Implementing strategies of entrepreneurship education in Zimbabwe

Abigal Mawonedzo (School of Further and Continuing Education, University of Fort Hare, Alice, South Africa)
Magdaline Tanga (School of Further and Continuing Education, Faculty of Education, University of Fort Hare, Alice, South Africa)
Simon Luggya (School of Further and Continuing Education, University of Fort Hare, Alice, South Africa)
Yvonne Nsubuga (School of Further and Continuing Education, University of Fort Hare, Alice, South Africa)

Education + Training

ISSN: 0040-0912

Publication date: 5 November 2020



The aim of this paper is to explore how the strategies of entrepreneurship education in clothing and textile programmes are implemented in selected Technical Colleges in Zimbabwe.


A qualitative research approach was adopted for this paper. Purposive sampling technique was used to collect data from 42 participants through in-depth interviews and focus group discussions.


The findings show that there were two principal strategies that are used by lecturers in technical colleges, where entrepreneurship education is taught. The findings reveal that the implementation of the lecture method in most of these colleges deviates remarkable from each other. Given the socioeconomic and linguistic backgrounds of the learners, lectures are delivered in both English and the dominant local language, and the notes are written on the blackboard. Experiential learning, which is the placement of students in textile and clothing industries, was revealed to be another strategy, which was not achieving the intended results as most of the students were engaged in unrelated activities. The implementation of the two methods fall short of internationally recognised and pedagogically acceptable strategies that ought to instil the necessary skills in students to become future entrepreneurs in the textile and clothing industries in Zimbabwe and in Africa.

Research limitations/implications

One of the limitations of the paper is that data was not collected from production managers from the clothing manufacturing industry and from the Ministry of Higher and Tertiary Education officials, especially those from the Curriculum Development Unit. However, the core of this paper is on implementing strategies from the perspectives of lecturers and students. Another limitation of the paper is that data was collected only from three technical colleges in Harare, Manicaland and Midland provinces. There are a total of nine such colleges in Zimbabwe. Nonetheless, since this a qualitative paper, its aim is not to generalise its findings but to provide in-depth and rich information about implementing strategies in Clothing and Textile programmes in selected TVET colleges.


The paper presents some pertinent recommendations to enhance a better implementation of the strategies used in entrepreneurship education to ensure that upon graduation, graduates can be self-employed and create jobs. This could help in curbing the high unemployment rate in Zimbabwe as well as in Africa in general.



Mawonedzo, A., Tanga, M., Luggya, S. and Nsubuga, Y. (2020), "Implementing strategies of entrepreneurship education in Zimbabwe", Education + Training, Vol. 63 No. 1, pp. 85-100.

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