Muzenda, Verity2016-09-192016-09-192014http://hdl.handle.net/20.500.11837/517The introduction of Technical Vocational Education (TVE) has been marred by a myriad of challenges, and this has not spared universities. The incompetency of lecturers, the perceptions of both lecturers and students, the relationship between universities and the world of work as well as support strategies have been the most contested issues in TVE. The researcher used the mixed method design which is rooted in the post-positivist research paradigm that integrates concurrent procedures in the collection, analysis and interpretation of the data. Post-positivist research paradigm attempts to enhance one’s understanding of the way certain phenomena are and that objectivity is an ideal that can never be achieved. The sample of the study comprised two Heads of Department (HODs) from the universities under study, 18 lecturers for the interviews, 18 lecturers who responded to the questionnaire, 24 students formed the 4 focus groups for both universities with 6 students each. Two industrial personnel were also interviewed. Questionnaires were used to collect quantitative data while qualitative data were collected through interviews, focus group discussions, observations and document analysis. The researcher employed the Statistical Packages for Social Sciences (SPSS) to summarise, compile tables and graphs on quantitative data and qualitative data was analysed using content analysis through emerging themes. The study established that lecturers were not competent enough to deliver CT curriculum in universities and this was as a result of the type of training lecturers received which was no longer congruent with the technological advancement which have taken place in the textile industry. It was also instituted that universities were producing students who lacked the hands-on skills necessary for them to be acceptable in the world of work. There was a stern shortage of equipment and machinery in CT departments in universities. The machinery and equipment in the departments were too old and broken. Furthermore, the study established that there was no collaboration between universities and industries. Industrial personnel lamented that universities were not willing to put into consideration all the suggestions they gave them and that time for Work-Integrated Learning (WIL) or placement was too short for them to impart all the requisite skills to students. It was also established that students were discontented by the teaching methods that lecturers were using and the way they were being assessed. Students conveyed their desire for the industry to be involved in assessing them whilst they were in universities. Based on the above findings, the study concluded that lecturers were incapacitated to deliver CT due to the training they received in colleges and universities which was no longer congruent with the dynamics of technology. The study also concluded that the shortage of machinery and equipment also demotivated lecturers and incapacitated them. It was also concluded that the lack of collaboration between universities and industries posed serious challenges to both lecturers and students. The study recommends that the quality of the existing lecturing force must be improved mainly through extensive staff development training programmes.There is need for lecturers to be staff developed through training workshops in order to improve on competence. There should be collaboration among University management, lecturers and the industry during curriculum design, implementation and monitoring to improve their attachment and sense of ownership of CT programmes. To improve on students’ acquisition of skills, the study recommends that time for Work-Integrated Learning should be lengthened so that students leave the industry well equipped with relevant skills and knowledge.enClothing and dress -- Study and teaching -- ZimbabweEducation -- Curricula -- ZimbabweTextile industry -- Study and teaching -- ZimbabweUniversities and colleges -- ZimbabweThesis