Vocationalisation Of The Secondary School Curriculum As An Instrument For Human Resources Development: Zimbabwean Experiences, Challenges, And The Way Forward

Abstract

Vocationalisation of the school curriculurm, particularly at secondary school level is viewed as one way of making the curriculum, which is a crucial instrument for human development, relevant to the needs of a nation. Since attaining independence in 1980, Zimbabwe has been striving to vocationalise the school curriculum, especially after the demise of the pre-independence vocationally oriented F2 curriculum. Recently in 2001, the Ministry of Education, Sport and Culture reaffirmed its quest to vocationalise the curriculum by circulating a minute to all schools which, among other things directed that all pupil's should do at least One technical/vocational subject at Ordinary level (Secretary's Circular Minute No 2 of 2001). The Presidential Commission of Inquiry into Education and Training Report (1999) also recommended a secondary school curriculum with a strong vocational component. Despite efforts made so far, the vocational thrust in the secondary school curriculum seems not to bear much fruit. This article seeks to examine the justification of vocationalisation within the preview of human development, and to analyse the problems which Zimbabwe has encountered in its attempts to vocationalise the secondary school curriculum. Recommendations on the way forward are also made which other African countries may benefit from in their quest to enhance the development of a total human being through offering relevant curricula to secondary school pupils.