Education with Production or Education Pragmatism as Solution to the Skills Shortage in Zimbabwe: Policy with Continuity?

Abstract

Zimbabwe has had an education policy foraging because of policy failure. The Ministry of Primary and Secondary Education has been shifting from one policy to another to revitalise skills development in learners, but there has not been much success in these adopted policies through the years. This article critically explores the education with production (EWP) policy that was adopted in Zimbabwe after independence, between 1984 and 1985, in search of potential solutions to the skills shortage in the country. The article is based on the argument that the subsequent education policies that Zimbabwe has been changing lacked the aspects that empowers graduates with job-relevant skills that industry requires to revitalise production. The study uses a qualitative methodology with a case study research design. To craft the discourse for this study, the study engages secondary data. The study reveals that post-colonial governments in Africa have tried to decolonise their education systems through development of science-based curriculums to foster national development. The study also reveals that Zimbabwe has tried to align the curriculum to the needs of industry, introducing vocational studies and aligning innovation and entrepreneurship with the curriculum to develop EWP. Emphasis was on including more practical subjects such as Building, Metalwork, Carpentry, Fashion and Design, Food and Nutrition and Agriculture in the curriculum for future industrial development and enhancement of entrepreneurial skills. The study concludes that for the country to embrace an education that produces graduates with graduate attributes and job-relevant skills to meet the country‘s industrial demands, vocational training in primary and secondary schools is recommended.