This research study sought to explore inclusive practices that could be incorporated at Technical Vocational and Educational Training (TVET) institutions in Zimbabwe. The study employed a qualitative research methodology using a multiple case study design and thematic data analysis technique. Purposive sampling technique was used to select participants from each category of the population under study. Participants comprised of Heads of Departments (HoDs), lecturers and students from three TVET institutions from Mutare, Zimbabwe. Data collection techniques used comprised of focus group discussions with a total of 28 students and interviews for 8 HoDs and 15 lecturers respectively.
Research major findings were: TVET institutions are facing challenges in effectively supporting students with diverse needs; some TVET curriculum does not carter for various student diverse needs; efforts are being made towards putting in place more inclusive setup in TVET institutions in Zimbabwe but challenges are being experienced; students with impairments are not accessing specific training facilities basing on their needs; Attitudinal inclinations have also contributed to the plethora of challenges faced by vulnerable students particularly those living with disabilities, socioeconomically disadvantaged, those living with HIV/AIDS and also females and males.
Research results also revealed that only one out of the three TVET institutions under study offer students support in form of fees, uniforms, stationery, sexual reproductive health rights education, child care services for children of mothers pursuing their technical and vocational education. Results imply the need for more to be done for inclusive vocational and technical education in Zimbabwean TVET institutions to be effectively achieved.
To read more, click here: Read More
