Ṱhoḓisiso yo itwa ngei kholidzhini ya vhugudisi ha vhudededzi ya thekhinikhala kha ḽa Zimbabwe u itela u vhona uri mbeu, vhunṋe, na u nanga thero zwi dzhenelana hani u itela u vhumba tshenzhelo dza u guda dza mutshudeni. Ndeme ya u ita ngudo iyi zwo vha u bveledza adzhenda ya vhulamukanyi ha matshilisano kha u funza TVET nga u shumisa kuvhonele ka Ubuntu. Tshitshavha tsha ngudo tshi na tsumbonanguludzwa ya vhoḽekitshara na vhadededzi vha matshudeni kholidzhini ya vhugudisi ha vhudededzi ya thekhinikhala. Vhadededzi vha matshudeni vho nangiwaho u itela ngudo iyi vho vha vho ḓiṅwalisa kha Vhuinzhiniara ha Mekhenikhala, zwa Mafunda na Ndangulo ya Vhuendamashango, Mafhungo na Thekhinoḽodzhi, Thekhinoḽodzhi ya Zwiambaro na Masila, khoso dza zwa Vhufhaṱi na Thekhinoḽodzhi. Ngudo dzo shumisa ṱhoḓisiso dza fiḽosofi yaphuragimathiki na kuitele kwa ṱhoḓisiso dzo ṱanganelanaho. Nyolo ya ṱhoḓisiso yo shumiswaho yo vha ya thevhekano ya ṱhalutshedzo. Vhadededzi vha matshudeni vho nangiwa hu khou shumiswa tsumbonanguludzwa
Ucwaningo lwenziwe ekolishi lokuqeqeshwa kothisha ngobuchwepheshe eZimbabwe ukuze kutholakale ukuthi ubulili, ukuzazi komuntu uqobo lwakhe, nokukhetha izifundo kuhlangana kanjani ukuze kuqondise indlela abafundi abafunda ngayo. Ukubaluleka kokuqhuba lolu cwaningo kwakungukuthuthukisa uhlelo lobulungiswa bezenhlalo ekufundiseni eTVET ngokusebenzisa indlela yoBuntu. Isibalo sababambiqhaza ocwaningweni sasibandakanya isampula labafundisi basekolishi kanye nothisha abafundela ukufundisa ekolishi lokuqeqesha uthisha ngobuchwepheshe. Othisha abafundela ukufundisa abakhethelwe kulolu cwaningo babhalise ezifundweni zeMechanical Engineering, iHospitality and Tourism Management, i-Information and Technology, i-Clothing and Textiles Technology kanye ne-Building and Technology. Ucwaningo lusebenzise ifilosofi yocwaningo enembile kanye nendlela yocwaningo exubile. Umklamo wocwaningo owasetshenziswa wawuchaza ngendlela elandelana kahle. Othisha abafundela ukufundisa bakhethwa ngendlela yokusampula okungalandeli hlelo futhi
This research was motivated by the desire to investigate the experiences of students in Technical Vocational Education and Training (TVET). Using a pragmatic research paradigm and an explanatory sequential mixed research design, the study sought to explore the way in which students’ learning experiences are impacted by a range of intersecting and interlocking features, including gender, identity and learning experiences. It endeavoured to determine factors that impact students’ choices of subjects and their experiences in the TVET College. The population of the study was constituted by the Technical Vocational and Training (TVET) students at one the technical teacher training colleges in Zimbabwe. The sample of lecturers who participated in this study was purposively drawn from those teaching the following programmes: Wood Technology, Technical Graphics, Hospitality and Tourism Management, Building Technology, Clothing and Textiles Technology and Mechanical Engendering. Student participants were selected from the designated courses using simple random sampling and they were required to complete a questionnaire. Twenty lecturers, selected on using purposive sampling, participated in focus group interviews. The findings of the study indicate that some courses such as Information and Communication Technology had an equal number of enrolled male and female students, while other courses such as Fashion Technology had only one male student. The study identified a number of intersections which impacted on career choices and learning practices, such as of gender and identity and that these impacted across most of the TVET courses at the institution. Moreover, instances of harassment of female students during learning were noted as well as the discrimination of students based on age, gender, ability and (perceived) sexuality. In addition, the study found more nuanced intersections which included totemism, nationality and language. It was also noted that older students experienced a measure of discrimination by younger students. Different motivations underlying course selection were also identified. It was also found that while both male and female students tended to be motivated by the desire to secure entrepreneurial opportunities afforded by their selected TVET qualifications, students’ families or husbands impacted on the course choices of women students in TVET. While the study observed that students perceived themselves in terms of a particular group identities, in some instances students moved from one group to another in order to collaborate on class work. The research
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proposes that at a legislative level, policies for higher education need to be reviewed for broad inclusivity and that institutions of higher learning in Zimbabwe need to embrace inclusivity more broadly. It is contended that the Ubuntu philosophy in education could assist in promoting an ethic of care and support. It is also recommended that instructors must be trained in the use of the Ubuntu philosophy in the area of learning in TVET to enable lecturers themselves to deal with unconscious biases and issues of discrimination that assume an interlocking dimension.
The research was conducted at one technical Teacher training college in Zimbabwe for the purpose of ascertaining how gender, identity and subject choice intersect to shape students’ learning experiences. The population of the study constituted a sample of lecturers and students at the technical teacher training college. The students selected for this study were enrolled in courses such as Mechanical Engineering, Hospitality and Tourism Management, Information and technology, Clothing and Textiles Technology, Building and Technology. The study employed a pragmatic research philosophy and a mixed research approach. The research design that was employed was explanatory sequential. The students were selected using simple random sampling to complete a questionnaire that had both structured and non-structured questions. The lecturers were selected using purposive sampling and were required to take part in two focus group interviews. The study was based on Ubuntu philosophy and used Social Identity theory and an intersectional analytical framework. The Ubuntu philosophy has its origin in the pre-colonial societies that live in Sub-Saharan Africa and is based on the ethics of caring for one another. The intersectional study sought to view disadvantage and privilege from a multiple axis which reflects how individual subjugation is based on numerous variables that tend to compound disadvantages or privileges in the life of a person. The data revealed that the TVET institution is still gendered in terms of the teaching and learning practices and this impacts students’ learning and career advancement. The study found instances of students being harassed, ridiculed or favoured, based on criteria such as gender, age, marital status, sexual orientation, religiosity, ethnicity, nationality and language. The study recommends the introduction of Ubuntu as a transformative philosophy that can change the nature of the relationships from competition and exclusive behaviours to one that embraces differences and creates a community that cares and supports one another at the TVET institution. The study also recommends the training of lecturers on the use of inclusive language and practices during teaching and learning and an awareness of intersectionalities.
