Management Strategies for Practical Skills Development Instruction in Zimbabwean Polytechnics

Abstract

  The purpose of this study was to come up with management strategies for practical skills development instruction. This was motivated by the observation that lecturers' instruction is not in tandem with practical skills development which is key to polytechnic education. This problem was also identified in other countries (Nigeria, Atsumbe, 2002; Ghana, Dasmani, 2004and Botswana, Richardson, 2009). Literature review reflected on theoretical perspectives on practical skills development in polytechnic education in the hope of coming up with management strategies to promote the practical skills. Descriptive Survey was used for research design. Cluster sampling was applied to raise a sample size of 115 lecturers. Questionnaires and interview guides were used. Documents like policies, minutes, circulars and schemes of work were analysed to establish the position and subsequently the teaching of practical skills. From the data collected it emerged that most lecturers rely heavily on the demonstration and lecture methods for practical skills development and unavailability of resources as well as lack of know-how on the part of the lecturer were impingements on practical skills development. Lack of know-how was confirmed during interviews and authenticated by questionnaires which were left blank on spaces requiring teaching methods. The study recommends that in-service training for instruction onpractical skills development be organised. Colleges can use one of the colleges as a centre for practical skills development instruction. Each college can twin with one industry for department equipmentation to expose students to current machinery. Lecturers can go on attachment in industry. Such exposure would enable them to know industrial expectations on practical skills. Further research can be done on factors affecting lecturers writing of books on practical skills development.