Volume 4, Number 1 (2019)
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Home > Journals > SCIREA Journal of Education > Archive > Paper Information

FACTORS CAUSING LECTURERS΄ RESISTANCE TO EFFECTIVE IMPLEMENTATION OF COMPETENCE BASED EDUCATION AND TRAINING IN HARARE POLY-TECHNIC COLLEGES IN ZIMBABWE

Volume 4, Issue 1, February 2019    |    PP. 18-34    |PDF (206 K)|    Pub. Date: March 22, 2019
82 Downloads     889 Views  

Author(s)
GUDYANGA ANNA, Department of Educational Foundations Management and Curriculum Studies, Midlands State University, P. Bag 9055, Senga Road, Gweru, Zimbabwe
MUKUTYU SPENCER, Department of Educational Foundations Management and Curriculum Studies, Midlands State University, P. Bag 9055, Senga Road, Gweru, Zimbabwe

Abstract
The purpose of this study was to find factors causing lecturers’ resistance to effective implementation of competence based education and training in Harare poly-technic colleges. Qualitative research design, grounded in the interpretivist paradigm was used. The data generating instruments were observation and interview guides as well as document analysis. The findings show that most lecturers were holders of national certificate which is lower than the recommended national diploma, lecturers perceived competence based education as same as technical and vocational education, non-involvement of lecturers in planning the curriculum and shortage of machinery and equipment were major factors hampering the implementation of competence based education and training. It was recommended that poly-technic colleges should embark on staff development programs to equip lecturers with new competences and that there is need to re-tool and equip the existing engineering workshops so that they are abreast with new technologies

Keywords
competence based education and training; implementation; technical and vocational education and curriculum

Cite this paper
GUDYANGA ANNA, MUKUTYU SPENCER, FACTORS CAUSING LECTURERS΄ RESISTANCE TO EFFECTIVE IMPLEMENTATION OF COMPETENCE BASED EDUCATION AND TRAINING IN HARARE POLY-TECHNIC COLLEGES IN ZIMBABWE, SCIREA Journal of Education. Vol. 4 , No. 1 , 2019 , pp. 18 - 34 .

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