbabwe 

Joburg Mahuyu1 & Albert Makochekanwa2* 

1 Humanities and Social Sciences, Zimbabwe Ezekiel Guti University, Bindura, Zimbabwe 
2 Economics, University of Zimbabwe, Harare, Zimbabwe 
* Albert Makochekanwa, Faculty of Social Studies, University of Zimbabwe, Harare, Zimbabwe 

 

Received: August 16, 2020    Accepted: September 6, 2020   Online Published: September 8, 2020 

doi:10.22158/ape.v3n4p1         URL: http://dx.doi.org/10.22158/ape.v3n4p1 

 

Abstract  

This paper presents the parents’ perceptions on Technical and Vocational Education and Training 

(TVET) in Zimbabwe. The target population comprise of 63 parents with children in secondary schools. 

Quantitative research method, whereby an interview protocol involving twenty open ended questions 

exploring the parental perspectives, was employed. Open-ended questions allowed participants the 

freedom to express their views in their own words, in their own time and in a place of their own choice. 

The study revealed that most parents have negative attitude towards TVET. Going forward, there is 

need for interventions like implementing media campaigns and awareness raising programs across the 

country with the aim of encouraging the enrolment of potential students into TVET education and/or 

institutions. 

Keywords 

technical, vocational, education, training, perceptions 

 

1. Introduction 

Education, since time immemorial, has been used in the world from ancient cultures to the present as a 

means of acquiring knowledge (ILO, 2012), skills, attitudes, values and competencies which are 

applied to unearth hidden knowledge and apply them effectively to achieve socio-cultural, economic, 

political and technological developments. Technical and Vocational Education and Training (TVET) 

refers to studies in the areas of technology, applied sciences, agriculture, business studies, industrial 

studies and visual arts (Boateng, 2012). TVET skills are essential to generate job creation, employment 

and a productive economy (Heraty, Morley, & McCarthy, 2000). In other words, TVET prepares the 

youth for the job market either to be employed or become self-employed. 



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According to World Bank (2008), TVET is the secret behind the technological advancement and 

economic fortunes of several developing nations across the globe. In a bid to redress the challenges of 

poverty, unemployment, low technological progress and slow national development caused by apathy 

towards TVET, the policymakers pursued several socioeconomic programmes, but their performances 

were woeful and catastrophic (Ahmad & Singh, 2003). UNESCO-UNEVOC (2012) noted that this 

form of education had great prospect for tackling poverty, enhancing employability through skills 

acquisition and boosting sustainable development in different continents. In Africa, the report 

emphasized that TVET was imperative for boosting the skills of learners in secondary schools, 

polytechnics and TVET-oriented institutions to meet the expectations of the world of work (industry) 

and self-employment.  

The governments of Sub-Saharan African (SSA) countries were renewing efforts to promote Technical 

and Vocational Education and Training (TVET) with the belief that skills formation enhances 

productivity and sustains competitiveness in the global economy (Dasmani, 2011). Despite legislations 

enacted, TVET systems implemented in Southern African Development Community (SADC) countries 

faced many challenges and were not always well aligned with the needs of the local labour market and 

economy (Szirmai, Gebreeyesus, Guadagno, & Verspagen, 2013). In case of Zimbabwe, since the 

1990s, the expansion of private training providers became powerful in the TVET sector. Indeed, most 

of these private training providers were preparing students for the National Foundation Certificate 

(NFC), certificate, diploma or degree level qualifications. 

1.1 Background and Context 

The development of TVET in Zimbabwe found its roots in the crafts training that was taking place in 

Natal organised by the Native Commissioner of Natal, Loram. The philosophy of TVET was brought to 

Zimbabwe by Kegwin and Jowitt in 1923 resulting in establishment of skills centres at Tjolotjo and 

Domboshava mainly for crafts training in building, carpentry and agriculture. Transformation in the 

school sector in TVET took place after the Education Commission chaired by Professor Judges (1962). 

The Commission emphasised the establishment of Ecological curriculum, for example, introduction of 

F2 schools. That was a purely practical curriculum running parallel to the F1 academic streams. The 

system was not received by people because it was rather discriminatory as F2 schools were only for the 

blacks and they were eventually faced out after Zimbabwe got its independence in 1980. 

Despite the fact that country has implemented TVET education in its training system for a number of 

years, no studies have been done in the context of Zimbabwe to hear the views and perceptions of 

parents towards TVET training system, specifically those parents with children in secondary schools. 

Once these children have graduated from secondary schools, they will either enrol for TVET training or 

university training. Parents of these children are a major stakeholder, among other stakeholders who 

directly or indirectly influence these children when it comes to making a choice to either to enrol for 

TVET training or choose another education path. To this end, the research problem of this study, posed 

as a question is: what are the perceptions of parents with children who are about to consider enrolling 



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for TVET training? Thus, the main purpose of this study is to explore parents’ perspectives towards the 

Technical and Vocational Education and Training (TVET) in Zimbabwe.  

A systematic reform of post-independence TVET policy in Zimbabwe has not yet taken place. However, 

a number of reform initiatives are noteworthy. In 2005, the Government of Zimbabwe established 

Higher Education Examination Council (HEXCO) with the sole mandate for TVET programmes in 

polytechnics, colleges, vocational training centres and schools were to sit alongside the Apprenticeship 

Authority, which was responsible for lower-level TVET qualifications.  

A policy review in 2006 stressed the need for an overall human resources development strategy and 

was later followed by the draft skills policy in 2010. A qualifications framework and authority have 

been proposed, but not yet implemented. After realising that the phasing out of F2 schools which 

imparted skills to youth was a shot on the foot, the Government of Zimbabwean established the 

Nziramasanga Commission of 1999 which came out with the following findings just to mention a few, 

and these are now being followed religiously: 

 Each school child/pupil/student / learner is expected to do at least two (2) practical subjects.  

 Schools are expected to offer a wide range of practical subjects, for example, carpentry, building, 

agriculture, food and nutrition, fashion and fabrics ICT metal work, creative art and design and many 

more.  

 Review of the school curriculum at the time of writing this study (September 2020) was in 

progress, though some aspects of the ongoing curriculum review are already being implementation.  

 Skills training were starting from Early Childhood Development (ECD) up to (A) level. For 

example, agriculture as a subject at grade 7 was first examined in November 2017 by Zimbabwe 

Schools Examinations Council (ZIMSEC). 

The government has also given parastatals the mandate to train school leavers with relevant passes at 

Advanced level to undergo an apprenticeship training to equip them with necessary skills relevant for 

the job. A good example is the Zimbabwe Electricity Transmission Distribution Company (ZETDC) 

which provide in house and apprenticeship to workers and employees. TVEVT in Zimbabwe has been 

driven by the concern to create a national TVET sector responsive to labour market demands and able 

to drive the development of skills needed for economic growth and development.  

The reforms initiated by the government from 1999 (as recommended by the Nziramasanga 

Commission) were often associated with policies to decentralise governance of the public TVET 

system, and to include public and private providers in the service of skills development. Most TVET 

agencies had an explicit role to include private and/or enterprise-based providers within the TVET 

system. In Zimbabwe, TVET is delivered by different types of providers including secondary schools, 

technical colleges, polytechnics, vocational training centres, Non-Governmental Organizations (NGOs), 

training companies and enterprises.  

 

 



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1.2 Research Problem and Study Rationale 

Although there are a number of documented researches on TVET, to the best knowledge of the authors, 

no one in Zimbabwe has made an effort to make a research on the perspectives of parents towards 

TVET. The socialisation of the child starts from the family and hence parents play a pivotal role in the 

upbringing of the children. Only parents could motivate their children to like any learning area. It is 

against this background that this research paper tries to close this literature gap in the case of 

Zimbabwe. 

There are a variety of challenges affecting the effectiveness of the TVET sector, both in Zimbabwe and 

globally. Some of the key challenges includes the mismatch between acquired skills and market needs, 

widespread concern about poor quality training and training environments, negative public attitudes 

and perceptions regarding TVET (Atchoarena & Delluc, 2001). In developing countries such as 

Zimbabwe, TVET had been characterised by low status and poor attitudes in comparison to academic 

subjects. This study explored views and attitudes of parents; whose voices are rarely heard in 

educational policy formulation. The value placed on practical subjects, that is, technical and vocational 

subjects in comparison to academic subjects is not highly pronounced. The negative attitudes of parents 

towards TVET are implied by several factors including, very low rate of students’ enrolment in TVET 

institutions, poor infrastructure and limited resources devoted to activities of TVET institutions, limited 

competitiveness of TVET graduates in the labour market, and the mismatching between TVET 

curriculum and industry requirements. Boateng (2012) emphasised the need for transforming TVET in 

line with developments in the job market. However, knowledge of youth attitudes and aspirations 

towards training and careers is limited. Bennell et al. (1999) acknowledged the scarcity of 

contemporary inquiry into TVET in Africa which made this study a worthy contribution. Globally, 

TVET struggled to define and promote its status against academic subjects. Cedefop (2011) maintained 

that TVET had been viewed as a second-best option which carries a social stigma in a number of 

countries. In the United Kingdom, Wolf (2011, 6) proclaimed that TVET had for a long time been seen 

as ‘the poor relation of academic learning.’ In Zimbabwe TVET had generated considerable interest 

among academicians and politicians. Shizha and Kariwo (2011), Mupinga, Bunnet, and Redman (2005) 

and Chinyamunzore (1995) concurred that the role of TVET in Zimbabwe need to be redefined. The 

then Minister of Education Coltart (2011) regretted that Zimbabwe’s post-independence education 

system was too academic and fell short of meeting the needs of the youth. Despite the clamour for 

orienting the country’s education system towards, the parents of potential TVET students have not been 

consulted to get their respective views.  

The country has been subjected to considerable social, political and economic turmoil since 2000. 

Zimbabwe was once dubbed the bread basket of Africa producing a range of crops, livestock and 

minerals. Political instability and subsequently economic crisis have seen the economy shrinking by 

approximately 50.3% (UNESCO, 2015) between 2000 and 2008. Many companies closed down. These 

developments led to a sharp rise in poverty, unemployment, infrastructure collapse and a haemorrhage 



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of human resources (UNESCO, 2015). UNESCO (2015) estimated that about three to four million 

untrained, trained and experienced personnel left Zimbabwe for neighbouring countries. Despite the 

fast-shrinking employment market, academic and university education continues to be the 

government’s priority while TVET remained underfunded and peripheral. It should be noted though 

that the academically skewed education policy raised Zimbabwe’s literacy rate to great heights. 

UNESCO reported that Zimbabwe had an estimated literacy rate of between 92% and 97% since 2000 

to date, representing the highest in Africa (Munjanganja & Machawira, 2015). Paradoxically, 

Zimbabwe had the highest unemployment rate in the world. The unemployment rate was estimated at 

80% in 2005 rising to 95% by 2009 (CIA World Fact Book, 2016), and the situation has remained the 

same since then.  

Despite some recommendations by the Nziramasanga Commission of inquiry into Education in 1999, 

by start of 2015, Zimbabwe had not yet implemented them. As Zimbabwe’s policy makers and 

educators sought to overhaul the education system to address young people’s aspirations and the 

country’s labour needs, this study particularly offered different perspectives for policy makers’ 

consideration. The research made recommendations for addressing the status of TVET, attitudinal 

change and careers guidance for students. This paper is an empirical contribution to ongoing 

discussions on the role of TVET in Zimbabwe. The findings from this study would appraise educational 

policy makers on the views of parents and cultural status quo of TVET.  

1.3 Purpose of the Study 

The purpose of this study is to establish parents’ perspectives towards Technical and Vocational 

Education and Training (TVET) in Zimbabwe. The specific objectives of the study are to:  

1. Undertake and identify parental perspectives of the TVET training. 

2. Help government and other stakeholders to scale-up skilling of new entrants and up skilling of 

existing workers to contribute to higher growth of priority sectors.  

3. Strengthen skills development and enhance overall coordination of the currently fragmented 

skills development systems both within public and private TVET institutions 

4. Increase public awareness about the opportunities that TVET avail regarding skills development 

and diffuse negative perceptions about TVET as a dead-end option to further education. 

 

2. Methodology 

2.1 Research Design 

A quantitative research methodology was adopted using an interview protocol involving twenty open 

ended questions exploring the parental perspectives. Open-ended questionnaire allowed participants the 

freedom to express their views in their own words and in their own time and in a place of their choice. 

With regards to sample size, 63 parents participated in the survey. These parents were targeted because 

they had children learning in the secondary schools (ranging from form 3 to form 6), and these children 

after graduating from secondary schools will have the option of enrolling either for TVET or university 



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education.  

2.2 Data Collection Procedures 

Data collection and recording of data from open-ended questionnaires was done using a paper-based 

form which listed all twenty open-ended questions for parents to answer and complete. The principal 

advantage of this strategy was that it allowed plenty of time for parents to answer the questions. 

However, (Kendall and Kendall, 2002) suggested that lack of opportunity to observe the physical 

responses of parents about the topics and un-timeous return of completed questionnaires were some of 

the limitations of this approach.  

The completed questionnaires were collected two weeks after distribution. Data pertaining to each 

question was entered into separate Excel spreadsheets. A thematic analytical framework was applied to 

analyse data in line with the inductive approach. An inductive approach when used in quantitative 

research help to augment understanding of complex data using summary themes or categories from the 

raw data (Thomas, 2003). The responses from the questions were grouped into three domains to explain 

the viewpoints of parents concerning TVET. In each domain, there were issues describing the detailed 

aspects of the TVET sector. According to Ryan (2003), there are twelve techniques used to create 

themes and sub-themes. In this study, three techniques, namely (1) word repetitions, (2) key words in 

context, and (3) similarities and differences were applied to determine the common emerging themes in 

each issue. The next step was to identify sub-themes that link the research findings and the research 

questions through data analysis. Data was compiled by gathering them in the poles, themes and 

categories to understand the meaning of a phenomenon.  

 

3. Result  

3.1 Meaning of the Term TVET  

Parents were asked the question: What comes to your minds when the term, TVET, is mentioned? The 

responses showed that parents had different understanding of the word TVET. Out of the 63 parents 

who provided answers to this question only 62 provided meaningful answers and 1 did not provide an 

answer. Of the 62 parents, 12 (or 19%) said that TVET referred to hands on; while 37 (or 60%) said 

that it referred to skills with the remaining 13 (or 21%) indicating that it referred to practical subjects 

such as woodwork, building, metal work, fashion and fabrics; and food and nutrition. 

 



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Figure 1. Parents’ Understanding of TVET 

Source: Survey. 

 

3.2 Decisions for a Student to Enroll for a TVET Qualification 

Decisions with regards to enrolling for TVET training has been a subject of contention given that there 

are many stakeholders who provided education guidance, directly and indirectly. To objectively deal 

with this subjective, parents were asked the question: Who made the decision for a student to enroll for 

a TVET qualification? From the parents who responded, it emerged that out of the 63 respondents, 52 

parents said that the decision to enroll for a TVET qualification rested with the parent or guardian, 9 

parents said that the decision rested with the student, 1 parent said that it depends with how the student 

has passed and 1 parent said that the decision to enroll was reached after a thorough discussion between 

the child and the parent or guardian. Figure 2 provides the distribution of parents’ responses.  

 

 

  



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Figure 2. The Person Who Makes Decision Regarding Enrolling for TVET Training 

Source: Survey.  

 

3.3 Strengths of TVET Training  

The following question was asked to the parents: What are the strengths and weaknesses of TVET 

system in Zimbabwe? Figure 3 shows that most parents know the importance of TVET, especially given 

the Zimbabwean situation from 2008 to present where most skilled individuals earned a better living 

through self- employment. TVET is seen as an essential as it provided a setting for students to develop 

critical thinking and problem-solving abilities, gaining skills and hands-on experience.  

 

Figure 3. Importance of TVET Training from Parents’ Perspective 

Source: Survey. 

 



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3.4 Weaknesses of TVET Training  

Overly, parents had a negative perception with regards to entry requirements and types of students 

enrolling in TVET programs. There was consensus of parents that only students who achieved average 

and poor results enrolled in TVET programmes, meaning students who failed Ordinary (O) or 

Advanced (A) level or failed to get a place in a university and that they had limited avenues for the 

future. Therefore, TVET was considered as a last resort. A number of weaknesses were highlighted by 

parents and these included: (i) few TVET centres, (ii) gender stereotyping, (iii) poor instructor training, 

(iv) no clear linkage between vocational and general education, (v) poor linkage between formal and 

non-formal TVET, and (vi) poor linkage of TVET to the labour market. Furthermore, traditional skills, 

business management and entrepreneurial training and harmonisation of TVET programmes and 

qualifications were found not to be properly documented.  

 

 

Figure 4. Weaknesses of TVET Training 

Source: Survey.  

 

Parents claimed that training in TVET had no meaning in Zimbabwe as there were no industries for 

attachment and that there are no jobs. In fact, in most cases TVET jobs are low paying and TVET 

institutions have poor infrastructure.  

3.5 The Educational Level of the Students Who Enrolled in TVET Programmes 

The academic qualifications of students who enrolled for TVET training in Zimbabwe are depicted in 

Table 1. 

 

 

 



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Table 1. Educational level of TVET Students  

Level Frequency Percentage 

Grade 7 7 11 

“O” Level 41 65 

“A” Level 10 16 

Below Grade 7 5 8 

Total  63 100 

Source: Survey.  

 

The enrolment qualification presented in Table 1 clearly showed that in Zimbabwe most TVET students 

had passed “O” level subjects but could not proceed to “A” level due to weak passes or financial 

problems. Vocational education and training in Zimbabwe is characterised as something ‘for other 

people’s children. As highlighted by Wolf (2002, p. 56) who regarded TVET as second choice option 

whilst academic education was regarded as the ‘gold standard’ to which the best should aspire. 

Unsurprisingly, the literature on young people’s perceptions of vocational education and training 

suggested that they were not inclined to (or were at least reluctant to) pursue vocational courses or 

careers (Finegold et al., 1990; Bell, 2005). Such beliefs or perceptions were predicated upon the 

prevalent understanding that in order to be successful in life an individual need to acquire educational 

credentials in the form of high-status academic qualifications. Literature also suggests that vocational 

courses and careers are more often pursued by individuals who have performed relatively poor at 

school. In Zimbabwe, TVET is considered mostly for school dropout, and those who failed grade 7, 

“O” level ad “A” level.  

3.6 Nature of TVET Learners 

Most parents from the survey viewed TVET students as those who frequently come from a lower 

economic status background, from mountainous or rural areas, or from households where there are 

other specific, extenuating circumstances. One parent said that “Students joining TVET programs are 

mainly from difficult economic status families and from rural areas. There are only small numbers of 

students from urban zones entering the TVET sector”. 

3.6 Learners’ Knowledge about TVET 

Some parents from the survey indicated that TVET students did not know how to choose a career or 

had insufficient or poor guidance. Parents said that students who entered the TVET sector did not had 

enough information about the TVET sector from the career guidance counsellor in the school, or advice 

from their relatives, especially their parents. Also, parents indicated that some students did not make a 

confident choice. They just enrolled in TVET programmes because they were following their friends or 

had no other opportunity for study after they failed their grade 7 or form 4 examinations. 

 



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3.7 Sense of Belonging and Pride in TVET Qualifications 

Respondents were asked the question: Do graduates from TVET institutions felt a sense of belonging 

and pride in their profession? Table 2 show that out of the 60 parents who responded, 28 said that 

graduates of TVET schools felt a sense of belonging and pride in their profession. At the same time, 32 

said that graduates do not feel a sense of belonging and pride because academically they failed and 

their achievement (of having TVET qualifications) was never celebrated. 

 

Table 2. Extent of Pride in TVET Qualification  

Feelings of TVET graduates Yes No 

 No. Percent No. Percent 

Frequency 28 47 32 53 

Source: Survey.  

 

3.8 Activities for Guidance and Awareness about TVET  

Participating parents were asked to respond to the following question: Are there any activities for 

guidance and awareness about TVET from the government? From the responses given in Table 3, 50% 

of respondents said that there were no activities for guidance and awareness of TVET while another 

50% indicated that activities for guidance and awareness were limited given that only those that 

attended speech and prize giving days and careers days in schools managed to get information. 

 

Table 3. Availability of TVET Guidance and Awareness Activities  

TVET awareness Yes No 

 No. Percent No. Percent 

Frequency 29 50 29 50 

Source: Survey.  

 

3.9 Barriers that Limit Enrolment in TVET Institutions 

Despite fees being low in TVET institutions, it was highlighted by 41 parents that TVET tuition fees 

continue to be one of the barriers to enrolment. A total of 10 parents said that there were no colleges, 

while 8 parents said that they were not informed about the TVET education option, and 4 parents said 

that there was lack of equipment in these institutions. According to these parents, therefore, these 

challenges meant that it was a mere waste of time to send their children to TVET institutions given the 

high possibility of that theory could be taught only without the necessary practical for skills acquisition. 

Table 4 depict barriers to TVET enrolment in Zimbabwe as observed from parent’s perspective.  

 

 



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Table 4. Barriers to TVET Enrolment in Zimbabwe 

Type of barrier Frequency Percentage 

No school fees 42 65 

No colleges 10 16 

Not informed 8 13 

Absence of equipment 4 6 

Total  63 100 

Source: Survey.  

 

3.10 Overcoming Barriers to TVET Enrolment  

Parents were given the opportunity to suggest pragmatic and possible solutions to overcome the 

barriers to TVET enrolment. Specifically, they were asked the following question: How can the 

barriers mentioned above be mitigated? Table 5 provides suggested solutions. Most parents, 

constituting 62% of respondents prioritized the building of more TVET facilities (colleges) as the 

number one solution, while 17% considered offering free TVET training as another solution.  

 

Table 5. Ways of Overcoming Barriers to TVET Enrolment  

Way of overcoming Frequency Percentage 

Building more colleges 33 62 

Improving campaigns 7 13 

Giving grants 2 4 

Training of more lecturers 2 4 

Offering free education 9 17 

Total  53 100 

Source: Survey.  

 

3.11 Problems Faced by Female Students in TVET Institutions 

The girl child faces a lot of challenges, chief among them being stigmatisation. From the survey, 4 

respondents said female students were regarded as being inferior as TVET subjects are regarded to be 

for boys. 28 parents indicated that some female students fell pregnant and drop out of school for a 

variety of reasons including (i) seeking favours to pass instead of working hard to compete with the 

boys and (ii) some end up falling prey to teachers or lecturers who propose love. Furthermore, some 

parents said that there was gender discrimination as the recruitment was biased towards boys and only 

very few girls could be recruited. During classroom lessons, and hands-on practical lessons, girls are 

often humiliated and given demeaning words when they cannot perform correctly the various practical 

tasks assigned. 



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3.12 Attitude of Parents towards TVET 

Most parents had a negative attitude towards TVET. They felt that TVET was characterised by low 

performers, those that would have failed, some students who could not read or write, low salaries, dirty 

work and unorganised. However, some parents said that TVET, if well organised and taught, the 

graduates can earn a good living through self- employment and can also employ other people thereby 

helping the government to create employment. Parents needed their children to achieve good results at 

school, thus rendering other skills and interests of their children useless. This was also seen as one of 

the reasons why students did not consider TVET programmes. Parents emulated outstanding academic 

university students unlike successful students in TVET. 

3.13 Community Perception on TVET 

Respondents were asked the question: How is the community’s perception on TVET be changed? 

Interviewed parents said that there was negative perception with regards to TVET training in 

Zimbabwe. Going forward, parents said that the community perception on TVET could be improved 

through holding of workshops, campaigns, conducting meetings with parents, inviting successful 

TVET candidates during field days or speech and Prize giving days and holding some road shows. 

They also said that such activities would help to build TVET image. 

3.14 Improving Quality of TVET Graduates 

Responding to the question: How best to improve community awareness on the need and importance of 

upgrading TVET sector professionally and organizationally? Parents enumerated the following as 

possible ways to improve the quality:  

i. Making attachment or work-related learning part of the TVET curriculum so that learners can 

gain actual practical experience 

ii. Increase on-the-job training  

iii. Recruiting students with at least 5 ‘O’ levels  

iv. Equipping TVET institutions so that actual modern tools and equipment are used and learners 

learn how to use the machines than to just do theory without real practical. 

v. Curriculum offered by TVET institutions should take on board challenges facing the country 

vi. Teachers teaching TVET subjects should be qualified to ensure that right content is taught by 

competent resource persons. 

3.15 Enrolment of Students into TVET Programs 

The economic, geographic and social factors that encouraged students to enrol into TVET programs 

were highlighted as follows by parents:  

i. Limited financial resources to pursue academic subjects as they were expensive as compared to 

TVET subjects 

ii. Some students needed to acquire skills for life to be self-employed, and  



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iii. In Zimbabwe there was high unemployment rate, therefore some learners opted for TVET 

learning areas so that they could get the necessary skills to earn a leaving and some learners just wanted 

to link the mind and hands. 

3.16 Accessibility of TVET Centres 

In Zimbabwe, TVET centres were found mostly in urban areas whereas about 70% of the population 

resides in the rural areas with one TVET per district and some districts had no TVET institutions at all. 

As depicted in Table 6, of the 54 parents who responded, 36 said that they faced challenges in finding 

TVET centres to meet their desire, and 18 said that TVET institutions found in geographic locations far 

away from their localities.  

 

Table 6. Accessibility of TVET Centres  

Difficulties in finding TVET centres Yes No 

 No. Percent No. Percent 

Frequency 36 67 18 33 

Source: Survey. 

 

Other responses were that some nearby centres had no qualified teaching personnel. Lack of 

money/funds to go to other centres that are fully equipped and with trained teaching staff was another 

biggest challenge as that involved other expense including travelling, accommodation, food and general 

upkeep while at the centre. 

3.17 Infrastructure and Equipment 

Infrastructure and equipment are some of the major learning capital which underpin the quality of 

TVET training programmes. Parents were asked the question: Is the infrastructure and equipment used 

in the TVET training in tandem with the developing trends in technology? Most parents said that 

infrastructure and equipment used in most TVET training institutions is not in tandem with the current 

technology. Table 7 indicated that out of 60 parents who responded, 31 parents said that equipment 

used was not in tandem with current technology at all and 29 said that the equipment needed to be 

replaced since some were obsolete. 

 

Table 7. State of TVET Infrastructure and Equipment  

State of equipment In tandem with technology Not in tandem with technology 

 No.  Percent  No.  Percent  

Frequency 29 48 31 52 

Source: Survey.  

 

 



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Equipment used in TVET training was not in tandem with equipment used in industry and labour 

market as evidenced by responses given by parents. The responses showed that the equipment used in 

TVET institutions was a cause for concern as it was not in line with those in the labour market 

rendering TVET graduates to be of no particular use. According to Table 8, out of the 64 parents who 

responded, 46 (or 72%) said that the machines and equipment were not in line with those used in the 

labour market and 18 (or 28%) said that they were not sure. Therefore, it follows that there is need to 

equip TVET institutions to keep them in line with those in the labour market. Some industries tended to 

donate such obsolete machines and equipment to TVET institutions as the institutions do not have 

money to purchase new equipment.  

 

Table 8. TVET Equipment Versus Equipment in Labour Market  

State of equipment In tandem with labour market Not in tandem with labour market  

 No.  Percent  No.  Percent  

Frequency 18 28 46 72 

Source: Survey.  

 

3.18 Safety Measures in TVET Institutions 

Given that TVET training was associated with laboratory and workshops with various equipment, 

safety in use and keeping of such equipment is paramount to avoid accidents and damages. Survey 

results showed that safety in TVET institutions was not guaranteed. Out of the 52 parents who 

responded, 34 (representing 65%) said that there were no safety measures whilst 18 respondents (or 

35%) said that there were some safety measures in place though there was need for major 

improvements. 

 

4. Discussion 

The TVET sector was generally viewed by parents negatively, but with some positive highlights. TVET 

in Zimbabwe has been driven by the concern to create a national TVET sector responsive to labour 

market demand and able to drive the development of skills needed for economic growth and 

development. TVET skills were essential to generate jobs/employment and a productive economy. 

TVET struggled to define and promote its status against academic subjects. In Zimbabwe TVET has 

generated considerable interest among academicians and politicians. Despite the clamour for orienting 

the country’s education system towards, the parents of potential TVET students have not been 

consulted to get their respective views. 

In this current study, it emerged out that majority of parents have negative perception as far as TVET 

training is concerned. With regards to TVET enrolment, out of the 63 respondents, 52 (or 83%) parents 

said that the decision to enroll for a TVET qualification rested with the parent or guardian. The survey 



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16 
Published by SCHOLINK INC. 

indicated that most TVET students would have reached grade 7, “O” level or “A” level and failed. For 

parents whose children enrolled for university education, they considered TVET in Zimbabwe as 

something “for other people’s children”. Interviewed parents indicated that TVET graduates did not 

feel a sense of belonging and pride because academically they failed and their achievement was never 

celebrated. Lack of school fees, absence of TVET institutions in some areas, not being informed, lack 

of equipment and lack of qualified teaching personnel were some of the factors that were given as 

contributing to low enrolments in TVET institutions. Most parents said that the infrastructure and 

equipment used in the TVET were not in tandem with the current technology and also those found in 

the labour market. In some cases, female students faced some challenges simply because TVET 

institutions are dominated by boys and at times they (female students) are humiliated and negatively 

labelled, thus leading to stigmatisation of female students in TVET institutions. 

 

5. Conclusions and Recommendations 

The main purpose of the research was to examine the perceptions of parents with regards to TVET 

education in Zimbabwe. In order to achieve its objective, the study adopted the quantitative research 

methodology using an interview protocol involving twenty open ended questions exploring the parental 

perspectives. Open-ended questions allowed participants the freedom to express their views in their 

own words, in their own time and in a place of their choice.  

The study found out that parents had a negative attitude towards TVET training. In light of this survey, 

several interventions are required to develop the TVET sector and to change the perception and 

attitudes of parents towards TVET training in Zimbabwe. The following are some of the 

recommendations to improve parents’ attitude towards TVET: 

i. Implementing media campaigns and awareness raising programs across the country with the aim 

of encouraging the enrolment of potential students in TVET institutions.  

ii. Continuous developing of the teachers’ capacities and facilities of TVET institutions.  

iii. Improve infrastructure so as to attract learners, thus improving enrolment and recruiting qualified 

personnel who can teach competently. 

iv. Addressing negative attitude and perceptions towards TVET training by holding of road shows, 

symposiums, distribution of pamphlets in various languages so that parents in different communities 

can read and get to know and appreciate TVET. 

Taking on board the above recommendations, respective government ministries and departments as 

well as other TVET training stakeholders can develop interventions that enhance TVET delivery for the 

benefit of the individual graduates and the country at large or world over. 

 

 

 

 



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Acknowledgement 

1) This research is part of a project study which was funded by International Development Research 

Centre (IDRC) of Canada and authors are very grateful to IDRC. 

2) Ministry of Higher and Tertiary Education, Science and Technology Development, Zimbabwe. 

3) Ministry of Primary and Secondary Education, Zimbabwe. 

4) Department of Humanities and Social Sciences, Zimbabwe Ezekiel Guti University, Bindura, 

Zimbabwe. 

5) Department of Economics, University of Zimbabwe, Harare, Zimbabwe. 

 

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