Abstract

Since 2015, the Zimbabwean media both electronic and print is awash with the government’s reform in its education system that is inclined on Science Technology Engineering and Mathematics (STEM). This is an educational reform process that will be reviewed in 2026. This paper explores the government’s approach in implementing STEM through curriculum reform in ensuring that graduates are entrepreneurs and not job seekers. The study focused on the identification of the essence of human experiences about STEM in the participants’ responses during the interviews, focus group discussions and the questionnaires. Twenty senior policy makers in the two education ministries of government and fifty STEM beneficiaries who were post-industrial university students were selected as participants. Subsequent policy statements from the two education ministries have refined the direction of reform towards STEM. The preliminary results from this study show that the industrialization of the economy and creation of employment is possible.

Published in: Canada International Conference on Education, 2017

  • Date of Conference: 26-29 June, 2017
  • DOI: 10.2053/CICE.2017.0207
  • Electronic ISBN: 978-1-908320-83-4
  • Conference Location: University of Toronto Mississauga, Canada