A recent Institute of Development Studies research report examines the growing importance of private sector training institutions (PSTIs) to economic reform in Zimbabwe. Can official steps to 'level the playing field' between State and private training outfits by dispensing with preferential treatment for State colleges, raise standards of commercial and technical skills-training in both? And can it provide the competitive edge needed to modernise Zimbabwe's economy, as it strives to obtain footholds in the global marketplace? The report commends demand-driven policy changes that open the training market up to greater privatisation and financial self-sufficiency, as spurs to higher all-round standards and as valid means to macroeconomic ends.

Vocational and educational training in Zimbabwe is increasingly being provided by institutions in the private sector. This sector has grown rapidly during a recent spell of economic liberalisation to meet growing demands for vocational training. The public sector cannot cater for these needs as State-run training institutions are struggling to maintain standards and relevance in the face of major expenditure cuts. the private sector faces a different set of problems in coping with increasing demand.

The prevailing hostility towards private sector training institutions, particularly in the form of stringent registration requirements, has forced a large number of PSTIs into the informal sector. This means that a fairly large proportion of private sector training provision remains unregulated, decentralised, and lacking in standardised quality. Course evaluation and accreditation is minimal, equipment provision is low, and government inspections are rare or non-existent.

Public sector training provision too, is failing on several counts. It provides courses which are poorly related to demand, and is strongly biased towards particular sectors and groups. In the face of little market competition, it yields costly, supply-oriented training ; accountability is minimal, and confidence is lacking in employers looking for relevant, high-quality training.

The essential problem with the Zimbabwean vocational training system therefore, is that the market, which is the primary force left to regulate training provision, offers inadequate control and incentive to those areas in most need of it. What is required is decisive Government intervention, creating an enabling environment for PSTIs so that they may compete on a level playing field: the level of competition between both sectors is the most important factor in improving Zimbabwe's vocational training system, and so in turn, its overall economic performance.

Policy changes recommended as means to achieve this goal include steps to:

• increase competition between public and private sectors through the awarding of course tenders based on strict performance criteria
• remove the subsidy from public sector providers so that PSTI s are able to compete on equal terms
• make grant provision available to PSTI s to buy equipment and train teachers
• create demand-driven changes in training by allowing employers' organisations to sponsor training activities seen as essential
• establish a Microenterprise Training Fund
• investigate the usefulness of training voucher schemes for the poor
• strengthen registration and inspection functions. Create a separate agency responsible for this task
• improve the quality and overall availability of information about training costs and performance
• encourage growth of associations of vocational PSTIs.

Source(s):
Vocational education & training in Zimbabwe: The role of private sector provision in the context of economic reform. IDS Research Report, P.Bennell (1997).

Funded by: Department for International Development, UK

id21 Research Highlight: 1997-Dec-02

Further Information:
P. Bennell
Institute of Development Studies
University of Sussex
Brighton BN1 9RE
UK

Tel: +44 (0) 1273 678675
Fax: +44 (0) 1273 621202
Contact the contributor: p.s.bennell@sussex.ac.uk

Institute of Development Studies (IDS), UK