Promise and performance of gender mainstreaming at a Zimbabwean agricultural training college


  • Sebastian Mutambisi Bindura University of Science Education, Zimbabwe
  • Manasa Madondo University of Zimbabwe, Harare
  • Miidzo Mavesera University of Zimbabwe, Harare
  • Phamela Dube Manicaland University of Applied Sciences, Zimbabwe



Gender equality, gender-sensitive curriculum, agricultural education and training, gender mainstreaming, learning support materials


Gender equality in education and training can be achieved only if curricula at every level of the system become gender-sensitive. The present study examines the extent to which the milieu at one agricultural training college in Zimbabwe promotes the implementation of gender-sensitive training. The main investigative question posed was as follows: To what extent is the agricultural education and training curriculum used at the college gender-sensitive? By responding to this question, the study provided some response to the performance, challenges and prospects for gender mainstreaming in the college’s agricultural education curriculum. Data for this study were generated by document analysis of policy, curricular and instructional documents, interviews with 12 college lecturers, four college administrators and selected final year students, and by lesson observations. The study revealed that while government, and to a lesser extent college policies, articulate the need for gender equality, little attention is paid to these invocations in practice. Likewise, agricultural education and training curricula, training techniques, learning-support materials and out-of-class activities reflect minimal attention to issues of gender equality. The article concludes by discussing possible interventions that correspond to these findings.

Author Biographies

Sebastian Mutambisi, Bindura University of Science Education, Zimbabwe

Sebastian Mutambisi is the Assistant Registrar: Human Resources at Bindura University of Science Education in Zimbabwe. He has over twenty years’ experience in education as a lecturer and administrator. He holds an MEd in Curriculum Studies, a BTech in Education Management and a BCom. He has research interests in curriculum analysis; education and gender; educational policy; and teacher and higher education.

Manasa Madondo, University of Zimbabwe, Harare

Manasa Munashe Madondo holds a PhD from the University of the Free State (South Africa) and MEd (Curriculum Studies), MSc (Social Ecology) and BA degrees from the University of Zimbabwe, where he lectures in Curriculum Theory. His research interests include post-colonial curriculum reform and its implementation, learner-centred pedagogy and education for sustainable development.


Miidzo Mavesera, University of Zimbabwe, Harare

Miidzo Mavesera, an accomplished researcher with more than twenty titles to her name, is a Senior Research Fellow at two African universities. She is a prolific novelist, playwright, poet and a versatile author whose works cut across disciplines such as language planning, heritage studies, gender and farming.

Phamela Dube, Manicaland University of Applied Sciences, Zimbabwe

Phamela Dube is a lecturer in Agricultural Economics and Development at the Manicaland State University of Applied Sciences, Zimbabwe. She has experience in both the private and public sector in the SADC region. She holds an MSc in Development Economics and a Diploma in Animal Health and Production. She has published in peer-reviewed journals and her research interests include urban agriculture, and agricultural policy, training and education.




How to Cite

Sebastian Mutambisi, Manasa Madondo, Miidzo Mavesera, & Phamela Dube. (2021). Promise and performance of gender mainstreaming at a Zimbabwean agricultural training college. Journal of Vocational, Adult and Continuing Education and Training, 4(1), 18.