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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: © 2016 |Pages: 24
ISBN13: 9781522501640|ISBN10: 1522501649|EISBN13: 9781522501657
DOI: 10.4018/978-1-5225-0164-0.ch013
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MLA

Mpofu, Stanley. "Trends in Human Resource Development in Zimbabwe: A Case for Progressive Leadership." Teacher Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2016, pp. 228-251. https://doi.org/10.4018/978-1-5225-0164-0.ch013

APA

Mpofu, S. (2016). Trends in Human Resource Development in Zimbabwe: A Case for Progressive Leadership. In I. Management Association (Ed.), Teacher Education: Concepts, Methodologies, Tools, and Applications (pp. 228-251). IGI Global. https://doi.org/10.4018/978-1-5225-0164-0.ch013

Chicago

Mpofu, Stanley. "Trends in Human Resource Development in Zimbabwe: A Case for Progressive Leadership." In Teacher Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 228-251. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-5225-0164-0.ch013

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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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