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Trends in Human Resource Development in Zimbabwe: A Case for Progressive Leadership

Trends in Human Resource Development in Zimbabwe: A Case for Progressive Leadership

Stanley Mpofu
Copyright: © 2015 |Pages: 31
ISBN13: 9781466685895|ISBN10: 1466685891|EISBN13: 9781466685901
DOI: 10.4018/978-1-4666-8589-5.ch003
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MLA

Mpofu, Stanley. "Trends in Human Resource Development in Zimbabwe: A Case for Progressive Leadership." Cases on Leadership in Adult Education, edited by Oitshepile MmaB Modise, IGI Global, 2015, pp. 51-81. https://doi.org/10.4018/978-1-4666-8589-5.ch003

APA

Mpofu, S. (2015). Trends in Human Resource Development in Zimbabwe: A Case for Progressive Leadership. In O. Modise (Ed.), Cases on Leadership in Adult Education (pp. 51-81). IGI Global. https://doi.org/10.4018/978-1-4666-8589-5.ch003

Chicago

Mpofu, Stanley. "Trends in Human Resource Development in Zimbabwe: A Case for Progressive Leadership." In Cases on Leadership in Adult Education, edited by Oitshepile MmaB Modise, 51-81. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-8589-5.ch003

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Abstract

The rebranding of adult learning at CONFINTEA V (1997) as an integral component of human resource development for sustainable development paved the way for greater flexibility and innovation in education provision. This chapter illustrates how this development has challenged the traditional methods of teaching and learning in Zimbabwe. Accordingly, the chapter show-cases three major trends that have emerged, namely, the formalization of non-formal education and vice versa, the “universalization” of continuing education and the non-formalization of informal education. Whereas the formalization of non-formal education has occurred throughout the education system (from school through to university) the non-formalization of formal education has been confined to university education. The “universalization” of continuing education is evident in the adoption by universities of many continuing education programs that were traditionally beyond their scope. And, informal education has been non-formalized via trade-testing of informal artisans such as carpenters and builders.

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