The use of experiential learning in effective provision of skills to secondary school learners in Zimbabwe

International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue VI, June 2021 | ISSN 2454–6186

The use of experiential learning in effective provision of skills to secondary school learners in Zimbabwe

Moyo Lincolyn¹, Mukomana Saziso^2
1Lecturer, United College of Education, Department of Theory of Education
²Lecturer, Zimbabwe Open University, Department of Teacher Education

Abstract: Practical oriented education was not foreign to indigenous education systems. Precolonial education ideology focused on promoting productivity and practicality. Given current challenges, contemporary education systems can deduct from fertile African cultural heritage to mitigate educational shortfalls promoting unproductivity and unemployment. Contemporary Zimbabwe education, if not most of Africa, from primary to Tertiary level lacks emphasis of practical skills. Yet one can argue that, practical subjects/skills are the foundational cornerstone of sustainable productivity and socioeconomic development. Many curricular obstacles hinder promotion and teaching of diverse practical subjects. At the top of several hindrances is lack of supportive infrastructure for effective practical subjects teaching; and lack of practical subjects teachers given absence of a pro-practicals teacher college education in Zimbabwe. Most persistent hindrance is the history driven ideology associated with practical subjects. The purpose of this qualitative study through analysis of published literature was to determine the cause of above-mentioned hindrances. This study discovered a limited inclination towards practical subjects by the current Zimbabwe education system and related practical subject’s pedagogy. Therefore, one can conclude logically that, limited teaching of practical subjects in most schooling levels highly affects productivity of active citizens contributing towards national sustainable growth. Hence, there is a need for practical subjects’ access diversification at all schooling levels and train relevant teachers towards that end.

Key terms: Practical subjects, experiential learning, curriculum, pedagogy, practical skills

I. INTRODUCTION

Zimbabwe schools do no place central emphasis on practical subjects education and yet economic and development challenges re in demand of productive, practical literate graduates. Practical subjects oriented educating was no foreign to indigenous African education system (Ocit, 1994; Seepe, 2001; Fajana, 1986; Nsamenang & Tchombe, 2011; Adeyeni & Adeyinka, 2002) and should not be foreign in the African’s blood and intellectual capabilities. Precolonial education ideology focused on promoting productivity and practicality. Unfortunately, all indigenous knowledge is rapidly being lost to lack of research and incorporation into contemporary school curricular.

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